Journal of Counseling, Education and Society
type: channel
description: Journal of Counseling, Education and Society ISSN: 2716-4896 (Print) , ISSN 2716-4888 (Electronic) is a peer-reviewed journal and scientific journal managed by the ELORA Center for Research & Innovation. Journal of Counseling, Education and Society a multi-disciplinary, peer-refereed open-access international journal which has been established for the dissemination of state-of-the-art knowledge in the field of education, teaching, development, instruction, educational projects and innovations, learning methodologies and new technologies in education and learning and social sciences.
publisher: Indonesian Institute for Counseling, Education and Theraphy
language: en-US
publication name: Journal of Counseling, Education and Society
issn: 2716-4896
copyright: JCES is an Open Access Journal. The authors who publish the manuscript in this journal agree to the following terms: JCES is licensed under a Creative Commons Attribution 4.0 International License-ShareAlike 4.0 International (CC BY-SA 4.0). You are free to: Share — copy and redistribute the material in any medium or format Adapt — remix, transform, and build upon the material for any purpose, even commercially. Journal of Counseling, Education and Society cannot revoke these freedoms as long as you follow the license terms. Under the following terms: Attribution — You must give appropriate credit, provide a link to Journal of Counseling, Education and Society, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the Journal of Counseling, Education and Society endorses you or your use. ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original. No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits. Notices: You do not have to comply with Journal of Counseling, Education and Society for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation. No warranties are given. Journal of Counseling, Education and Society may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
items: Integrating digital citizenship into civic education: a sequential approach to enhancing responsible online behavior in the 21st century
items: Gambaran emotional eating pada remaja Indonesia: studi cross-sectional berdasarkan karakteristik demografis
items: Academic civility of students: profil berdasarkan jenis kelamin, usia, dan urutan kelahiran
items: Kematangan emosional siswa dalam literatur ilmiah: pemetaan bibliometrik terhadap pendekatan naratif
items: Kontribusi usia, jenis kelamin, dan tipe sekolah terhadap efikasi diri akademik siswa sekolah menengah pertama
items: Menguji ulang struktur kontrol diri remaja: bukti model marginal pada instrumen berbasis teori averill
items: Resilience among bullying victims in coastal areas: examining gender differences
items: The effectiveness of ifdil perceptual light technique (iplt) as a visual intervention in reducing online game addiction
items: Psychological resilience as a mediator between transformational leadership and work engagement
items: Fatherless in matrilineal societies: a quantitative profile from the Minangkabau context and its implications for culturally responsive counselling
items: Self-efficacy as mediator of social support effects on student engagement: a PLS-SEM analysis
items: The paradoxical relationship between fear of negative evaluation and self-confidence: evidence from indonesian adolescents
items: Integration of islamic education and digital literacy in twenty-first century learning
items: Gobak sodor as a culturally grounded motivational framework: effects of traditional game-based learning on engagement and achievement in junior high school physical education
items: Assertive dominance and rhetorical integration in tiktok affiliate discourse: a pragmatic-rhetorical study of digital persuasion
items: Embedded formative feedback in chemistry worksheets: a self-regulation approach to conceptual learning of the periodic table of elements
items: Electronic portfolio assessment for metacognitive development in chemistry: needs analysis and conceptual framework for AI-enhanced implementation
items: The effects of social support and coping strategies on academic stress among final-year college students
items: Servant-spiritual leadership and its relationship with the quality of working life index for teachers at islamic primary educational institutions
items: Feminization of poverty and problem-solving capacity among female-headed households in indonesia: self-esteem and social support as determinants
items: Career guidance and industrial internship mechanisms and their effects on career readiness in technical and vocational education and training: a systematic literature review (2020–2026)
items: Hubungan regulasi emosi dengan komunikasi intrapersonal pada siswa SMA
items: Hubungan self-regulation dengan prokrastinasi akademik pada mahasiswa bimbingan dan konseling
items: Teacher competency, facilities, and motivation as drivers of vocational graduate work readiness: a PLS-SEM moderation analysis
items: Environmental-based learning and joyful learning experiences in elementary education
items: A convergent parallel mixed-methods study of peer-mediated creative partnership on critical thinking and reading comprehension among indonesian EFL senior high school students
items: Models and outcomes of work-based learning and industry collaboration for vocational teacher professional development: a systematic literature review
items: Social support and work–family conflict: a systematic literature review of moderating mechanisms across occupational contexts
items: Bullying baseline and safe and inclusive campus climate task force for the prevention and handling of violence in higher education (PPKPT task force)
items: Digital literacy-based learning strategies in shaping media-wise characters in the modern young generation
items: Pengaruh model problem based learning berbasis etnomatematika terhadap kemampuan numerasi siswa kelas iv sekolah dasar
items: The effectiveness of cognitive behavioral therapy-based individual counseling in improving emotional regulation among students: a systematic literature review
items: Work-life balance dimensions and their association with mental health among working mothers: a systematic review
items: Counseling services and academic resilience among university students: a systematic literature review of intervention modalities and mechanisms
items: Development and psychometric validation of a maternal competency assessment tool for family-based child health care
items: The relationship between parental social support and emotion regulation among final-year college students
items: Mekanisme bermain peran dalam permainan simulasi: meningkatkan pengelolaan emosi remaja awal melalui bimbingan kelompok
items: Analisis strategi guru pada transformasi pendidikan era artificial intelligence (ai) dalam membentuk karakter religius siswa di sekolah dasar
items: Kematangan emosi dan komunikasi interpersonal sebagai prediktor kepuasan pernikahan pada perempuan yang menikah muda
items: Reconstructing optimism in addiction recovery: spirituality, therapeutic community, and identity transformation
items: Teacher self-efficacy and trust as mediators of instructional leadership effects on affective commitment: evidence from faith-based schools
items: Reconstructing meaning in life: a gadamerian hermeneutic reading of Zainuddin in Hamka's tenggelamnya kapal van der wijck through logotherapy
items: Transformation of deep learning education through integration of adaptive AI and data analytics
items: Examining differentiated instruction dimensions in pre-service teachers’ english lesson plans: a content analysis
items: Social recognition as a mechanism for children's identity restoration: a study of the porayamata practice in the pamona indigenous community
items: Career self-efficacy as a mediator between school counseling and career indecision: a systematic literature review
items: Students' mathematical understanding ability in curved-sided space structure material reviewed from self-confidence through learning with potrame media
items: Evaluating teaching factory implementation in vocational centers of excellence using the CIPP model: a mixed-methods study
items: Managing the Quality of Islamic Religious Education in Muslim-Minority Contexts: Evidence from Southern Thailand

