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All Journal Al-Jabar : Jurnal Pendidikan Matematika Nusantara: Jurnal Pendidikan Indonesia
Alifah, Yuni
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Education Mathematics

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The relationship student intake factors and first year academic performance in mathematics: A multivariate regression analysis Alifah, Yuni; Abdullah, Sarini
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 1 (2026): Al-Jabar : Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v16i1.30127

Abstract

Purpose: This study aims to examine the multivariate relationship between student intake factors and first-year academic performance in mathematics-based programs. Method: A quantitative explanatory design was applied using a multivariate regression approach. The study involved 257 students from Mathematics, Statistics, and Actuarial Science programs at a public university in Indonesia, representing cohorts from the 2017/2018 to 2023/2024 academic years. First-year academic performance was measured using final grades from eight interrelated foundational courses. Predictor variables included prior educational curriculum, average high school mathematics scores, university admission pathways, motivation for program selection, and selected demographic characteristics. Data analysis comprised model specification, ordinary least squares parameter estimation, multicollinearity testing, simultaneous and partial significance testing, and evaluation of multivariate regression assumptions to ensure the robustness of the model. Findings: The results indicate that student intake factors collectively have a significant multivariate effect on first-year academic performance. Prior mathematics achievement, educational curriculum background, admission pathways, and motivation for choosing the study program emerged as key predictors, with varying magnitudes and directions of influence across courses. These findings reflect the multidimensional and interrelated nature of academic performance in mathematics-based programs. Significance: This study reinforces academic preparedness theory and provides empirical evidence to support data-driven student selection policies, early academic intervention strategies, and curriculum alignment in higher education institutions.
Evaluasi Workshop dan Pendampingan terhadap Peningkatan Kompetensi Penelitian Tindakan Kelas Guru SD dan SMP di Jakarta Timur Arifin, Fawzul; Alifah, Yuni
Nusantara: Jurnal Pendidikan Indonesia Vol. 6 No. 4 (2026): in Press
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2026.v6i4-5

Abstract

Purpose – This study aimed to examine the effectiveness of an integrated workshop and mentoring program in enhancing the competence of primary and junior secondary school teachers in East Jakarta in developing classroom action research (PTK) proposals.Methods – The study employed a quantitative approach with a pre-experimental one-group pretest–posttest design without a control group. Participants comprised 30 primary and junior secondary school teachers selected through purposive sampling. Data were collected through conceptual understanding tests administered before and after the intervention (pre-test and post-test). Data were analyzed using descriptive and inferential statistics, including the nonparametric Wilcoxon Signed-Rank Test and Normalized Gain (N-gain) calculations.Findings – The mean pre-test and post-test scores for conceptual understanding were 14.33 (89.58%) and 14.47 (90.44%), respectively. The Wilcoxon Signed-Rank Test yielded a p-value of 0.303 (p > 0.05), while the mean N-gain was 0.08, classified as low. These findings suggest a ceiling effect associated with participants’ high baseline competence. Nevertheless, qualitative analysis of the draft proposals revealed meaningful improvements in methodological quality and the formulation of action hypotheses. Research implication – The study concludes that the integrated workshop and mentoring program was effective in strengthening the methodological depth of teachers’ PTK proposals, although high baseline scores limited the cognitive test’s capacity to capture improvement.
Co-Authors Abdullah, Sarini Fawzul Arifin