Indonesian Educational Research Journal

Resting the Case: The Role of Sex on the Affective and Cognitive Domain in Mathematics Learning Among Pre-Service Teachers

Cristine Pearl Morales — 2025-03-13

With the world’s education system evolving to be more inclusive than in previous centuries, recent literature suggests that gender disparity in mathematics is minimal and insignificant – a contradictory notion in the last hundred years. This descriptive-comparative study aimed to determine whether gender still plays a role in the established link between affective and cognitive domains of learning mathematics. The study focused on adult learners, specifically future teachers – a female-dominated profession. One hundred sixty-five pre-service teachers (45% male, 55% female) from a Teacher Education Institution in the western Philippines participated in the study. The research used statistical methods such as frequency, percentages, one-way and two-way ANOVA to address the research questions. The results revealed that most pre-service teachers have low confidence levels, high anxiety levels, and low math performance. There is a significant difference on math performance when grouped according to levels of anxiety, but not on sex and levels of confidence. We also found no interaction effect between sex and levels of anxiety to math performance. Similarly, the interaction of sex and levels of confidence to math performance is not significant. The study suggests that Teacher Education Institutions (TEIs) and the Department of Education review and evaluate their curriculum for content mastery. TEIs are also advised to address stereotype threats to maintain balance and prevent gender disparities among future teachers

The Effect Of Linktree-Based Learning Media On Mathematical Literacy Skiills In Junior High School

Annanda Shofi Sulthoni — 2025-03-13

Students often face difficulties in understanding mathematical concepts, which affects their mathematical literacy. One way to address this issue is by utilizing innovative learning media. This study investigates the effect of Linktree-based educational resources on the mathematical literacy of junior high school students. Learning media play a crucial role in enhancing students' comprehension and facilitating the overall learning experience, especially for complex or poorly understood material. The study employs a quantitative approach with an ex-post facto experimental method, involving class VIII students at Wahidiyah Junior High School in Bululawang. A sample of 11 students was selected from the population. Data collection involved a mathematical literacy test and a questionnaire to assess the use of Linktree learning media. The data were analyzed using a parametric statistical regression test. The results indicate that Linktree learning media significantly influences mathematical literacy, with an impact level of 4.45% and a regression equation of Ŷ = -9.932 + 1.697X. It is recommended that mathematics teachers receive training on the effective use of linktree, and in future studies, other researchers should use a larger sample size to gain deeper insights into its impact on mathematical literacy.

Strategies Used by Mexican Fourth-Grade Elementary Students in Solving Additive Word Problems

Axel Dircio-Vargas — 2025-03-13

To improve children's arithmetic learning, it is important to understand the strategies they use when solving arithmetic problems and the obstacles they find in this process. So, the objective of this research is to identify the strategies used by a group of Mexican fourth grade elementary school students in solving additive verbal arithmetic problems. We used a framework where the main theoretical elements that guided the study were characterized: strategies, types of strategies, verbal arithmetic problems, and the semantic and syntactic structures of the additive problems. This qualitative research, with a descriptive scope, uses case study as a method. The study cases were seven students from an Elementary School Located in Zumpango de Neri, Guerrero, Mexico. To collect data, Task-Based Interviews were used, that were applied to the case studies in November 2024. The results allowed the identification of four reflective strategies: identifies a relevant keyword; selects the appropriate operation; performs mental calculation; and decomposes a numerical factor. Additionally, three non-reflective strategies were identified: uses an inappropriate keyword; operates with given data; and answers without performing operations. Some of the case studies used more than one strategy when solving some of the proposed tasks. These results allow suggesting that in the classroom the personal strategies used by students must be assessed in order to identify those that are thoughtless to help students travel towards the use of reflexive strategies. This will be possible through designs that incorporate problems resolving such as a central activity in the classroom.

Nursing Students’ Cognitive Engagement in English Online Learning

Arfiani Indah Hayuningtias — 2025-04-05

The transition to online learning in nursing education has presented considerable challenges in maintaining cognitive engagement, particularly in acquiring medical English, due to increased distractions and the lack of direct interpersonal interaction. This study aims to examine the factors that affect cognitive engagement in online English learning among nursing students. It identifies key challenges such as inadequate interaction with instructors, the difficulty of medical terminology, and the need for real-time feedback. The research was conducted through a survey of 101 nursing students across various study levels. Results indicate that while students appreciate the flexibility of online learning, maintaining cognitive engagement remains a challenge. Improvements in instructional design, particularly in enhancing interaction and feedback, are necessary to foster higher engagement and better learning outcomes.

Examining Marriage and Partnering Practices Among Students in Higher Learning Institutions in Tanzania

Noel Julius Ntawigaya — 2025-04-19

This study explores marriage and partnering practices among university students in Tanzania, focusing on factors influencing cohabitation and the associated challenges impacting academic performance. Data collected from 90 students at two universities in Mbeya revealed that motivations for cohabitation include emotional, social, and financial factors such as feelings of maturity (38.89%), pressure from unplanned pregnancies (45.56%), peer influence (47.78%), and shared financial responsibilities (44.44%). However, cohabitation also presents significant challenges, including unplanned pregnancies (50%), frequent conflicts (53.33%), infidelity (53.33%), social stigma (36.67%), and health risks like infectious disease transmission (23.33%). These challenges negatively affect students' academic engagement, with over half reporting academic distractions (57.67%). The study recommends comprehensive sexual education, accessible counseling services, financial support programs, inclusive environments, health awareness, tailored academic support, and workshops on healthy relationship skills. These initiatives can help institutions create supportive interventions, enabling students to manage cohabitation complexities while promoting academic success and personal development.