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Dinamika Pendidikan
Published by Universitas Negeri Semarang
ISSN : -     EISSN : 25025074     DOI : https://doi.org/10.15294/dp
Core Subject : Economy,
Economics, Econometrics & Finance
Dinamika Pendidikan offers original articles on economics education. In its pages, leading scholars evaluate innovations in teaching techniques, materials, and programs. Instructors of introductory through graduate level economics education will find the journal an indispensable resource for content and pedagogy in a variety of media.
Arjuna Subject : Ilmu Ekonomi, Ekonometrika dan Keuangan (semua kategori) - Ilmu Ekonomi, Ekonometrika dan Keuangan (Lain-Lain)
Articles 47 Documents
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Perceived Service Quality in Indonesian Higher Education: A Test of EDUQUAL Model Teguh Hardi Raharjo; Nina Oktarina; Dian Fithra Permana; Pingkan Anggia Kinaryosih
Dinamika Pendidikan Vol. 21 No. 1 (2026)
Publisher : Economics Education Department Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/dp.v21i1.34467

Abstract

This study aims to evaluate educational service quality at a state university in Indonesia by applying the EDUQUAL model, a framework explicitly tailored for higher education. By integrating the Customer Satisfaction Index (CSI) and Importance-Performance Analysis (IPA), this research assesses overall student satisfaction and delineates specific improvement priorities. A quantitative descriptive approach was employed, surveying 337 undergraduate students. Data were gathered through a structured questionnaire covering five EDUQUAL dimensions: Learning Outcomes, Responsiveness, Physical Facilities, Personality Development, and Academic. Construct validity and reliability were rigorously confirmed via Confirmatory Factor Analysis (CFA). The empirical results yielded a CSI score of 71%, reflecting a satisfactory level of perceived service quality among students. Nevertheless, the IPA matrix revealed that Responsiveness and Physical Facilities are critical priorities requiring immediate institutional intervention to resolve communication delays and infrastructure deficits. Academic and Learning Outcomes dimensions performed optimally and warrant maintenance. Ultimately, this study demonstrates that integrating EDUQUAL with CSI and IPA provides actionable insights for strategic decision-making in university management.
Economics Teachers’ Awareness and Response to Curriculum Changes in Banjarmasin and Barito Kuala Dwi Atmono; Edy Suryanto; Muhammad Rahmattullah; Rochman Hadi Mustofa
Dinamika Pendidikan Vol. 21 No. 1 (2026)
Publisher : Economics Education Department Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/dp.v21i1.35580

Abstract

This study investigates the awareness levels of economics teachers in senior high schools regarding curriculum changes in the digital era, with a focus on internet use in Banjarmasin City and Barito Kuala (Batola) Regency, South Kalimantan, Indonesia. Using a survey research design, data were gathered through documentation and questionnaires to measure teachers’ self-efficacy and concerns in adopting e-learning practices. The population of this study was all economics teachers in the two regions, while the sample consisted of selected economics teachers who participated in the survey. The study refers to curriculum changes within the framework of the Indonesian national curriculum, particularly the transition toward the Kurikulum 2013 (K13) and digital-based learning adaptation in the current curriculum policy. Results show that teachers’ overall internet self-efficacy is moderate, with an average score of 3.73 on a 6-point Likert scale. Teachers rated reading texts from websites highest (4.15), while creating simple webpages with text, images, and links was rated lowest (2.65). About 54.76% of economics teachers actively engaged in e-learning, reaching the management (2.38%), consequence (21.43%), collaboration (9.52%), and refocusing (21.43%) stages of concern. A significant positive correlation exists between internet self-efficacy and levels of concern in implementing e-learning. The findings highlight the importance of boosting teachers’ confidence in using digital tools to increase their engagement with e-learning. It is recommended that economics education programs raise awareness of digital-era curriculum changes, provide practical e-learning resources, and offer continuous mentoring to help teachers effectively integrate technology into their teaching practices.
The Role of Moral Obligation in Enhancing Social Entrepreneurial Intention: The Mediating Role of the Entrepreneurial Event Model Kurjono; Sulthan Yusuf Abdullah
Dinamika Pendidikan Vol. 21 No. 1 (2026)
Publisher : Economics Education Department Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/dp.v21i1.42086

Abstract

This study aims to examine the predictors of social entrepreneurial intention, namely empathy and moral obligation, among vocational high school students (SMKN) in Bandung City, with perceived behavioral control as a mediating variable. It is hypothesized that empathy and moral obligation positively influence students’ social entrepreneurial intention. This research employs a quantitative survey method, with data collected through questionnaires. The population consists of accounting-track students from public vocational high schools (SMKN) across Bandung City, with a sample size of 212 respondents. Data were analyzed using regression analysis with SmartPLS version 3. The results indicate that perceived behavioral control fully mediates the effect of empathy on social entrepreneurial intention, while it partially mediates the effect of moral obligation on social entrepreneurial intention. These findings suggest that moral obligation and entrepreneurial self-efficacy are important factors that should be maintained and enhanced to foster social entrepreneurial intention among vocational high school students in Bandung City.
Analysis of the Connection: Emotional Regulation and Social Skills in Shaping Study Habits through Cognitive Engagement in the Era of AI-Based Economic Learning Abelia Paramista; Riza Yonisa Kurniawan; Mohamad Arief Rafsanjani; Muhammad Abdul Ghofur
Dinamika Pendidikan Vol. 21 No. 1 (2026)
Publisher : Economics Education Department Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/dp.v21i1.42430

