Siliwangi University

This study aims to explore the inclusion of local history content and its relationship with history teaching practices. These two variables are analyzed in relation to students’ perceptions of local history education. Furthermore, the study examines how these perceptions influence students’ understanding of local history and culture. Data were collected through an online survey distributed via Google Forms, involving 212 high school students from Eastern Indonesia. Four hypotheses were tested using Structural Equation Modeling–Partial Least Squares (SEM-PLS), covering three aspects: measurement model (outer model), structural model testing (inner model), and robustness testing. The study reveals a positive and significant effect of local history narratives on teachers’ local history teaching practices. However, the direct influence of local history narratives on students’ perceptions is weak, requiring mediation through teaching practices to increase effectiveness. On the other hand, students’ perceptions of history show a strong and significant positive relationship with their understanding of local history. The availability of local history textbooks makes it easier for teachers to integrate local content into their teaching, which in turn encourages students to develop stronger perceptions and understanding of local history. This study underscores the importance of developing textbooks that integrate local history and culture. Such resources can serve as essential tools for teachers and students, supported by collaboration among local governments, academics, and communities.

Penelitian ini bertujuan untuk mengetahui dan menganalisis: komunikasi pemasaran, pemasaran langsung, kepuasan nasabah dan loyalitas nasabah. Pengaruh komunikasi pemasaran dan pemasaran langsung terhadap kepuasan nasabah serta implikasinya pada loyalitas nasabah pada Bank Rakyat Indonesia Kantor Cabang Garut baik secara parsial maupun simultan. Metode penelitian yang digunakan dalam penelitian ini adalah metode survei. populasi dalam penelitian ini adalah Nasabah Bank Rakyat Indonesia Kantor Cabang Garut yang berjumlah 4500 nasabah. Pengambilan sampel diambil secara simple random sampling yaitu sebanyak 400 nasabah. Teknik analisis data menggunakan Partial Least Structural dengan SmartPLS. Total skor komunikasi pemasaran secara keseluruhan sebesar 14.549 termasuk kategori baik, pemasaran langsung sebesar 17.985 termasuk kategori baik, kepuasan nasabah sebesar 17.985 termasuk kategori baik dan loyalitas nasabah sebesar 11.980 termasuk kategori baik. Hasil penelitian menunjukkan bahwa Komunikasi Pemasaran berpengaruh positif dan signifikan terhadap Kepuasan Nasabah,Pemasaran Langsung berpengaruh positif dan signifikan terhadap Kepuasan Nasabah, Kepuasan Nasabah berpengaruh positif dan signikan terhadap Loyalitas Nasabah, Komunikasi Pemasaran berpengaruh positif dan tidak signifikan terhadap Loyalitas Nasabah, Pemasaran Langsung berpengaruh positif dan tidak signifikan terhadap Loyalitas Nasabah, Dengan mediasi Kepuasan Nasabah, Komunikasi Pemasaran dan Pemasaran Langsung beperngaruh positif dan signifikan tehadap Loyalitas Nasabah

This study aims to explore strategies for implementing deep learning approaches in non-formal equivalency education and to analyze their pedagogical implications for teaching practices. It addresses the limited use of contextual and holistic learning approaches in equivalency education, which often fail to adequately respond to the diverse learning needs and practical life contexts of learners. A descriptive qualitative method with an exploratory design was employed, involving data collection through in-depth interviews, participatory observation, and document analysis. The participants consisted of 20 individuals, including 5 tutors, 3 PKBM administrators, and 12 Paket C learners, selected through purposive sampling. Thematic analysis was applied to examine how the four components of deep learning—graduate profile dimensions, learning principles, learning experiences, and instructional frameworks—were integrated into practice. The findings indicate that deep learning strategies were operationalized through community-based and vocationally oriented projects aligned with learners’ economic realities, fostering entrepreneurial skills, critical thinking, collaboration, and economic self-reliance consistent with the empowerment orientation of Community Learning Centers (PKBM). Tutors employed participatory and andragogical approaches supported by flexible learning environments and digital technologies. The study concludes that deep learning has the potential to transform equivalency education into a more humanistic and empowering process, better preparing learners to address 21st-century challenges. It recommends strengthening tutor capacity, developing contextual materials, and enhancing community partnerships to ensure sustainable implementation.

