The limited availability of interactive learning media that align with students' cognitive processes and promote mathematical creative thinking remains a challenge in mathematics education. Therefore, this study aimed to develop a Brain-Based Learning microsite to enhance students' mathematical creative thinking. This study employed a Research and Development (R&D) method by integrating the ADDIE model with the Design Thinking approach. The developed learning media focused on the topic of geometric transformations for Grade 12 senior high school students. The participants consisted of 17 students in the experimental class and 31 students in the control class. Data were collected through expert validation sheets, mathematical creative thinking tests, and user response questionnaires. The data were analyzed using descriptive statistics, an independent-samples t-test, and N-gain analysis. The results indicated that the developed microsite was highly valid, obtaining validation scores of 88.75% from the media expert and 100% from the subject-matter expert. The user response questionnaire showed a practicality score of 90%, categorized as very good. The effectiveness analysis demonstrated a significant difference in mathematical creative thinking between the experimental and control classes, with students using the developed microsite achieving better performance. Furthermore, the experimental class obtained an N-gain score of 0.76, categorized as high, indicating substantial improvement in students' mathematical creative thinking. These findings suggest that the Brain-Based Learning microsite is a valid, practical, and effective learning medium for supporting mathematics learning and enhancing students' mathematical creative thinking.
Muhtarom, Anindyo Windi Sulistyowarno, Ida Dwijayanti· Riemann: Research of Mathema...· 0 citations
Primary school students continue to demonstrate low levels of scientific literacy and collaboration skills, highlighting the urgent need for innovative science instruction. This study investigated the effectiveness of Edugame-supported Problem-Based Learning (PBL) in enhancing fifth-grade students' scientific literacy and collaboration skills in learning the Solar System. The study employed a quantitative quasi-experimental pretest–posttest control group design. The population comprised all fifth-grade students at SDN 1 Jurangjero, Indonesia, and purposive sampling selected 60 students: 30 for the experimental group and 30 for the control group. Data were collected through testing, observation, questionnaires, and documentation using scientific literacy tests, collaboration observation sheets, and student questionnaires. The instruments demonstrated good validity (80%) and excellent reliability (Cronbach's alpha = .949). Data were analyzed using descriptive statistics and one-way multivariate analysis of variance (MANOVA) after meeting the assumptions of normality, homogeneity of variance, and homogeneity of covariance. Results revealed a significant multivariate effect of Edugame-supported PBL on both dependent variables (Wilks' Λ = .089, F(2, 57) = 292.98, p < .001). Edugame-supported PBL provides an effective instructional strategy for strengthening scientific literacy and collaboration skills while offering practical guidance for teachers and curriculum developers to implement interactive, student-centered science learning.
Ina Sri Rokayati, Muhtarom, Ngatmini· Indonesian Journal of Educat...· 0 citations
The transformation of Indonesian State Universities (PTN) into State University Private-Legal-Entities (PTNBH) represents a fundamental shift toward hybrid governance models that balance institutional autonomy with public accountability. Despite implementation across 24 institutions, systematic research examining organizational readiness for this complex transformation has been notably absent. This study examines organizational readiness for PTNBH governance transformation using a newly developed framework and assesses the appropriateness of different governance paradigms for hybrid educational institutions. It employed a mixed-methods comparative case study design across five PTNBH (State University with legal Private Entity) representing different institutional types (comprehensive universities, technological institutes, specialized universities). Data collection involved 85 participants through the MPFAAC Readiness Scale (30 items across six dimensions), semi-structured interviews, document analysis, and institutional observations. The MPFAAC framework assesses Meaning, Positioning, Functioning, Authorizing, Actuating, and Controlling dimensions of organizational readiness. The study found that institutions demonstrated insufficient readiness for autonomous governance, while dimensional analysis revealed significant variations, with Positioning showing the highest readiness. Actuating and Controlling dimensions exhibited critical deficiencies. Technological institutes demonstrated significantly higher readiness than comprehensive universities. These findings show that New Public Service principles support New Public Management to advance educational governance, and imply that policymakers are encouraged to establish PTNBH excellence centers for better practice exchange and improved coordination between education and finance departments on tax complexity issues, in particular.
Sofjan Aripin, Muhtarom· Humanities and Social Scienc...· 0 citations
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