Abstract

The rapid growth of Artificial Intelligence has transformed learning behavior in higher education, raising concerns about students’ cognitive engagement when relying on AI-generated assistance. This study examines how emotion regulation and social skills influence students’ study habits in AI-based economic learning, with cognitive engagement as a mediating variable. Using an explanatory quantitative design, data were collected from undergraduate students of the Faculty of Economics and Business at accredited public universities in East java, Indonesia, through a validated questionnaire consisting of 27 items adapted from established measurement scales. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings indicate that emotion regulation and social skills have a positive direct effect on students’ study habits. However, only social skills indirectly enhance study habits through increased cognitive engagement, while emotion regulation does not significantly influence cognitive engagement in AI-assisted learning. These results highlight that interpersonal competence plays a critical role in sustaining cognitive engagement and developing effective study habits, even as learning becomes increasingly supported by AI. Practically, the study suggests that higher education institutions and policymakers should design learning programs that integrate emotional management, social skill development, and responsible AI use to foster adaptive learning behavior. The novelty of this study lies in revealing distinct psychological mechanisms underlying study habits in AI-based economic learning, a context that remains underexplored in Indonesia.
Developing Digital Entrepreneurial Skills among Vocational Students: Evidence from Teaching Factory Based Learning Puji Fitri Setyaningsih; M Fathur Rahman
Dinamika Pendidikan Vol. 21 No. 1 (2026)
Publisher : Economics Education Department Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/dp.v21i1.45398

Abstract

This research examines the influence of entrepreneurial motivation, digital competence, and self-efficacy, as well as the mediating role of the Teaching Factory, on the development of students’ digital entrepreneurship competencies at SMK Negeri 1 Bawang. Employing an explanatory quantitative research design, a sample of 143 respondents was selected using the Slovin formula, and data were collected through a structured questionnaire. Data analysis was conducted using the Partial Least Squares Structural Equation Modeling (PLS-SEM) method with SmartPLS 4. The results demonstrate that entrepreneurial motivation, digital competence, and self-efficacy have a positive and significant effect on digital entrepreneurship competencies. Furthermore, the Teaching Factory mediates the relationships between psychological and technical factors and digital-based marketing competencies. These findings suggest that integrating intrinsic motivation, technological literacy, and industry-based learning enhances students’ preparedness for digital entrepreneurship. Theoretically, these results reinforce the competency-based approach in vocational education. Practically, the research offers implications for policymakers in vocational schools to optimize digital-based Teaching Factories by strengthening digital marketing training, utilizing digital business platforms, integrating technology-based business projects, and mentoring sustainable business practices to improve students’ digital entrepreneurship experiences in alignment with the demands of the digital economy.
Deep Learning Approach Instructional Design Textbook in the Merdeka Curriculum to Enhance Pre-Service Teachers’ Teaching Readiness in Office Administration Education Anis Susanti; Tusyanah; Hengky Pramusinto; Muhamad Nukha Murtadlo; Tri Murwaningsih
Dinamika Pendidikan Vol. 21 No. 1 (2026)
Publisher : Economics Education Department Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/dp.v21i1.48816

Abstract

This study aims to develop and examine the effectiveness of a Deep Learning Approach instructional design textbook in the Merdeka Curriculum to enhance pre service teachers’ teaching readiness in Office Administration Education. This research employed a Research and Development (R&D) method using the Borg and Gall model, including need analysis, planning, product development, validation, revision, and field testing. The experimental stage applied a quasi-experimental design with an experimental class using the developed textbook and a control class using conventional materials. The need analysis results indicate that students experience difficulties in understanding Learning Outcomes (LO), Learning Objectives (LOs), and the Sequence of Learning Objectives, as well as in designing assessment and instructional strategies aligned with the Merdeka Curriculum. The findings demonstrated that the textbook achieved a validity score of 78%, indicating acceptable quality for instructional use, while readability testing reached 85%, suggesting that the material was accessible and practical for students. The effectiveness test showed a statistically significant improvement after implementation (p < 0.05). Students in the experimental group demonstrated higher teaching readiness (85.16%, high category) than those in the control group (65.72%, moderate category). In addition, the N-Gain score of 61.79 indicated a moderate level of improvement in learning outcomes. These findings provide evidence that the developed textbook demonstrated validity, practicality, and effectiveness in supporting pre-service teachers’ teaching readiness within the context of the Merdeka Curriculum.
Lecturer’s Competencies and Peer Support on Academic Resilience: The Mediating Role of Self Efficacy Susanti Kurniawati; Ardika Sulaeman; Arisa Oktaviana Maharani
Dinamika Pendidikan Vol. 21 No. 1 (2026)
Publisher : Economics Education Department Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/dp.v21i1.54112

Abstract

This study examines the influence of lecturers' competence and peer support on students' academic resilience, with self-efficacy as a mediating variable. Motivated by rising dropout rates and academic stress in higher education, this research addresses inconsistencies in prior findings on the personal and environmental factors that affect academic resilience. A quantitative explanatory survey was conducted with 285 students in West Java, using a 7-point rating scale questionnaire analyzed through Partial Least Squares Structural Equation Modeling (PLS-SEM). Results indicated that academic resilience and self-efficacy were at moderate levels, while lecturers' competence and peer support were categorized as high. Lecturers' competence, peer support, and self-efficacy affected academic resilience of 0.67, in the strong category. Lecturers' competence did not significantly affect academic resilience directly but exerted a full mediation effect through self-efficacy. In contrast, peer support demonstrated both significant direct and indirect effects on academic resilience through self-efficacy. These findings confirm that strengthening students' internal psychological aspects, particularly self-efficacy, is a prerequisite for external factors such as lecturers' competence to effectively enhance academic resilience.

Page 5 of 5 | Total Record : 47

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