Muhammadiyah University of Surakarta

Objective This study examined the direct and indirect effects of physical function and age-related diseases on activity limitation using path analysis. Methods A cross-sectional study was conducted using data from the fifth Indonesian Family Life Survey. A total of 2,017 individuals aged >= 60 years were included in the analysis. Path analysis within a structural equation modeling framework was applied to examine the proposed relationships. Model fit was evaluated using the p-value, root mean square error of approximation (RMSEA), standardized root mean square residual (SRMR), comparative fit index (CFI), Tucker-Lewis index (TLI), and coefficient of determination (CD). Results The path model showed that arthritis acted as a mediator between higher body mass index and an increased risk of falls among older adults. Handgrip strength emerged as a key determinant, directly reducing activity limitation (beta = -0.20; 95% CI = -0.24 to -0.15; p < 0.001) and improving lung volume capacity and balance. Conclusion Physical function decline in older adults is influenced by both physiological capacity and fall-related factors.

Purpose Emerging adults have numerous pressures during the transition to adulthood, highlighting the necessity of evaluating future anxiety to prevent more severe psychological issues. This study aims to adapt and evaluate the psychometric properties of the Future Anxiety Scale (FAS) by Zaleski for emerging adults in Indonesia. Design/methodology/approach The FAS was translated and culturally adapted to Bahasa Indonesia, following Beaton's guidelines. Content validity was evaluated by a panel of six experts, yielding satisfactory results. The final version was administered to 508 emerging adults aged 18-25 years across seven provinces in Indonesia. The sample was randomly split into two groups (n = 254 each) to conduct exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) for evaluating internal structure. Internal consistency was examined using Cronbach's alpha. Findings According to the EFA results, three factors emerged as the most interpretable model, which indicated a multi-factor structure. An acceptable fit was shown by subsequent CFA: chi & sup2;(185) = 445, p < 0.001; CFI = 0.919; TLI = 0.908; SRMR = 0.0517; RMSEA = 0.0744. Cronbach's alpha values for the three factors of the Indonesian FAS ranged from 0.722 to 0.914, indicating strong internal consistency as well. These findings support the validity and reliability of the scale for evaluating future anxiety in Indonesian emerging adults. Originality/value To the best of the authors' knowledge, this study provides the first validated Indonesian version of the FAS, addressing the gap in culturally relevant tools for assessing future anxiety in non-Western contexts.

Mathematical creativity is a crucial component of 21st century education, yet limited research has examined how augmented reality (AR) can systematically enhance this ability in elementary mathematics. Grounded in the cognitive theory of multimedia learning (CTML) and constructivist perspectives, this study investigates the effectiveness of ARGeo Math, an AR-based learning application that transforms abstract geometry concepts into interactive 3D visualizations to foster creative mathematical thinking. A quasi-experimental design involving 49 fifth-grade students in Indonesia was conducted, with one class serving as the control group and another as the experimental group using ARGeo Math. Quantitative analyses using normalized gain (N-gain) and t-tests revealed a significant improvement in students' creative thinking skills in the experimental group (N-gain = 76.84%, effective category). Beyond statistical gains, ARGeo Math supported cognitive engagement, flexible problem-solving, and deeper understanding by linking visual and symbolic representations. The findings extend educational technology theory by demonstrating a clear mechanism through which CTML principles particularly integrated multimodal cues can be operationalized to stimulate generative mathematical reasoning. This study offers practical, scalable insights for designing AR-enhanced STEM learning in primary education, and its theoretical model provides a distinct contribution for guiding future creativity-oriented AR instructional design. Nonetheless, the quasi-experimental design with limited sample size and short intervention duration constrains the generalizability of results, indicating the need for longitudinal and multi-site research to further validate the model.

Reflective thinking plays a crucial role in mathematical problem solving, yet no prior literature review has explicitly examined this construct in such a context. This study addresses this gap by synthesizing research on reflective thinking in mathematical problem solving published between 2015 and 2024. A systematic literature review following the PRISMA protocol was conducted using Scopus and ERIC, yielding 23 peer-reviewed studies that met the inclusion criteria. The findings indicate that the literature is predominantly shaped by studies from Asia, particularly Indonesia and Turkey, likely reflecting curricular priorities and initiatives promoting metacognitive strategies in mathematics education. Methodologically, the studies employ diverse approaches, including quantitative, qualitative, research and development, and experimental designs, across various educational levels. Reflective thinking is shown to enhance conceptual understanding, support strategy evaluation, and facilitate the generation of alternative solutions. Its implementation is embedded in a range of instructional strategies and learning approaches. Furthermore, engagement in reflective thinking is influenced by cognitive, psychological, and social factors, as well as learning strategies and prior reflective experiences. Overall, these findings highlight the importance of integrating reflective processes into mathematical tasks and offer implications for pedagogy, curriculum design, and policy, while calling for future research on effective instructional strategies across diverse learner populations.

This study explores the potential of climate fiction as a pedagogical tool for fostering climate literacy, ethical reflection, and empathy in Indonesian higher education EFL contexts. Anchored in caring pedagogy - emphasising relationality, empathy, and ethical responsibility - the research examines Han Kang's 'The Vegetarian' and 'Greek Lessons' as literary texts that prompt students' engagement with environmental, moral, and intercultural concerns. Using a qualitative, classroom-based approach, data were gathered through reflective journals, textual interpretation tasks, and structured focus-group discussions to investigate both cognitive and affective dimensions of learning. The findings reveal that interacting with Han Kang's climate-inflected fiction strengthens linguistic proficiency and critical analysis while also cultivating ecological sensitivity, moral imagination, and a heightened awareness of human - nonhuman interconnectedness. Students' reflections show that literary engagement deepens their understanding of climate vulnerability, ethical interdependence, and relational care, moving learning beyond traditional language acquisition outcomes. Integrating climate fiction into EFL curricula thus enables educators to create transformative learning spaces where language development is intertwined with sustainability-oriented ethics and ecological consciousness. This approach is particularly relevant in Global South contexts, where environmental crises intersect with educational inequities, highlighting the vital role of literature in nurturing climate literacy, empathetic engagement, and ethical agency among university students.