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Mutia Fonna
Department of Mathematics Education, Universitas Malikussaleh, Aceh Utara, 24355
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Implementation of the Team Based Learning Model in Improving Student Learning Outcomes in the Trigonometry Course Nur Elisyah; Mutia Fonna; Mursalin Mursalin
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.v7i1.1375

Abstract

The purpose of this study is to analyze the improvement of student learning outcomes after the implementation of the team-based learning model in trigonometry courses. This study employs a classroom action research method, in which the implementation involves four key steps: 1) planning, 2) execution, 3) observation, and 4) reflection. This research was conducted at the Faculty of Teacher Training and Education, Universitas Malikussaleh. The sample in this study were 36 students of the Mathematics Education Study Program. The cycle in this classroom action research consists of two cycles (Cycle I and Cycle II). In the implementation of cycles I and II using a team-based learning model with the following stages: 1) preparation, 2) Readiness Assurance, 3) Application of Course Concepts, 4) Instructor Feedback.  This study employs data collection methods consisting of test instruments to assess students’ learning outcomes and observation sheets to monitor student activities throughout the instructional process. The results of the data analysis show that the completeness of student learning outcomes before the action or pre-cycle was 44.44%.  Following the application of the team-based learning model in Cycle I, there was an increase to 97.22% and cycle II increased to 100%. So, it can be concluded that the team-based learning model improves student learning outcomes in trigonometry courses and encourages active participation in the learning process.
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.
Co-Authors Ferri Safriwardy Hidayatsyah Hidayatsyah M Mursalin Muhammad Ali Muliana Muliana Mursalin Mursalin Nur Elisyah