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Muhammad Takwin Machmud
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INDONESIA
International Journal of Educational Practice and Policy
Published by PT. Global Research Collaboration
ISSN : 2988487X     EISSN : 29886716     DOI : https://doi.org/10.66314/ijepp
Core Subject : Education, Social,
Education Social Sciences
International Journal of Educational Practice and Policy (IJEPP) is an interdisciplinary journal that publishes innovative educational research and writing from scholars throughout the world. IJEPP aims to offer a place for researchers to exchange information, principles, and expertise in the area of education. The journal covers a wide range of topics such as Educational evaluation, curriculum design, educational philosophies, educational technology, educational administration, educational policy, community education, and other areas related to educational practice.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 73 Documents
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Exploring Geometric Comprehension Patterns of Elementary School Students Based on Gender through Pirie-Kieren Theory in the Context of Mande Culture in Malang Semirang Novia Hasna Fuadah; Dina Pratiwi Dwi Santi; setiyani
International Journal of Educational Practice and Policy Vol. 4 No. 2 (2026): June-July 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/ijepp.v4i2.945

Abstract

Understanding geometry is an important aspect of elementary mathematics learning, yet many students still experience difficulties in understanding geometric concepts. This study aims to describe elementary school students' geometric understanding based on gender through the Pirie–Kieren theory in the context of Mande Malang Semirang and to identify the scaffolding required at each layer of understanding. This study employed a qualitative case study approach involving four high-achieving fifth-grade students, consisting of two male and two female students selected through purposive sampling. Data were collected through geometry understanding tests, observations, semi-structured interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing. The findings showed that all participants achieved the eight layers of understanding proposed by the Pirie–Kieren theory. However, differences were observed in their thinking processes and folding-back patterns. Male students tended to rely on concrete experiences and visual observations, whereas female students demonstrated more systematic reasoning supported by mental visualization. These findings suggest that the scaffolding required may vary among learners, highlighting the importance of considering gender as one of several factors in designing ethnomathematics-based geometry learning.
The Effect of Learning Motivation and Science Literacy Skills on The Higher-Order Thinking Skills of High School Students in Maros District Marwah Mahmud; Firdaus Daud; Muhammad Junda; Syamsiah; Yusminah Hala
International Journal of Educational Practice and Policy Vol. 4 No. 2 (2026): June-July 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/ijepp.v4i2.1001

Abstract

The ability to think critically, analyze information, and solve problems has become an important aspect of learning in the 21st century. However, students’ Higher Order Thinking Skills (HOTS) are not developed solely through classroom instruction and may be influenced by other factors, including learning motivation and scientific literacy. This research examined the contribution of learning motivation and scientific literacy to the HOTS of Grade XII students in public senior high schools in Maros Regency. An ex post facto design with a quantitative approach was employed. Data were collected using a learning motivation questionnaire, a scientific literacy test, and a HOTS test. The data were subsequently analyzed through descriptive statistics and multiple linear regressions. The analysis showed that learning motivation, scientific literacy, and HOTS were generally at a moderate level. Regression testing demonstrated that learning motivation and scientific literacy jointly contributed significantly to HOTS. Similar results were obtained from the partial analysis, where each variable showed a positive and significant contribution. Among the two predictors, scientific literacy accounted for a greater contribution to students’ HOTS. These results suggest that strengthening students’ scientific literacy alongside maintaining their learning motivation may support the development of higher-order thinking skills in science learning.
Development of a Human Literacy-Based Learning Model to Prepare Adaptive Pre-Service Teachers in the Faculty of Education Yusnadi Yusnadi; Nani Barorah Nasution; Zuraidah Lubis; Kamtini Kamtini
International Journal of Educational Practice and Policy Vol. 4 No. 2 (2026): June-July 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/ijepp.v4i2.1084

Abstract

This study aimed to develop a human literacy-based learning model to prepare adaptive pre-service teachers in the Faculty of Education. The study employed a Research and Development (R&D) approach using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation stages. Data were collected through questionnaires, observations, interviews, and documentation. The instruments included questionnaires, observation sheets, interview guides, and documentation checklists. Data were analyzed using descriptive quantitative and qualitative techniques. The findings showed that the model achieved a mean score of 3.66 for content validity and 3.75 for construct validity, indicating that it was highly valid. The practicality test also demonstrated positive results, with mean scores of 4.33 from students and 4.30 from lecturers, both categorized as highly practical. Furthermore, the effectiveness test yielded a mean score of 2.90, indicating a moderate level of effectiveness in improving students' human literacy competencies. The results suggest that the developed human literacy-based learning model is valid, practical, and effective for fostering adaptive competencies among pre-service teachers. Therefore, the model can serve as an innovative pedagogical framework for preparing future educators to address the challenges of twenty-first-century education.

Page 8 of 8 | Total Record : 73

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