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All Journal International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET) Indonesian Journal of Educational Development (IJED)
Syaharudin
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Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education

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Effectiveness of guided inquiry learning and self-regulated learning on students' numeracy skills Mahsup; Syaharudin; Nepomuceno, Matthew; Jali, Hasan bin
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 4 (2026): February 2026
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i4.5756

Abstract

Numeracy is a fundamental competency for university students, particularly in education-related programs. However, evidence shows that numeracy performance in Indonesia remains relatively low, highlighting the urgency of identifying effective instructional and learner-related factors that support numeracy development in higher education. Previous studies have often examined instructional approaches and learner characteristics separately, resulting in a limited understanding of their combined influence at the tertiary level. Therefore, this study aims to examine the influence of guided inquiry learning and self-regulated learning on students' numeracy skills. Using a quantitative correlational design, data were collected from 50 undergraduate students purposively selected from the Mathematics Education and Elementary Teacher Education programs. The inclusion criteria focused on students who had completed courses related to instructional strategies and mathematical reasoning. Data were obtained through validated Likert-scale questionnaires and analyzed using multiple linear regression. The results show that guided inquiry learning and self-regulated learning significantly predict numeracy skills (F = 96.923, p < .001). These findings indicate that numeracy development becomes more effective when inquiry-oriented instruction is supported by strong self-regulated learning capacities. Accordingly, this study recommends integrating guided inquiry learning with self-regulated learning strategies to strengthen numeracy competencies in higher education.
THE INFLUENCE OF GOOD GOVERNANCE PRINCIPLES (TRANSPARENCY, ACCOUNTABILITY, AND PARTICIPATION) ON THE EFFECTIVENESS OF SENIOR HIGH SCHOOL MANAGEMENT: AN EXPLANATORY SEQUENTIAL MIXED METHODS STUDY IN PUBLIC AND PRIVATE SCHOOLS IN EAST KALIMANTAN Irriyanti; Syaharudin; Warni Juwita; Widyatmike Gede Mulawarman; Mukhamad Nurhadi
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 5 No. 5 (2026): APRIL
Publisher : RADJA PUBLIKA

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Abstract

This study aims to analyze the influence of transparency, accountability, and participation on the effectiveness of school management. The study employed a mixed methods approach with a sequential explanatory design, involving the collection and analysis of quantitative data, followed by qualitative data to deepen the research findings. The sample consisted of 43 respondents, consisting of principals, teachers, and administrative staff from several public and private schools. Data collection techniques included questionnaires, interviews, and documentation. The quantitative analysis showed that transparency, accountability, and participation simultaneously had a significant influence on the effectiveness of school management. However, only participation had a significant effect, while transparency and accountability did not. The coefficient determination test showed that the three variables explained 76.6% of the variation in school management effectiveness. The qualitative analysis revealed that participation was the primary factor influencing the effectiveness of school management, due to the active involvement of teachers and education staff in program planning, implementation, and evaluation. Meanwhile, transparency and accountability have been implemented but tend to be administrative in nature and have not been optimally utilized in decision-making. Data integration shows that the effectiveness of school management is more influenced by active participation than by formal transparency and accountability. Therefore, improving the quality of participation is key to achieving effective school management.
Co-Authors Irriyanti Jali, Hasan bin Mahsup Mukhamad Nurhadi Nepomuceno, Matthew Warni Juwita Widyatmike Gede Mulawarman