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EDUTREND: Journal of Emerging Issues and Trends in Education
Published by Lembaga Riset Dan Inovasi Masyarakat Madani
ISSN : -     EISSN : 3032565X     DOI : https://doi.org/10.59110/edutrend
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
EDUTREND is an open access, peer-reviewed journal that provides an international academic platform focusing on the challenges, policies, and emerging trends in education, particularly in developing and emerging countries. It aims to bridge the gap between research and policy-making, addressing pivotal issues at various educational levels and within policy agendas. EDUTREND publishes articles that explore innovative teaching methods, the integration of technology in education, comparative studies, and the impact of socio-economic factors on educational practices. Our mission is to foster a comprehensive dialogue among researchers, practitioners, and policymakers to promote effective strategies that enhance the quality and inclusivity of education globally.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 53 Documents
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Metacognitive Awareness and Mathematics Achievement Among Secondary-Level Students in Nepal Dahal, Prem Prasad; Bohara, Bhuban Bahadur
EDUTREND: Journal of Emerging Issues and Trends in Education Vol. 3 No. 1 (2026): EDUTREND: Journal of Emerging Issues and Trends in Education
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/edutrend.832

Abstract

Mathematics achievement at the secondary school level is a critical determinant of students’ academic progression and future career opportunities. Although international studies have consistently highlighted metacognitive awareness as an important factor influencing mathematics learning, empirical evidence from the Nepalese context, particularly at the secondary level, remains limited. This study aimed to examine the relationship between metacognitive awareness and mathematics achievement among secondary-level students in Bhaktapur District, Nepal. A quantitative correlational design was employed, involving 450 students from Grades 9 to 12 enrolled in both public and private schools. Metacognitive awareness was measured using an adapted Metacognitive Awareness Inventory, while mathematics achievement was obtained from students’ most recent test scores. Data was analyzed using descriptive statistics, Pearson correlation, and simple linear regression. The results revealed a moderate and statistically significant positive relationship between metacognitive awareness and mathematics achievement, with metacognitive awareness explaining a substantial proportion of variance in students’ mathematics performance. No statistically significant differences were observed across gender or school type. These findings confirm the importance of metacognitive awareness as a meaningful correlation and predictor of mathematics achievement in the Nepalese secondary school context. The study highlights the need for integrating metacognitive strategy instruction, including planning, monitoring, and reflective evaluation, into secondary mathematics classrooms to enhance academic achievement and support the development of self-regulated learning skills.
Examining the Effect of the Missouri Mathematics Project Learning Model on Junior High School Students’ Learning Motivation Nuryahya, Rifqi; Khuzaini, Nanang
EDUTREND: Journal of Emerging Issues and Trends in Education Vol. 3 No. 1 (2026): EDUTREND: Journal of Emerging Issues and Trends in Education
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/edutrend.858

Abstract

This study examines the effect of the Missouri Mathematics Project (MMP) learning model on the mathematics learning motivation of seventh-grade students at SMP Negeri 1 Sedayu. A quasi-experimental method with a nonequivalent control group design was employed. The participants consisted of two classes: class VII B as the experimental group implementing the MMP model and class VII D as the control group receiving conventional instruction, involving 31 and 32 students respectively. Students’ learning motivation was measured using a validated motivation questionnaire. Data were collected through pretest and posttest administrations and analyzed using the Shapiro–Wilk normality test, Levene’s homogeneity test, paired sample t-test, and independent sample t-test at a 5% significance level. The results indicate that the Missouri Mathematics Project learning model did not produce a significant improvement in students’ learning motivation. The experimental group showed no significant motivational gain after the intervention, while the control group demonstrated a higher increase in learning motivation through conventional instruction. Differences in learning motivation between groups were influenced by students’ internal and external factors. These findings suggest that although the Missouri Mathematics Project effectively supports structured cognitive learning, it has not yet optimally addressed affective aspects such as learning motivation. Therefore, the integration of explicit motivational strategies is necessary to enhance students’ engagement in mathematics learning.  
Analysis of The Effectiveness of Home-School Cooperation in Preventing Bullying in Meihekou Yuxiu Primary School peng, Wang zhao; Soriano, Dahlia
EDUTREND: Journal of Emerging Issues and Trends in Education Vol. 3 No. 1 (2026): EDUTREND: Journal of Emerging Issues and Trends in Education
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/edutrend.865

Abstract

School bullying remains a pervasive issue, significantly impacting students' physical and mental well-being. This study examines the effectiveness of home-school cooperation in preventing bullying at Meihekou Yuxiu Primary School. Utilizing a qualitative research approach, semi-structured interviews were conducted with parents, teachers, and school administrators to assess current cooperation models, identify challenges, and explore strategies for improvement. The findings reveal that while home-school collaboration plays a crucial role in mitigating bullying incidents, gaps persist in communication, parental engagement, and school-led interventions. Results indicate that enhancing teacher training, establishing systematic family-school communication mechanisms, and fostering parental participation can significantly improve bullying prevention efforts. Additionally, the study emphasizes the necessity of psychological support for students and the implementation of targeted intervention programs. The conclusions provide valuable insights for optimizing home-school cooperation strategies and strengthening anti-bullying measures in primary education.

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