Purpose: This research aims to determine whether these psychological factors serve as significant predictors of students’ performance in basic mathematics. Method: A quantitative correlational design was employed to assess the relationship between self-efficacy, AQ, and basic mathematical ability. Data were collected from 100 high school students using validated instruments that measured self efficacy, AQ, and mathematical competence. Descriptive and multiple regression analyses were conducted following the assumption tests for normality, linearity, and heteroscedasticity. Findings: The study found that self-efficacy significantly influences basic mathematics ability, whereas AQ did not show a significant partial effect. However, when combined, both self-efficacy and AQ exerted a joint influence on students’ mathematical performance. These findings suggest that psychological factors, in addition to cognitive and instructional elements, play an important role in developing mathematical competence. Significance: The study concludes that while strengthening conceptual understanding and structured learning support remains critical, integrating psychological competencies, such as self-efficacy and resilience, is essential to the success of the Merdeka Curriculum. This research underscores the need to foster both cognitive and psychological growth for effective student performance in mathematics.
This study designed, validated, and refined a podcast-assisted Project-Based Learning (PjBL) instructional procedure for EFL speaking development in an Indonesian higher-education context. Framed as model development within a descriptive–exploratory educational design research/design-and-development research approach, the study produced an initial prototype specifying learning activities and sequencing, then subjected the procedure to expert review and iterative refinement. Two expert validators evaluated the model using a 5-point validation rubric comprising 16 indicators covering key instructional components (Introduction, Core, Closing, and Assessment) and four criteria (logicality, appropriateness, alignment, and non-controversiality), complemented by open-ended comments to guide revisions. Quantitative ratings were analyzed using the Content Validity Index (CVI) and Aiken’s V, supported by descriptive summaries and agreement metrics. Findings indicate excellent content validity: all indicators met the relevance criterion (I-CVI = 1.00; S-CVI/Ave = 1.00; S-CVI/UA = 1.00). Aiken’s V coefficients ranged from 0.75 to 1.00, with a mean of 0.898 (≈0.90), and the overall feasibility/appropriateness rating was high (M = 4.59/5). Feedback from, the validators informed targeted refinements, particularly strengthening the production-oriented Core phase by clarifying scaffolding and integrating an explicit feedback–revision cycle, including an individual (solo) podcast recording task. The final model organizes instruction into three connected phases (Introduction–Core–End) with assessment embedded across phases, offering a validated, classroom-ready procedure for integrating authentic audio input and project-based speaking production. The findings have important implications for teachers who wish to explore alternative ways to teach language using digital and project-based methods.
This chapter explores the integration of Artificial Intelligence (AI) into Competency-Based Learning (CBL) frameworks to develop future-ready human capital. It examines how AI enhances personalization, assessment, and capability tracking, enabling education systems to shift from static, content-driven models to adaptive, learner-centered environments. The discussion highlights the limitations of traditional curricula, the transformative role of AI technologies, and the importance of ethical governance, teacher readiness, and institutional capacity. Emphasizing multi-stakeholder collaboration between government, industry, and academia, the chapter proposes a strategic roadmap and research agenda to align education with labor market demands. By reimagining curriculum as a dynamic pathway to capability, this work advocates for inclusive, data-informed, and ethically guided educational ecosystems that prepare learners for the complexities of the digital age.
Penelitian ini bertujuan untuk menganalisis kemampuan literasi matematika pada siswa Sekolah Dasar (SD) Lentera Harapan Palopo dengan mempertimbangkan peran gaya belajar mereka. Penelitian dilakukan untuk memahami sejauh mana hubungan antara gaya belajar, representasi, dan pemahaman konsep matematika pada tingkat dasar. Metode penelitian yang digunakan adalah deskriptif analitis dengan melibatkan siswa kelas tinggi sebagai sampel. Data dikumpulkan melalui tes kemampuan literasi matematika, wawancara, dan observasi terkait preferensi gaya belajar siswa. Analisis data dilakukan dengan mengidentifikasi pola-pola kemampuan literasi matematika dan hubungannya dengan gaya belajar yang dominan. Hasil penelitian menunjukkan bahwa terdapat variasi kemampuan literasi matematika di antara siswa SD Lentera Harapan Palopo, dan gaya belajar memiliki pengaruh yang signifikan terhadap pola-pola tersebut. Siswa dengan gaya belajar visual cenderung unggul dalam menerapkan representasi grafis, sementara siswa dengan gaya belajar auditori menunjukkan kecenderungan dalam memahami konsep melalui pendekatan lisan. Selanjutnya, siswa dengan gaya belajar kinestetik lebih menyukai pembelajaran yang melibatkan aktivitas fisik dan simulasi. Hasil temuan ini memberikan kontribusi pada pemahaman mendalam mengenai bagaimana gaya belajar memengaruhi kemampuan literasi matematika pada tingkat SD. Implikasi penelitian ini dapat digunakan sebagai dasar untuk pengembangan strategi pembelajaran yang lebih efektif dan berorientasi pada gaya belajar individu, sehingga meningkatkan kualitas pendidikan matematika di sekolah dasar.
Penelitian ini bertujuan untuk meningkatkan kemampuan berpikir kreatif siswa dengan penerapan media flipbook berbasis etnomatematika. Populasi dalam penelitian ini adalah siswa kelas IV di MI Madinatul Islam Kalo. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang terdiri dari dua siklus yang dilakukan sebanyak enam kali pertemuan. Setiap siklus terdiri dari 4 tahapan, yaitu: (1) perencanaan (2) pelaksanaan (3) observasi (4) refleksi. Pengumpulan data dalam penelitiaan ini adalah dengan melakukan lembar observasi keterlaksanaan pembelajaran dengan penerapan media flipbook berbasis etnomatematika, lembar observasi aktivitas belajar siswa, dan lembar tes kemampuan berpikir kreatif berbentuk essai. Hasil penelitan ini menunjukkan bahwa dengan penerapan media flipbook berbasis etnomatematika dalam pembelajaran matematika kelas IV mampu meningkatkan kemampuan berpikir kreatif peserta didik. Peningkatan tersebut dapat dilihat dari analisis data siklus I ke siklus II. Siklus I tingkat kemampuan berpikir kreatif terjadi sebesar 58% dengan kategori cukup kreatif kemudian mengalami peningkatan pada siklus II sebesar 88% dengan kategori sangat kreatif.
