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Rohantizani Rohantizani
Department of Mathematics Education, Universitas Malikussaleh, Aceh Utara, 24355
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Veterinary Other

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Preview, Question, Read, Reflect, Recite, Review Learning Strategy on Mathematical Ploblem-Solving Ability with the Assistance of Mural Software Nur Fadhilah; Rohantizani Rohantizani; Amam Taufiq Hidayat; Erna Isfayani; Nur Elisyah; M Mursalin
Electronic Journal of Education, Social Economics and Technology Vol 6, No 2 (2025)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v6i2.882

Abstract

The low level of students mathematical problem-solving ability remains a challenge in mathematics education, often resulting from limited engagement, lack of active reading, and ineffective instructional strategies. This study aimed to investigate the effect of the PQ4R (Preview, Question, Read, Reflect, Recite, Review) learning strategy on students mathematical problem-solving ability, supported by Mural software as a digital learning aid. The research employed a quantitative approach using a quasi-experimental design involving two tenth-grade classes at SMA Negeri 1 Kuta Makmur. The experimental group received instruction using the PQ4R strategy integrated with Mral software, while the control group wa taught using conventional methods. Data were obtained through pretest and posttest consisting of essay questions based problem-solving indicators. The Mann-Whitney U test wa used for hypothesis testing. The findings show that the PQ4R learning strategy, when assistes by Mural software, has a significant effect on students mathematical problem-solving ability.
Creative Problem-Solving Learning Model Assisted by Articulate Storyline 3 Media on Students' Mathematical Creative Thinking Ability Disa Ramadhani; Rohantizani Rohantizani; Fitri Ayu Ningtiyas; Yeni Listiana; Nurul Afni Sinaga; M Mursalin
Electronic Journal of Education, Social Economics and Technology Vol 6, No 2 (2025)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v6i2.886

Abstract

The low level of students’ mathematical creative thinking ability is the main focus of this study. Based on interviews and observations, students were found to have difficulties solving problems that require creative thinking. This research aims to investigate the effect of the Creative Problem Solving (CPS) learning model assisted by Articulate Storyline 3 media on students’ mathematical creative thinking ability. A quantitative approach was used with a quasi-experimental method and Non-Equivalent Control Group Design. The research sample consisted of two seventh-grade classes at SMP Negeri 2 Dewantara, with class VII-A as the experimental group and VII-B as the control group. The instruments included a mathematical creative thinking ability test and observation sheets for both teachers and students. Data analysis was conducted using the Mann Whitney non-parametric test. The results showed that the Asymp. Sig. (2-tailed) value was 0.001 0.05, indicating a significant difference between the experimental and control groups. Therefore, the CPS model assisted by Articulate Storyline 3 had a positive impact on improving students’ mathematical creative thinking. The model facilitated students in exploring ideas, thinking in alternatives, and developing open-ended problem-solving strategies, making it a relevant alternative for mathematics learning at the junior high school level.
Optimization of TPACK-Based Project Learning in Micro Teaching Courses in the Mathematics Education Study Program Nuraina Nuraina; Rahmi Hayati; Rohantizani Rohantizani; M Mursalin; Muliana Muliana; Ratna Unaida
Electronic Journal of Education, Social Economics and Technology Vol 6, No 2 (2025)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v6i2.1166

