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All Journal Jurnal Paedagogy Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran
Mai Rosalli Matondang
Universitas Pendidikan Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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Evaluating the GASING Method Training on Teachers’ Mathematical Competence and Intrinsic Motivation in Papua: A Self-Determination Theory Perspective Mai Rosalli Matondang; M Solehuddin; Arie Rakhmat Riyadi; Idat Muqodas; Yohanes Surya
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 2 (2026): June
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i2.20140

Abstract

This study aims to examine the effectiveness of an intensive GASING method (Gampang, Asyik, dan Menyenangkan: Easy, Fun, and Enjoyable) training program in enhancing mathematical competence and intrinsic motivation among elementary school teachers in Papua, analyzed through the lens of Self-Determination Theory (SDT). A pre-experimental one-group pretest–posttest design, supplemented by qualitative analysis, was employed. Thirty-one teachers in Jayapura completed a 17-day (more than 130 hours) intensive program at Cenderawasih University. The study used a 100-point mathematical competence test (validated by the Surya Institute) and trainers’ daily journals as research instruments. Quantitative data were analyzed using descriptive statistics, N-gain scores (Hake, 1999), and Cohen’s d effect size, while qualitative data from journals were analyzed thematically within the framework of Self-Determination Theory (SDT) to explore changes in participants’ psychological motivation. The results demonstrated a substantial increase in mathematical competence, with a mean gain of 55.58 points (from 38.52 to 94.10; +144.3%), an N-gain score of g = 0.904 (high category), and a large effect size (Cohen’s d = 3.41). All five mathematical components and all four instructional groups consistently achieved high N-gain scores (g = 0.854–0.936). The qualitative findings indicate that the program’s effectiveness was grounded in the systematic fulfillment of the three core psychological needs of SDT: competence (through structured mastery progression), autonomy (through opportunities for creative agency), and relatedness (through the formation of a collective identity as “Smart Papua”). Gamification elements, music, chants, and structured practice reduced anxiety while fostering sustained intrinsic motivation. These findings contribute to the extension of Self-Determination Theory in collectivist cultural contexts and offer practical implications for transformative teacher professional development in Eastern Indonesia.
Global Trends in Emotional Intelligence Research and Their Implications for Education: A Bibliometric Analysis (2010–2025) Mai Rosalli Matondang; M Solehuddin; Arie Rakhmat Riyadi; Isma Widiaty; Yohanes Surya
Jurnal Paedagogy Vol. 13 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.19332

Abstract

This study aims to analyze the development of emotional intelligence research and its implications for educational practice through a bibliometric analysis of global scientific publications. Using the Scopus Performance Analysis approach, a dataset of 28,404 articles indexed in Scopus between 2010 and 2025 was examined. Descriptive bibliometric techniques were employed, including annual publication trends, author productivity, institutional contributions, and thematic evolution, to identify dominant research patterns and emerging directions. The findings indicate substantial growth in emotional intelligence research over the past decade, peaking in 2021, reflecting increasing attention to social-emotional competencies in education, mental health, and resilience during the COVID-19 pandemic. Thematic analysis shows a shift from early trait-based and self-report approaches toward integrative models linking emotional intelligence with psychological capital, educational outcomes, and emerging digital technologies such as artificial intelligence. These developments underscore the growing recognition of emotional intelligence as a critical factor in supporting student well-being, learning engagement, and adaptive skills in contemporary educational environments. This study provides a comprehensive mapping of emotional intelligence research evolution and identifies key gaps for future studies. For the Indonesian educational context, the findings highlight the importance of integrating emotional intelligence into curriculum design, teacher training, and social-emotional learning initiatives to strengthen students’ psychological resilience and learning readiness in an increasingly complex digital era.
Co-Authors Arie Rakhmat Riyadi Idat Muqodas Isma Widiaty M. Solehuddin Yohanes Surya Yohanes Surya