Does the Group Investigation Learning Model Promote Student Outcomes?

Cahya Rizki A'lifiah — 2026-03-06

This research aims to determine the impact of the group investigation learning model on student learning outcomes in the archival management element of the office management subject. A quasi-experimental design was applied involving two classes: the first class (experimental group, group investigation model) and the second class (control group, direct instruction), with a total of 70 students selected through saturated sampling. Data were collected through tests, observations, interviews, and documentation. In addition, validity and reliability tests were conducted before data analysis using SPSS version 22. Comparative analysis through independent sample t-test revealed that t-count (3.268) > t-table (2.002) with a significance value of 0.002 < 0.05, indicating a significant positive influence of the group investigation model on student learning outcomes. Students in the experimental group showed higher gain scores compared to those in the control group. These findings indicate that the group investigation model is effective in enhancing mastery of procedural and conceptual competencies in archives management, demonstrating its suitability for vocational learning contexts that require inquiry, collaboration, and problem-solving

The Digital Skills, School Field Introduction, and Teaching Readiness among Preservice Economic Teachers: The Mediating Role of AI Utilization

Ajeng Fenindia — 2026-03-05

This study aims to examine the role of artificial intelligence (AI) utilization as a mediating variable in the relationship between digital skills and school field introduction on the teaching readiness of preservice economics. This research employed a quantitative approach using structural equation modeling–partial least squares (SEM-PLS) with SmartPLS 4. The sample consisted of 113 economics education students from several universities in Malang, East Java of Indonesia, which selected through purposive sampling. The results indicate that digital skills and school field introduction have a positive and significant effect on teaching readiness, both directly and indirectly through AI utilization. In addition, AI utilization acts as a significant mediator, although with a relatively small effect in strengthening the contribution of internal and external factors to the professional readiness of prospective teachers. These findings highlight the importance of integrating AI technology in teacher education to enhance pedagogical competence and prepare future teachers for digital-era learning environments.

Jurnal Pendidikan Ekonomi

Does the Group Investigation Learning Model Promote Student Outcomes?

The Digital Skills, School Field Introduction, and Teaching Readiness among Preservice Economic Teachers: The Mediating Role of AI Utilization