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Nuraina Nuraina
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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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.
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 Ferri Safriwardy M Mursalin Muhammad Ali Muliana Muliana Rahmi Hayati Ratna Unaida Rohantizani Rohantizani