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Journal of Multidisciplinary Science: MIKAILALSYS
Published by Lembaga Yasin Alsys
ISSN : 29873924     EISSN : 29872286     DOI : https://doi.org/10.58578/mikailalsys
Core Subject : Science, Education, Agriculture, Social, Engineering,
Agriculture, Biological Sciences & Forestry Chemical Engineering, Chemistry & Bioengineering Environmental Science Physics Social Sciences Other
Journal of Multidisciplinary Science : MIKAILALSYS [2987-3924 (Print) and 2987-2286 (Online)] is a double blind peer reviewed and open access journal to disseminating all information contributing to the understanding and development of Multidisciplinary Science. Its scope is international in that it welcomes articles from academics, researchers, graduate students and policy makers. The articles published may take the form of original research, theoretical analyses, and critical review. All articles should be in English or Arabic. MIKAILALSYS publishes 3 editions a year in April, August, and December (Unless there is co-publication with conference organizers). MIKAILALSYS journal has been indexed by Harvard University, Boston University, Dimensions, Scilit, Crossref, Web of Science Garuda, Google Scholar, and Base.
Arjuna Subject : Umum - Umum
Articles 448 Documents
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An Interior Design Study of the General Reading Room at the Malang City Public Library and Regional Archives Service Based on the Third Place Concept Nur Azmy Putri Maharani; Viola Malta Ramadhani Ramadhani
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 3 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i3.11480

Abstract

The formal spatial atmosphere of public libraries can constrain their social functions in supporting education and community engagement, particularly when users require flexible and adaptive environments for academic work, social interaction, discussion, and relaxation. This study aimed to analyze the potential application of the Third Place concept in creating a comfortable, educational, and community-responsive public space at the Malang City Public Library and Regional Archives Service. A design thinking approach was employed to evaluate existing spatial conditions and formulate interior design recommendations based on users’ activities and needs. The findings indicate that physical and visual comfort, spatial functionality, and facilities supporting the library’s role as a Third Place have not been fully optimized. Accordingly, this study proposes a spatial suitability concept for the General Reading Room comprising lounge, quiet, and discussion zones, complemented by administrative and transitional areas. The proposed arrangement accommodates diverse activities, including casual reading, academic and professional work based on a work-from-anywhere approach, informal interaction, and group discussion. The study concludes that a Third Place-based interior design can strengthen the library’s function as an inclusive and adaptable public space by integrating functional zoning with a more engaging and socially supportive atmosphere. This study contributes practical design recommendations for developing public libraries that encourage natural interaction, repeated use, and the formation of a community of regular visitors.
The Relationship between Academic Procrastination and Information-Seeking Behavior among Students in the Library and Information Science Program at Universitas Negeri Padang Regina Putri; Nurizzati
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 3 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i3.11482

Abstract

Academic procrastination is a major behavioral challenge that may adversely affect students’ academic performance and their capacity to seek, evaluate, and use scholarly information effectively. This study aims to examine the relationship between academic procrastination and information-seeking behavior among undergraduate students in the Library and Information Science Program at Universitas Negeri Padang. A quantitative correlational design was employed, involving 61 students selected through proportionate stratified random sampling. Data were collected using a structured questionnaire developed from the indicators of Temporal Motivation Theory for academic procrastination and Ellis’s Information-Seeking Behavior Model for information-seeking behavior. The data were analyzed using descriptive statistics, Pearson product–moment correlation, and the coefficient of determination. The findings reveal a significant negative relationship between academic procrastination and information-seeking behavior (r = −.692, p < .001), indicating that higher levels of procrastination are associated with less effective information-seeking behavior. Academic procrastination accounted for 47.9% of the variance in information-seeking behavior. The study concludes that reducing academic procrastination may enhance students’ ability to seek information systematically and effectively. These findings contribute to the literature on self-regulated learning and information behavior and provide practical implications for universities in designing interventions that strengthen students’ time management, self-regulation, and information literacy competencies.
Enhancing Junior High School Students' Self-Efficacy through Self-Reflection-Based Classical Guidance Ayu Nursalama; Suharni; Nindia Harnes Prima Aidha
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 3 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i3.11488