The rapid expansion of the Islamic finance industry has not always been accompanied by adequate Islamic economic literacy among society, creating a gap between institutional development and ethical economic awareness. Education therefore, plays a strategic role in strengthening value-based economic understanding grounded in Islamic principles. This study aims to analyze how education contributes to the development of Islamic economic literacy and how such literacy shapes ethical economic awareness that supports inclusive development. This research adopts an interpretivist–constructivist paradigm using a qualitative multi-site design conducted in three Islamic-based educational institutions implementing Islamic economics in their curriculum. Data were collected from eighteen participants, consisting of educators, students, and curriculum managers through in-depth interviews, classroom observations, and document analysis. The data were analyzed using a constructivist thematic approach to explore the process of value internalization within pedagogical interactions. The findings reveal a sequential pathway in which value-based pedagogical interaction fosters multidimensional Islamic economic literacy encompassing cognitive, affective, and normative dimensions. This literacy subsequently develops ethical economic awareness characterized by moral reasoning, critical evaluation of interest-based financial practices, and a commitment to justice-oriented economic behavior. Furthermore, ethical awareness encourages an inclusive economic orientation reflected in support for cooperative models, profit-sharing practices, and community-based economic initiatives. The study proposes a conceptual framework linking educational meaning-making processes, Islamic economic literacy, ethical consciousness, and inclusive development. These findings highlight the importance of dialogical, reflective, and context-based learning approaches in Islamic economic education to move beyond informational teaching toward value-driven learning that promotes socially responsible economic behavior.

Kemampuan kognitif siswa pada materi perubahan lingkungan merupakan salah satu indikator penting dalam menilai kualitas pembelajaran biologi di sekolah. Namun, berbagai laporan menunjukkan bahwa kemampuan berpikir tingkat tinggi siswa masih belum berkembang secara optimal. Penelitian ini bertujuan untuk mendeskripsikan profil kemampuan kognitif siswa SMA pada materi perubahan lingkungan berdasarkan taksonomi Bloom revisi. Penelitian menggunakan metode deskriptif kuantitatif dengan melibatkan 36 siswa kelas XI di salah satu SMA Negeri di Kota Tasikmalaya yang dipilih melalui teknik purposive sampling. Instrumen yang digunakan berupa tes esai yang dikembangkan berdasarkan enam dimensi proses kognitif, yaitu mengingat, memahami, menerapkan, menganalisis, mengevaluasi, dan mencipta. Data dianalisis secara deskriptif menggunakan persentase capaian setiap indikator. Hasil penelitian menunjukkan bahwa rata-rata kemampuan kognitif siswa sebesar 50,46 persen berada pada kategori cukup. Capaian tertinggi terdapat pada indikator mengingat, sedangkan capaian terendah terdapat pada indikator mengevaluasi dan mencipta. Temuan ini menunjukkan bahwa kemampuan kognitif siswa masih didominasi oleh kemampuan berpikir dasar dan belum berkembang optimal pada kemampuan berpikir tingkat tinggi. Penelitian selanjutnya direkomendasikan untuk melibatkan sampel yang lebih luas serta menggunakan desain kuasi-eksperimental guna menguji efektivitas strategi atau media pembelajaran inovatif dalam meningkatkan kemampuan analisis, evaluasi, dan kreasi siswa secara lebih komprehensif.

Students’ difficulties in solving mathematical problems are often closely related to weaknesses in metacognitive regulation, particularly in planning, monitoring, and evaluating problem-solving processes. One systematic framework to identify these difficulties is Newman’s Error Analysis, which classifies students’ errors into sequential stages of problem solving. This study aims to describe students’ metacognitive errors based on Newman’s error types in mathematics learning using a Deep Learning approach. This research employed a mixed methods approach with a sequential explanatory design, focusing on qualitative descriptive analysis. The participants consisted of three ninth-grade students from SMP Islamiyah Ciawi in the 2025/2026 academic year, selected purposively to represent high, moderate, and low levels of metacognitive ability. Data were collected through open-ended problem-solving tests on solid figures, a metacognitive questionnaire using a Likert scale, and semi-structured interviews. Data analysis was conducted by identifying students’ errors at each stage of Newman’s procedure—reading, comprehension, transformation, process skills, and encoding—and relating them to metacognitive indicators. Methodological triangulation was applied to enhance the credibility of the findings. The results indicate that students with high metacognitive ability tend to exhibit minimal errors, mainly at the encoding stage. In contrast, students with moderate and low metacognitive abilities demonstrate dominant errors at the transformation and process skills stages, with low-metacognitive students also experiencing reading and comprehension errors. These findings suggest that metacognitive regulation significantly influences the type and stage of students’ errors. In conclusion, integrating explicit metacognitive scaffolding within Deep Learning practices is essential to reduce students’ errors and enhance mathematical problem-solving performance.

