A Systematic Review of Tsunami Disaster Mitigation Based on Tsunami Tendenko and Smong: Comparative Insights from Japan and Indonesia for Educational Practices M. Zainudin, Rahmatika Dewi, Deni Hadiana, Thorida Nur Asih, Novi Sylvia, Farida Hanun Journal of Integrated Disaster Risk Management, 2026 Mastery of disaster mitigation is crucial because it has been proven to minimize loss of life, especially in disaster-prone countries such as Japan and Indonesia. Although many studies discuss the impact and reconstruction after a disaster, studies that specifically explore local wisdom-based mitigation strategies and their potential to be modified in an educational context remain limited. One disaster mitigation strategy that has been proven effective in Japan is Tsunami Tendenko, which has similarities to Smong in Indonesia, both of which are rooted in local wisdom. This study aims to: (1) understand the concepts of Tsunami Tendenko and Smong as disaster mitigation strategies from global literature; and (2) describe the learning strategies used in transmitting the two concepts. A literature search was conducted on articles published between 2004 and 2025 and indexed in Scopus and Web of Science, by applying strict inclusion and exclusion criteria. A total of 229 articles were analyzed using a systematic approach in accordance with the PRISMA 2020 guidelines. The results of the study indicate that local wisdom can be utilized in disaster mitigation education through various roles, such as teaching resources, media content, collaboration materials, and the basis for policy making. Delivery strategies include oral approaches, SME products, digital games/media, simulations, arts, and educational programs. This study recommends the need for further research to deepen, refine, and optimize the role of Tsunami Tendenko and Smong in local wisdom-based disaster mitigation education.
Mimicry or meaning? Reassessing GPT-4’s role in clinically complex MCQ design Supianto, Retno Widyaningrum, Fitri Wulandari, M. Zainudin Medical Teacher, 2025 Dear EditorThe recent study by Wu et al. [1] offers timely insights into the potential of GPT-4 in generating clinically complex MCQs, yet several foundational assumptions merit further scrutiny. W...
Exploring the factors affecting ChatGPT acceptance among university students Supianto, Retno Widyaningrum, Fitri Wulandari, M. Zainudin, Arina Athiyallah, Miftahir Rizqa Multidisciplinary Science Journal, 2024 The integration of artificial intelligence (AI) technology, particularly ChatGPT, into higher education settings is becoming increasingly prevalent. However, there remains a gap in understanding the factors that shape students' acceptance and utilization of ChatGPT. This study seeks to address this gap by investigating these factors and offering insights to enhance the adoption of ChatGPT in higher education. Data for this research was gathered through a questionnaire adapted from the UTAUT model, and analyzed using Structural Equation Modeling (SEM). The findings reveal significant relationships between variables such as Performance Expectancy, Effort Expectancy, Social Influence, and Facilitating Conditions with Behavioral Intention and User Behavior concerning ChatGPT. These results underscore the importance of higher education institutions in formulating strategies for AI technology integration, with a focus on psychosocial factors influencing student acceptance and usage. Moving forward, future research could delve deeper into contextual factors that may impact the adoption of AI technologies in higher education, thus providing further insights into this evolving field.
The sequence of algebraic problem-solving paths: Evidence from structure sense of Indonesian student Junarti, M. Zainudin, Anita Dewi Utami Journal on Mathematics Education, 2022 The algebraic structure is one of the axiomatic mathematical materials that consists of definitions and theorems. Learning algebraic structure will facilitate the development of logical reasoning, hence facilitating the study of other aspects of axiomatic mathematics. Even with this, several researchers say a lack of algebraic structure sense is a source of difficulty in acquiring algebraic structures. This study aims to examine a pattern of sequences of problem-solving paths in algebra, which is an illustration of learners' algebraic structure sense so that it can be utilized to enhance the ability to solve problems involving algebraic structure. This study employed a qualitative descriptive approach. Students who have received abstract algebra courses were chosen to serve as subjects. The instruments include tests based on algebraic structure sense, questionnaires, and interviews. This study reveals the sequence of paths used by students in the structure sense process for group materials, i.e., path of construction–analogy (constructing known mathematical properties or objects, then analogizing unknown mathematical properties or objects), path of analogy–abstraction (analogizing an unknown mathematical property or object with consideration of the initial knowledge, then abstracting a new definition), path of abstraction-construction (abstracting the definition of the extraction of a known mathematical structure or object, then constructing a new mathematical structure or object), and path of formal-construction (constructing the structure of known and unknown mathematical properties or objects through the logical deduction of a familiar definition). In general, the student's structure sense path for solving problems of group material begins with construction, followed by analogy, abstraction, and formal construction. Based on these findings, it is suggested that there is a way for lecturers to observe how students develop algebraic concepts, particularly group material, so that they can employ the appropriate strategy while teaching group concepts in the future.