Abstract

Low self-efficacy among junior high school students can undermine self-confidence and active engagement in learning; however, research positioning self-reflection as the core intervention in Guidance and Counseling services remains limited. This study aims to examine the effectiveness of self-reflection-based classical guidance services in improving the self-efficacy of ninth-grade students at a public junior high school in Madiun. A quantitative approach with a one-group pretest–posttest design was employed, involving 30 students selected through total sampling. Data were collected using a self-report scale and analyzed using a paired-samples t test and Cohen’s d_z. The findings reveal a statistically significant increase in the mean self-efficacy score from 142.70 at pretest to 171.60 at posttest, t(29) = −12.15, p < .001, with a very large effect size (d_z = 2.22). However, the decrease in the minimum score from 78.00 to 74.00 suggests that some students may have undergone a metacognitive calibration process toward a more realistic self-assessment. The study concludes that self-reflection-based classical guidance services are effective in enhancing students’ self-efficacy. These findings contribute to the development of student-centered Guidance and Counseling practices by emphasizing structured reflection as a central component of classical guidance and highlight the need for follow-up individual counseling for students requiring more targeted support.
Extension Program Design for Utilizing Oil Palm Fronds to Produce Briquettes in Padang Bolak Julu District, North Padang Lawas Regency Fachrurrozy Ahmad Ritonga; Firman Raydav Lamtorang Silalahi; Azis Herdiyanto Riyadi
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 3 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i3.11491

Abstract

Oil palm plantations generate substantial quantities of underutilized frond waste, creating environmental concerns while limiting opportunities for value-added use. Converting oil palm fronds into briquettes offers a renewable energy solution that can simultaneously improve agricultural waste management and create additional economic opportunities for farmers. This study aims to develop an agricultural extension program, evaluate farmers’ acceptance of its design, and assess its effects on farmers’ knowledge, attitudes, and practical skills related to briquette production from oil palm fronds in Padang Bolak Julu District, North Padang Lawas Regency. Conducted from March to April 2026, the study employed an evaluative approach combining an assessment of the extension program design with an evaluation of its outcomes. Thirty farmers were selected through purposive sampling. Data were collected through observations, questionnaires, documentation, and pretest and posttest assessments and analyzed descriptively using percentage analysis and continuum-scale interpretation. The findings indicate that all extension components, including instructional materials, teaching methods, learning media, program intensity, location, scheduling, and implementation costs, were categorized as highly effective. Farmers’ knowledge increased from 45.13% before the intervention to 84.87% afterward, while their attitudes toward the innovation were highly positive, with a score of 84.27%. Moreover, 76.67% of participants were classified as skilled in briquette production. The economic feasibility analysis produced a revenue–cost ratio of 1.72, indicating that briquette production is financially viable. The study concludes that a participatory and context-based extension program can effectively facilitate behavioral change and promote the conversion of oil palm fronds into value-added products. These findings provide practical implications for the development of locally responsive agricultural extension programs that support sustainable waste management, renewable energy production, and improved economic opportunities for farming communities.
Public Service Co-Production and Outcomes: Conceptual Review and Evidence-Based Research Agenda Sri Lalanawati Octaviani; Harry Nenobais; Johanna Novita
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 3 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i3.11492

Abstract

Public service co-production has emerged as a prominent paradigm in contemporary public administration as governments increasingly adopt collaborative approaches to addressing complex societal challenges. However, existing scholarship remains fragmented, frequently emphasizing isolated dimensions such as citizen participation, governance mechanisms, or implementation practices, while comprehensive syntheses integrating conceptual development, theoretical foundations, operational processes, governance challenges, and future research directions remain limited. This study aimed to develop an integrated conceptual understanding of public service co-production and formulate an evidence-based research agenda through a qualitative conceptual review. The study employed document analysis and thematic content analysis, using The Palgrave Handbook of Co-Production of Public Services and Outcomes, comprising 36 chapters authored by leading scholars in the field, as the primary data source. Data were collected through systematic document examination and analyzed through thematic coding and interpretative synthesis. Seven major themes emerged: the conceptual spectrum of co-production, public value outcomes, the Four Co’s operational cycle, implementation and leadership, governance challenges, citizen inclusion and motivation, and future research directions. The findings indicate that co-production has evolved into a multidimensional governance paradigm centered on collaborative public value creation through active interaction among governments, citizens, communities, and other stakeholders. This study contributes to public administration scholarship by consolidating fragmented perspectives into an integrated conceptual framework and proposing a research agenda for advancing theoretical and empirical inquiry. Practically, the findings offer guidance for policymakers and public managers in designing more inclusive, collaborative, and citizen-centered public service systems. Future research should undertake comparative empirical studies across policy sectors and governance contexts while examining the implications of digital transformation and artificial intelligence for public service co-production.
Elementary School Students’ Mathematics Problem-Solving Skills through Teams Games Tournament Assisted by Number Mystery Nanda Tri Yuliana; Hesti Yunitiara Rizqi
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 3 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i3.11503

