https://firstcierapublisher.com/index.php/reflection/issue/feed 2025-04-04T08:55:53+00:00 Open Journal Systems <p><strong>Reflection: Education and Pedagogical Insights</strong> (Online ISSN: 2988-3636; Print ISSN: 2988-4659) is a scientific publication that aims to provide understanding and insight into the field of education and pedagogy through reflection or introspection on existing experiences, practices, and knowledge. This journal contains articles covering various themes and topics related to education and pedagogy, such as teaching strategies, curriculum, learning evaluation, technology in education, teacher performance, teacher human resource, general education, specific education, science education, early childhood, elementary, middle and high school teacher education, and so on, with a focus on reflection and deep understanding. Articles are published every January, April, July, and October.</p> https://firstcierapublisher.com/index.php/reflection/article/view/113 2025-03-02T08:08:30+00:00 Nicholas Renaldo nicholasrenaldo@lecturer.pelitaindonesia.ac.id Achmad Tavip Junaedi achmad.tavip.junaedi@lecturer.pelitaindonesia.ac.id Amries Rusli Tanjung amries.rusli@lecturer.pelitaindonesia.ac.id Yvonne Augustine yvonne.augustine@trisakti.ac.id Suhardjo Suhardjo suhardjo@lecturer.pelitaindonesia.ac.id Sulaiman Musa sulaiman.musa@gmail.com Cecilia Cecilia cecilia@gmail.com

<p>This research analyzes the impact of FinTech Implementation on the digital financial understanding of accounting students in Southeast Asia. Novelty of this research is to develop a new measurement by adding 3 new dimensions to the Financial Technology Implementation variable and 2 new dimensions to Digital Finance Understanding variable. This research used Technology Acceptance Model (TAM) approach. This study employs a quantitative approach with qualitative support, using PLS-SEM as the primary analytical method. The quantitative approach is used to analyze relationships between variables, while the qualitative method provides deeper insights into students' experiences with FinTech adoption. Population in this study are accounting students in Southeast Asia, particularly in Indonesia, Malaysia, Singapore, Thailand, Brunei Darussalam, and Philippines. Purposive sampling is used to select students from universities with accounting programs and targets 320 respondents. The implementation of Financial Technology (FinTech) significantly enhances Digital Financial Understanding (DFU) by improving financial literacy, accessibility, and user engagement with digital financial services. FinTech platforms, such as digital banking apps, investment platforms, and robo-advisors, provide real-time financial insights, interactive financial tools, and educational resources. The dimensions that are novelty in this study, namely Adoption Intention (X5), Actual Usage (X6), Regulatory Awareness (X7), Digital Financial Behavior (Y4), Regulatory and Consumer Protection Awareness (Y5) have been successfully measured well and become variables that support expansion tests. Future research should examine how FinTech engagement influences financial understanding over an extended period.</p>

2025-03-01T00:00:00+00:00 Copyright (c) 2025 Reflection: Education and Pedagogical Insights https://firstcierapublisher.com/index.php/reflection/article/view/117 2025-04-04T08:55:53+00:00 Nicholas Renaldo nicholasrenaldo@lecturer.pelitaindonesia.ac.id Rahma Widi rahmawidi@gmail.com M. Habib Alkhairi habib@gmail.com Marice Br Hutahuruk mrctalenta@yahoo.com Kristy Veronica kristyveronica8@gmail.com

<p>This research is aim to analyze the influence of various learning environments (physical, digital, and hybrid) on students' social behavior. This research aims to contribute valuable insights into the evolving educational landscape, offering practical implications for educators, school administrators, and policymakers in fostering holistic student development. This study is grounded in Vygotsky's Sociocultural Theory, which emphasizes the fundamental role of social interaction in cognitive and behavioral development. This study employs a qualitative research design, using a phenomenological approach to explore students' lived experiences regarding the influence of the learning environment on their social behavior. This study demonstrates that students' social behavior is deeply influenced by the learning environment, whether traditional, digital, or hybrid. Well-structured and supportive learning environments, both physical and digital, promote positive social interactions, empathy, and teamwork among students. Future research should explore the long-term impact of different learning environments on students' social behavior, particularly in the context of evolving educational technologies.</p>

2025-03-01T00:00:00+00:00 Copyright (c) 2025 Reflection: Education and Pedagogical Insights