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M Mursalin
Department of Mathematics Education, Universitas Malikussaleh, Aceh Utara, 24355
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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.
Educational Decentralization and Local Governance: A Case Study of School Management Policies in Indonesia M Mursalin; Ferri Safriwardy; Muhammad Ali; Muliana Muliana; Mutia Fonna; Hidayatsyah Hidayatsyah
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.v7i1.1523

Abstract

Indonesia's formal commitment to educational decentralization, institutionalized through Law No. 22/1999 on Regional Governance and subsequently reinforced by Law No. 32/2004, transferred significant administrative authority to district governments and individual schools. Despite more than two decades of reform, the gap between legislated decentralization mandates and actual governance practices at the school level remains inadequately examined in empirical literature, particularly within the complex administrative landscape of Indonesian public education. This study investigates how educational decentralization is enacted in local school management practices, how district-level governance structures influence school decision-making, and what challenges emerge when formal autonomy provisions meet entrenched bureaucratic cultures. Grounded in an interpretivist qualitative case study design (Yin, 2014; Creswell, 2013), the research was conducted across four public secondary schools in a district of West Java Province over eight months of sustained fieldwork. Participants (n = 17) included school principals, classroom teachers, local education officers, and school committee members, selected through purposive sampling. Data were generated through in-depth semi-structured interviews, policy document analysis, administrative observation, and reflective field notes. Thematic analysis following Braun and Clarke (2006) and interpretive coding guided by Miles, Huberman, and Saldana (2014) were applied systematically. Findings identify a pattern of "layered decentralization" wherein formal school autonomy coexists with persistent dependence on district-level bureaucratic endorsement. School leaders navigate this tension through strategic compliance and selective adaptation, while community participation in governance structures remains largely ceremonial. These findings offer critical implications for the redesign of educational governance frameworks in decentralized developing-country contexts.
Navigating Curricular Mandates in Peripheral Classrooms: Teachers’ Perceptions of Curriculum 2013 Implementation in Rural Indonesian Schools M Mursalin; Mutia Fonna; Ferri Safriwardy; Fidyati Fidyati; Iryana Muhammad; Muhammad Ali
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.v7i1.1519

Abstract

Curriculum reform in developing countries frequently encounters substantial implementation gaps, particularly in geographically and socioeconomically peripheral settings. Indonesia’s Curriculum 2013 (Kurikulum 2013, K-13) introduced sweeping pedagogical changes, mandating student-centered learning, integrated thematic instruction, and competency-based assessment across the national school system. Yet the lived experiences of teachers working in rural schools as they navigate these policy demands remain insufficiently examined in the existing literature. This study investigates how teachers in rural Indonesian schools perceive the implementation of Curriculum 2013, exploring the specific challenges they encounter, the adaptive strategies they develop, and the ways in which rural school conditions mediate instructional practice. Employing a descriptive qualitative approach, the study was conducted across four rural primary and junior secondary schools in a peripheral district of Aceh Province, Indonesia. Data were generated through semi-structured interviews with fifteen teachers, non-participant classroom observations, field notes, and curriculum document analysis over six months of fieldwork. Thematic analysis following the framework of Miles, Huberman, and Saldana (2014) was applied to identify recurring patterns across participants. Findings reveal that while teachers broadly affirm the philosophical intentions of Curriculum 2013, they report persistent tensions between policy expectations and the material realities of rural schooling, including inadequate facilities, constrained professional development access, and heavy administrative burdens. Teachers nonetheless demonstrate considerable adaptive ingenuity, yet systemic constraints curtail the depth of pedagogical transformation achievable under prevailing conditions. These findings carry significant implications for curriculum policy design, teacher professional development programs, and educational equity in rural contexts across Indonesia and comparable national settings.
Mapping Educational Policy Research in Southeast Asia: A Bibliometric and Systematic Review of Equity and Access Issues M Mursalin; Iryana Muhammad; Hayatun Nufus; Ferri Safriwardy; Fidyati Fidyati; Muhammad Ali
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.v7i1.1520

Abstract

Educational equity remains one of the most pressing challenges confronting policymakers across Southeast Asia, where socioeconomic stratification, geographic remoteness, and ethnic diversity create persistent barriers to universal access. Despite growing scholarly attention, no comprehensive bibliometric mapping of educational policy research focusing on equity and access in this region has been undertaken for the period 2010 to 2019. This study addresses that gap by combining bibliometric analysis with a systematic literature review of 247 peer-reviewed articles retrieved from the Scopus and Web of Science databases. Using VOSviewer for co-occurrence and collaboration network visualization, Biblioshiny for thematic evolution mapping, and Publish or Perish for citation metrics, the analysis reveals a steady upward trajectory in publication output, with notable acceleration after 2014. Thailand, Malaysia, and Indonesia emerge as the most productive countries, while the National University of Singapore and University of Malaya lead institutional contributions. Keyword clustering identifies five dominant research fronts: inclusive education policy, decentralization and governance, rural access disparities, gender equity, and educational financing reform. The systematic review synthesizes findings across these thematic clusters and demonstrates that policy discourse has shifted from supply-side infrastructure concerns toward demand-side quality and participation issues. The study highlights significant research voids in cross-national comparative analyses and longitudinal policy impact evaluations. Implications for regional educational governance and equity-oriented reform are discussed.
Improving Reading Comprehension Through Collaborative Learning: A Classroom Action Research in Elementary Education Fidyati Fidyati; M Mursalin; Muhammad Ali; Ferri Safriwardy; Muliana Muliana
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.v7i1.1521

Abstract

Reading comprehension remains one of the most critical yet persistently underperforming dimensions of elementary literacy education worldwide. Despite decades of instructional reform, large proportions of primary school students continue to demonstrate inadequate text comprehension skills, particularly in settings where teacher-centered pedagogies dominate daily classroom practice. This study addressed an observed gap between established collaborative learning theory and its systematic application in reading instruction at the elementary level. The research aimed to examine how collaborative learning strategies could be implemented to improve students' reading comprehension and to trace participation changes across action cycles. Using a Classroom Action Research (CAR) design following the Kemmis and McTaggart model, this study was conducted over two cycles in a Grade 4 class of 28 students at a public elementary school in Indonesia. Data were collected using reading comprehension tests, structured observation sheets, teacher field notes, a reflective journal, and a student participation checklist. Triangulation was applied to establish credibility across data sources. Descriptive statistics and percentage improvement analysis were used for quantitative trends, while reflective narrative analysis was applied to qualitative findings. Baseline mean comprehension scores stood at 56.4, rising to 68.9 at the end of Cycle 1 and reaching 79.6 by the conclusion of Cycle 2. Student participation rates improved from 42.3% to 61.8% and ultimately to 84.5% across the same period. These findings support the pedagogical efficacy of structured collaborative reading activities in elementary classrooms and indicate that reflective teacher-researcher practice is essential for sustained literacy gains. Implications for literacy instruction, classroom organization, and formative assessment are discussed.
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 Ferri Safriwardy Fidyati Fidyati Fitri Ayu Ningtiyas Haves Qausar Hayatun Nufus Hidayat, Amam Taufiq Hidayatsyah Hidayatsyah Iryana Muhammad Muhammad Ali Muliana Muliana Mutia Fonna Mutia Fonna Nur Elisyah Nur Fadhilah Nuraina Nuraina Nurjannah Nurjannah Nurul Afni Sinaga Rahmi Hayati Ratna Unaida Rohantizani Rohantizani Yeni Listiana