Abstract

The purpose of this research is to optimize project learning based on Technological Pedagogical Content Knowledge (TPACK) in the Micro Teaching course in the Mathematics Education Study Program. A descriptive qualitative approach is used to describe student involvement in each stage of the project: starting from planning, digital media development, implementation of micro teaching, reflection, revision, to publication of results. Data was collected through observations, project documents, and assessment sheets based on the TPACK rubric. The results showed that students were able to integrate elements of technology, pedagogy, and content quite well, with the highest scores in the Pedagogical Knowledge (4.5) and TPACK (4.4) dimensions, and the lowest scores in the Technological Content Knowledge dimension (4.1). These findings show that the TPACK-based project learning model is effective in developing the competencies of prospective 21st century mathematics teachers who not only master the material and learning strategies, but are also able to utilize technology appropriately. This study recommends the sustainable application of similar models to support the transformation of digital-based education and innovative pedagogy in higher education.
Connecting, Organizing, Reflecting, Extending Learning Model Assisted By Wordwall Media On Stundents’ Numeracy Skills Nurjannah Nurjannah; Rohantizani Rohantizani; Nur Elisyah; Muliana Muliana; Haves Qausar; M Mursalin
Electronic Journal of Education, Social Economics and Technology Vol 6, No 2 (2025)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v6i2.879

Abstract

Students’ low numeracy skills are caused by their unfamiliarity in solving word problems, the continued use of conventional learning models, and the limited utilization of instructional media. This research seeks to examine the influence of the Connecting, Organizing, Reflecting, and Extending learning model, supported by Wordwall media, on students' numeracy abilities. This study adopted a quantitative approach through a quasi-experimental design, specifically utilizing the Nonequivalent Control Group framework. The population consisted of all 11 th-grade students at SMAN 1 Kuta Makmur. The sampling technique used was purposive sampling, where class XI A1 was assigned as the experimental group and class XI A2 as the control group. Data collection techniques included observation and testing. The prerequisite tests consisted of the normality test (Shapiro-Wilk), homogeneity test (Levene’s statistic), and Mann-Whitney test, assisted by SPSS 26 software. The hypothesis testing results showed a significance value of 0.002 α (α = 0.05), indicating that the  Connecting, Organizing, Reflecting, Extending  learning model assisted by Wordwall media had a significant effect on students’ numeracy skills. This result demonstrates that students in the experimental class had better numeracy skills than those in the control class.
Social Media and Learning Motivation Among University Students: A Descriptive Study in Higher Education Muhammad Ali; M Mursalin; Nuraina Nuraina; Ferri Safriwardy; Muliana Muliana; Rohantizani Rohantizani
Electronic Journal of Education, Social Economics and Technology Vol 7, No 1 (2026)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v7i1.1522

Abstract

The rapid proliferation of social media platforms has fundamentally reshaped the informational and communicative landscape of higher education, raising critical questions about how digital participation intersects with students' academic motivation and learning behavior. While considerable scholarship has examined social media use in educational contexts, comparatively little empirical attention has been directed toward systematically describing the motivational dimensions of this relationship among undergraduate populations. This study addresses that gap by investigating the patterns of social media use and their perceived influence on learning motivation among university students. Employing a descriptive research design, data were collected from 320 undergraduate students across three faculties at a public university in Indonesia using a validated Likert-scale questionnaire supplemented by semi-structured reflective response forms. Descriptive statistics, frequency analysis, and thematic categorization were applied using SPSS 25 and NVivo 12. Findings reveal that the majority of students use social media daily for both academic and non-academic purposes, with YouTube, Instagram, and WhatsApp being the most frequently accessed platforms. A substantial proportion of respondents reported that social media positively influenced their intrinsic motivation, particularly through peer-to-peer knowledge sharing, access to supplementary learning resources, and exposure to academically relevant content. Concurrently, digital distraction and difficulty maintaining self-regulated learning behaviors were identified as significant challenges. These results carry substantive implications for pedagogical design, student digital literacy initiatives, and institutional policy in higher education. The study contributes to the growing empirical base on digital learning motivation and provides a contextually grounded descriptive framework for future inquiry.
Co-Authors Disa Ramadhani Erna Isfayani Ferri Safriwardy Fitri Ayu Ningtiyas Haves Qausar Hidayat, Amam Taufiq M Mursalin Muhammad Ali Muliana Muliana Nur Elisyah Nur Fadhilah Nuraina Nuraina Nurjannah Nurjannah Nurul Afni Sinaga Rahmi Hayati Ratna Unaida Yeni Listiana