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Muliana Muliana
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.
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.
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 Ferri Safriwardy Ferri Safriwardy Fidyati Fidyati Haves Qausar Hidayatsyah Hidayatsyah M Mursalin Muhammad Ali Mutia Fonna Nur Elisyah Nuraina Nuraina Nurjannah Nurjannah Rahmi Hayati Ratna Unaida Rohantizani Rohantizani