The rapid development of digital technology has transformed the educational landscape, encouraging the integration of online learning platforms in classroom instruction. In mathematics education, e-learning tools offer opportunities to enhance students’ conceptual understanding through interactive and accessible digital media. This study aims to determine the improvement in students’ understanding of mathematical concepts through the implementation of Google Platform-assisted e-learning using Google Meet and Google Forms at SMP Negeri 2 Seruway. The research employed a quantitative approach with a pre-experimental method and a One Group Pretest–Posttest design. The population comprised all eighth-grade students (58 students), with class VIII-A consisting of 16 students selected as the sample. Learning activities were conducted using Google Meet for synchronous sessions and Google Forms for formative assessments on probability material. Data were collected through pretest and posttest instruments, and the results were analyzed using descriptive statistics and correlation tests. Findings revealed an increase in the average score from 53.94 before the treatment to 74.25 after. The hypothesis test used the t-test formula, obtaining a t-count value of 8.26, which was greater than the t-table value of 2.13 at a significance level of α = 0.05. These results indicate a significant improvement in students’ mathematical understanding after implementing e-learning through Google Meet and Google Forms. In conclusion, the use of Google-based e-learning effectively supports students’ conceptual understanding and promotes a more engaging mathematics learning experience.

Mathematical communication skills and learning resilience are essential competencies for success in mathematics learning in the 21st century. However, Indonesian students still show low achievement in these aspects, as reflected in PISA results and classroom learning practices. This study aimed to develop and examine the effectiveness of Problem-Based Learning (PBL)-based teaching materials assisted by the Canva interactive web platform to improve students’ mathematical communication skills and learning resilience. This research employed a Research and Development (R&D) approach using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation stages. The study involved 60 tenth-grade students of MAN 4 Sukabumi, divided into an experimental group and a control group. The experimental group learned using PBL-based teaching materials assisted by Canva, while the control group received conventional instruction. The research instruments included expert validation sheets, student and teacher response questionnaires, a mathematical communication test consisting of four essay items, and a learning resilience scale with 30 statements. Data were analyzed using descriptive statistics and inferential statistical tests. The results showed that the developed teaching materials were categorized as very valid and highly practical. Students in the experimental group achieved higher mathematical communication scores and learning resilience compared to the control group, with moderate N-Gain improvements. Statistical analysis confirmed a significant difference between the two groups (p < 0.05). It can be concluded that PBL-based teaching materials assisted by the Canva interactive web platform are effective in improving students’ mathematical communication skills and learning resilience.

The development of superior varieties requires accurate genetic information, especially on the traits that will be used as selection criteria. Variance components (genetic variance, environmental variance, and phenotype variance) and heritability values are the genetic information for the selection process. Selection will generally be effective if the characters used as selection criteria have heritability values that are included in the high category (> 50%). The objective of this research for estimating the components of variance and heritability in a broad sense for a number of agronomic characters in the second generation (F2) population of cayenne pepper from the hybridization between Capsicum frutescens L. and Capsicum annuum L. The genetic materials consisted of two parental lines, P1 (Bonita IPB) and P2 (Perisai IPB), each represented by 20 individual plants, and 150 individuals from the F2 generation. Estimation of variance components and broad-sense heritability was performed using the Mahmud–Kramer method. The results of the study showed that the diversity in the F2 population was higher than in both parents. This is indicated by the variance values for all characters being greater than both parents. Traits such as plant height, canopy width, stem diameter, day of flowering, fruit weight per plant, number of fruits per plant, fruit weight, fruit length, and fruit diameter showed high heritability values, while day of harvesting showed moderate heritability. These heritability estimates suggest that effective selection can be focused on traits with high heritability, thereby increasing selection efficiency and enabling favorable genetic progress in subsequent generations.

This study was motivated by students’ mathematical literacy levels that have not yet met expected learning standards and by the limited use of interactive learning media in schools. In addition, studies that combine learning models and digital media to improve students’ mathematical literacy remain limited. This study aimed to examine the effectiveness of a joyful learning model supported by Scratch-based learning media in improving students’ mathematical literacy, as well as to describe students’ mathematical literacy performance, learning activities, and responses during the implementation. The study employed a one-shot case study experimental design. The population comprised all seventh-grade students at SMP Negeri 10 Tasikmalaya, and the sample was Class VII K (n = 32), selected through simple random sampling. Data were collected using a mathematical literacy test, a learning activity observation sheet, and a student response questionnaire. The data were analyzed using a binomial (proportion) test. The results indicated that the joyful learning model supported by Scratch-based media was effective for students’ mathematical literacy, with students’ mathematical literacy categorized as moderate (71.9%). Student learning activities were classified as very good, and students’ responses to the learning were very positive.