Abstract

Mathematical problem-solving remains challenging for elementary school students, particularly in understanding problem information, selecting appropriate strategies, executing solution procedures, and evaluating answers. This study aimed to examine differences in mathematical problem-solving skills between students taught through Teams Games Tournament (TGT) assisted by Number Mystery and those receiving conventional instruction, as well as to determine the effect of the intervention on students’ performance. A quasi-experimental method with a nonequivalent control group design was employed, involving 63 third-grade students comprising 32 students in the experimental group and 31 students in the control group. The intervention was implemented over three instructional meetings. Data were collected through pretests, posttests, questionnaires, observations, student worksheets, and documentation and analyzed using the Shapiro–Wilk test, Levene’s test, an independent-samples t test, and simple linear regression. The findings showed that the experimental group achieved a higher mean posttest score than the control group (85.47 vs. 71.13), with a statistically significant between-group difference, t(61) = 9.433, p < 0.001. Regression analysis yielded R = 0.770 and R² = 0.593, indicating that the intervention accounted for 59.3% of the variance in students’ mathematical problem-solving performance. These findings demonstrate that TGT assisted by Number Mystery effectively enhances elementary students’ mathematical problem-solving skills. The integration of cooperative learning activities, academic games, and concrete instructional media provides a practical pedagogical alternative for supporting students in understanding problems, formulating strategies, implementing solutions, and evaluating their results.
Implementation of the Public Green Open Space Provision Policy in Supporting Ecological Functions in Padang City Adrianus Tafoguna Hia; Intan Slipilia
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 3 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i3.11505

Abstract

Public green open space (Ruang Terbuka Hijau; RTH) is essential for maintaining urban ecological functions, particularly rainwater infiltration and shading. Although Padang City has met the minimum RTH provision requirement mandated by Law Number 26 of 2007, compliance with the required area does not necessarily ensure optimal ecological performance. This study aimed to analyze the implementation of the RTH provision policy in supporting ecological functions in Padang City and to identify the constraints affecting its implementation. A qualitative descriptive approach was employed, with data collected through interviews, observations, and documentation and analyzed through data reduction, data display, and conclusion drawing. The analysis was guided by George C. Edward III’s policy implementation framework, encompassing communication, resources, disposition, and bureaucratic structure. The findings indicate that the Environmental Agency of Padang City has implemented the policy through park maintenance, rehabilitation, and management activities. Internal communication among implementers has functioned effectively, but public dissemination of information concerning the ecological functions of RTH remains limited. Implementation has also been constrained by insufficient human resources, limited budget allocation, inadequate technical competencies, and a lack of supporting facilities, despite strong implementer commitment, clearly defined responsibilities, and established standard operating procedures. These constraints have weakened the rainwater infiltration function, as reflected in clogged drainage systems, the absence of infiltration wells and retention ponds in all parks, and the prevalence of paved surfaces in several locations. By contrast, the shading function has performed relatively well, although vegetation in some parks has not yet reached optimal maturity. The study concludes that RTH policy implementation should be evaluated not only according to compliance with statutory area requirements but also according to the effectiveness of urban parks in performing their ecological functions. These findings contribute to urban environmental policy implementation by emphasizing the need to strengthen institutional resources, expand public environmental education, and improve sustainable park management in Padang City.
The Effect of the Reciprocal Teaching Model on Students' Critical Thinking Skills in Grade IV Natural and Social Sciences (IPAS) Learning at SD Negeri 4 Padoang-Doangan Kamaruddin H; Nurul Mukhlisa; Oggia Pinasti
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 3 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i3.11525