Capability estimation of student's higher order thinking in mathematics by using polytomous M. Zainudin, Bambang Subali, Jailani Jailani Universal Journal of Educational Research, 2020 One of the alternative approaches in the scoring of items that can be used is the Latent Trait Theory Approach for polytomous scoring with a Generalized Partial Credit Model (GPCM). This study aimed at estimating the test taker’s capability to think critically (higher order thinking) in maths in the form of essay questions with items scoring in GPCM by considering the level of difficulty in each of the steps that must be taken to obtain the correct answer. The instrument used in this study was essay question developed. The data analysis used in this study was SPSS version number 22 and Parscale from Ssi. SPSS version number 22 was used to detect the sufficiency requirements of the number of samples used and prerequisite analysis of scoring using the GPCM method. Parscale was used to estimate the capability of respondents. The estimation of capability was presented in Phase 3 on a scale (-4, +4) in which, then, it can be transformed with a linear transformation to the equation x = 12,5θ + 50, x is the estimation of capability in the range of [0,100]. The result of capability estimation was in the range of [0,100] so that it was obtained the minimum capability estimation 49.36 and maximum 100.
Construct validity of mathematical creativity instrument: First-order and second-order confirmatory factor analysis M. Zainudin, , Bambang Subali, Jailani Jailani, , and International Journal of Instruction, 2019 Mathematical creativity instrument is a tool to assess students’ creative thinking skills in solving mathematical problems. Mathematical creativity has a pivotal role in improving the quality of life, solving problems, making a change, and increasing the efficiency and effectiveness of a system. Unfortunately, there is a gap in the assessment of mathematical creativity in Indonesia because the instrument used is merely confirm teachers’ explanation through mathematical problem which focuses on measuring students’ knowledge. Therefore, it is necessary to prove the construct validity of the items in the instrument of mathematical creativity assessment. Based on the concept, there are 3 aspects used in creating mathematical creativity instruments, i.e. fluency, flexibility, and originality. This study aimed at examining the construct validity of the instrument. This study used a design and development model. The data were obtained from testing 313 junior high school students in Indonesia. The data were analyzed using Confirmatory Factor Analysis (CFA), using Lisrel 8.80 software through the first-order and the second-order stages. The results show that of all items, totally 15 items, are valid or uni-dimensional with TValue at the value of the loading factor >1.96. This finding proves that unidimensional data parameters can measure the constructs of mathematical creativity and have a significant effect.
Scientific approach to promote response fluency viewed from social intelligence: Is it effective? M. Zainudin, E. Istiyono European Journal of Educational Research, 2019 This study was aimed at investigating whether or not there is an interaction between learning approach and social intelligence towards response fluency. A number of 126 eighth grade students (M = 13.9; SD = 0.5 years) in Bojonegoro, Indonesia were randomly selected to participate in this study. This research used 2x3 factorial quasi-experiment with the matching static comparison design. The statistical Analysis Of Covariance (ANCOVA) ware implemented for analysis of data in the study. The results show that: there is a significant difference in response to fluency between students who learn with a scientific approach and direct learning approach; there are significant differences in response to fluency between students who have high, medium, and low social intelligence, both in scientific and direct learning approaches, the students with high social intelligence levels have better response to fluency than those with moderate social intelligence or low, and the students with moderate social intelligence have better response to fluency than those with low social intelligence, in all levels of social intelligence, the students who were taught by using scientific approach have better response to fluency than those who were taught by using direct learning approach.
