MIREJ: Multidisciplinary Innovation Research Journal

Literature Review & Qualitative Study: Contextual Teaching Materials for Elementary School Students’ Understanding of Fractions

2025-06-09T18:13:51+07:00

This research employs a framework derived from rapid technological advances, which demand innovation and creativity in the learning process in the classroom so that the material presented is relevant and effective for students. Teachers are required to develop learning media that can support students' understanding optimally, one of which is through the use of textbooks as the main source of knowledge. This study used descriptive qualitative method with data collection through interviews, documentation, and literature review to examine the effectiveness of mathematics textbooks in fraction materials. Data analysis was conducted to understand the extent to which the textbook can help students understand the concept of fractions comprehensively. The results showed that the use of fraction-based math textbooks was considered appropriate and effective by both teachers and students in the classroom. Therefore, this textbook can serve as an alternative learning media that supports the improvement of students' understanding, especially in the subject of fractions, thus improving the learning process more effectively and efficiently.

Explanatory Factor Analysis of Critical Thinking Instrument for Elementary Students

2025-06-11T19:16:20+07:00

One of the main challenges in primary education is the low critical thinking skills of students during the learning process, which has a major impact on their academic achievement as well as their social and emotional development. This study aims to analyze the structure of the instrument factors for measuring critical thinking ability, which is developed based on four main dimensions: analytical ability, evaluation ability, inference ability, and problem-solving skills in elementary school students. This study uses a quantitative approach with a survey design involving 240 elementary school students. Data analysis was carried out through Explanatory Factor Analysis (EFA). The findings show that the four dimensions of critical thinking have significant factor weight, adequate convergent validity, and high construct reliability, as well as SRMR values that have a match with empirical data. The model created can describe well and in context how critical thinking works as a whole. This instrument is relevant for academic research as well as a diagnostic tool for teachers in designing responsive learning. These findings contribute significantly to improving the quality of basic education through a comprehensive and effective evaluation of students' critical thinking skills.

The Effect of Entrepreneurship Education and Entrepreneurial Perception on Student Satisfaction

2025-06-11T20:20:20+07:00

This study aims to examine the effect of entrepreneurship education and entrepreneurial perception on individual satisfaction in the context of higher education. The background of this research highlights the growing importance of entrepreneurship as a key competency for future career development, as well as the need to understand how students' educational experiences and perceptions influence their overall satisfaction. A quantitative approach was employed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyze the relationships among the constructs. Data were collected through a questionnaire distributed to university students who had taken entrepreneurship-related courses. The findings reveal that while entrepreneurship education does not directly affect satisfaction, it significantly influences entrepreneurial perception, which mediates its impact on satisfaction. This result suggests that the effectiveness of entrepreneurship education is indirectly reflected through the development of positive perceptions, which enhance students' sense of fulfillment and engagement. The study contributes to the literature on entrepreneurship education by emphasizing the importance of perception as an intermediary variable, and offers practical implications for educators aiming to improve student satisfaction through curriculum design and instructional strategies.

The Impact of Teacher Interaction and Knowledge Mastery on Students’ English Class Satisfaction

2025-06-11T20:29:19+07:00

This study examines the effect of teacher-student interaction and teacher knowledge mastery on student satisfaction in English language learning classes. The quantitative method uses a purposive sampling technique, with the number of data collected as many as 291 respondents aged 16 to 26 years consisting of high school and university students through a structured questionnaire distributed via Google Forms. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings indicate that only measurement constructs related to evaluation and assessment significantly affect student satisfaction. In contrast, teacher qualifications and interactions do not show statistically significant direct or indirect effects. These results indicate that the level of student satisfaction is mainly shaped by how effectively teachers carry out assessments, highlighting the importance of clear, objective, and transparent evaluation methods in English language teaching.

Analysis of Factors Affecting Students' Grade Point Average (GPA) in Cirebon University Using Multiple Discriminant Analysis

2025-06-12T19:42:02+07:00

This research explores the factors that influence student academic achievement within the context of public and private universities located in Cirebon, Indonesia. The study employs discriminant analysis as its primary analytical method, utilizing primary data collected through questionnaires distributed to students across these institutions. The central aim is to identify and analyze the key determinants that significantly affect students' academic performance.The findings of the research highlight the significant impact of intelligence quotient (IQ) and study hours on student achievement. Furthermore, the analysis reveals that gender and university type (public or private) also play a role in differentiating levels of student achievement. These results contribute to a more nuanced understanding of the variables influencing academic success in the region. By employing discriminant analysis, the study effectively classifies students into distinct academic performance groups, specifically those with a GPA below 3.5 and those with a GPA of 3.5 or higher. This approach allows for the identification of factors that reliably distinguish between these groups. The outcomes of this research are intended to provide valuable insights for universities and educational stakeholders, enabling them to develop targeted strategies and support mechanisms to foster improved student outcomes and enhance the overall quality of higher education.