Abstract

Students’ critical thinking skills in Natural and Social Sciences (IPAS) remain underdeveloped because teacher-centered instruction provides limited opportunities to analyze information, articulate arguments, and formulate conclusions. This study aimed to compare the critical thinking skills of fourth-grade students taught through the Reciprocal Teaching model with those taught through conventional instruction and to determine the effect of the model on students’ critical thinking performance at SD Negeri 4 Padoang-Doangan. A quantitative quasi-experimental approach with a pretest–posttest control group design was employed. The sample comprised 46 students, including 22 students in the experimental group and 24 students in the control group. Data were collected using a critical thinking skills test and analyzed through descriptive and inferential statistics using SPSS Statistics version 26. The findings showed that the experimental group achieved a higher mean posttest score than the control group (86.14 vs. 77.29). The N-Gain analysis classified 14 experimental-group students in the high category and 8 in the moderate category, whereas the control group comprised 2 students in the high category, 21 in the moderate category, and 1 in the low category. The independent-samples t test yielded p < .001, indicating a statistically significant difference between the two groups. These findings demonstrate that Reciprocal Teaching significantly enhances students’ critical thinking skills in fourth-grade IPAS learning. The study contributes practical evidence that structured activities involving questioning, clarifying, summarizing, and predicting can provide a more participatory instructional alternative for developing elementary students’ analytical reasoning and conclusion-formulation skills.
A Comparison of Students' Critical Thinking Skills Based on Assessment Techniques in Natural and Social Sciences (IPAS) Nurul Mukhlisa; Abd Halik; Fuji Ayu Astuty
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 3 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i3.11529

Abstract

Critical thinking is a fundamental competency in Natural and Social Sciences (IPAS) learning; however, school-based assessment practices remain dominated by conventional techniques that primarily measure learning outcomes and provide limited insight into students’ thinking processes. This study aimed to compare the critical thinking skills of students assessed through authentic and conventional assessment techniques and to determine whether the two approaches produced significantly different outcomes. A quantitative quasi-experimental approach with a nonequivalent control group design was employed. The sample comprised 68 students, including 35 students in the experimental group and 33 students in the control group. Data were collected using an essay-based critical thinking test developed according to the FRISCO indicators: Focus, Reason, Inference, Situation, Clarity, and Overview. The data were analyzed using descriptive statistics, normality and homogeneity tests, N-Gain analysis, and an independent-samples t test. The findings showed that the experimental group achieved a higher mean posttest score than the control group (73.94 vs. 63.00). The data met the assumptions of normality (p > .05) and homogeneity (p = .236), while the independent-samples t test revealed a statistically significant difference between the two groups, t = 4.430, p < .001. The N-Gain analysis also indicated greater improvement among students assessed through authentic assessment than among those assessed through conventional assessment. These findings demonstrate that authentic assessment is more effective in supporting the development of students’ critical thinking skills in IPAS learning. This study contributes practical evidence that assessment practices incorporating process-oriented and performance-based tasks can provide a more comprehensive measure of students’ reasoning and strengthen the integration of critical thinking into elementary science and social science instruction.
Analysis of Mathematical Problem-Solving Abilities of Elementary School Students Based on Learning Interests and Gender Darojatun Nasihah; Hesti Yunitiara Rizqi
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 3 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i3.11530

Abstract

Mathematical problem-solving is a fundamental competence in elementary mathematics because students must not only obtain correct answers but also understand problems, formulate appropriate strategies, execute solution procedures, and evaluate their results. This study aimed to analyze the mathematical problem-solving abilities of fourth-grade elementary school students according to learning interest and gender. A descriptive qualitative approach was employed involving 19 students, comprising 9 boys and 10 girls. Data were collected through a learning interest questionnaire, a mathematical problem-solving response questionnaire, written tests, semi-structured interviews, and documentation. Six students were purposively selected to represent high, moderate, and low learning interest categories across genders. Their problem-solving processes were examined using Polya’s four stages: understanding the problem, devising a plan, carrying out the plan, and looking back. The findings showed that students with high learning interest successfully completed all four stages, whereas those with moderate learning interest demonstrated inconsistencies, particularly in implementing solution plans and reviewing their answers. Students with low learning interest experienced more extensive difficulties in devising plans, carrying out solutions, and verifying results. Gender did not reveal a consistent pattern of superiority because differences in performance occurred within each learning interest category. The study also identified discrepancies between students’ positive questionnaire responses and their actual written-test performance. These findings indicate that mathematical problem-solving ability is more closely associated with learning interest and individual problem-solving processes than with gender alone. This study contributes to elementary mathematics education by emphasizing the need for instructional strategies that strengthen students’ learning interest, provide structured support across Polya’s problem-solving stages, and accommodate individual differences in problem-solving performance.

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