Integrating digital citizenship into civic education: a sequential approach to enhancing responsible online behavior in the 21st century
type: item
description: This study addresses the growing issue of irresponsible online behavior among students in the digital era, which reflects a gap between technological engagement and civic responsibility. The research aims to develop a sequential approach to integrating digital citizenship into civic education to enhance responsible online behavior. This study employs a qualitative library research method, utilizing primary data from relevant scholarly literature and secondary data from books, journals, and research reports related to digital citizenship, civic education, and online behavior. Data were collected through systematic literature review and analyzed using content analysis to identify key patterns and relationships. The findings indicate that a structured, sequential integration—covering awareness, skill development, and application—effectively improves students’ ethical understanding and online conduct. The study concludes that integrating digital citizenship into civic education is essential and provides a practical framework for fostering responsible and informed digital citizens in the 21st century.
creator: Sarbaini Sarbaini
rights: Copyright (c) 2026 Sarbaini Sarbaini http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-04-22
publication date: 2026-04-22
volume: 7
number: 1
starting page: 1
ending page: 13
doi: 10.29210/08jces681600

Gambaran emotional eating pada remaja Indonesia: studi cross-sectional berdasarkan karakteristik demografis
type: item
description: Penelitian ini bertujuan untuk menggambarkan kecenderungan emotional eating behavior pada remaja berdasarkan jenis kelamin, usia, dan urutan kelahiran. Penelitian ini menggunakan pendekatan kuantitatif dengan desain survei cross-sectional. Sampel penelitian terdiri dari 806 remaja berusia 12-19 tahun yang diperoleh melalui teknik voluntary response sampling. Data dikumpulkan menggunakan subskala emotional eating dari Dutch Eating Behavior Questionnaire (DEBQ). Hasil analisis deskriptif menunjukkan bahwa sebagian besar remaja berada pada kategori jarang (38%), diikuti kategori terkadang (30%) dan tidak pernah (21%). Secara deskriptif, terdapat variasi skor rata-rata emotional eating berdasarkan jenis kelamin, usia, dan urutan kelahiran. Remaja laki-laki memiliki rata-rata skor sedikit lebih tinggi dibandingkan perempuan, dan remaja usia 12-15 tahun menunjukkan rata-rata lebih tinggi dibandingkan usia 16-19 tahun. Namun demikian, perbedaan tersebut belum diuji menggunakan analisis statistik inferensial sehingga tidak dapat disimpulkan sebagai perbedaan yang signifikan. Temuan ini menunjukkan adanya variasi kecenderungan emotional eating pada remaja berdasarkan karakteristik demografis. Oleh karena itu, diperlukan penelitian lanjutan dengan desain yang lebih kuat untuk menguji hubungan antar variabel secara lebih mendalam
creator: Anggi Silvia Ningsih
creator: Ifdil Ifdil
creator: Annisaislami Khairati
rights: Copyright (c) 2026 Anggi Silvia Ningsih, Ifdil Ifdil, Annisaislami Khairati http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-05-08
publication date: 2026-05-08
volume: 7
number: 1
starting page: 14
ending page: 17
doi: 10.29210/08jces681700

Academic civility of students: profil berdasarkan jenis kelamin, usia, dan urutan kelahiran
type: item
description: Academic civility merupakan aspek penting dalam menciptakan lingkungan belajar yang kondusif, inklusif, dan mendukung hubungan interpersonal di perguruan tinggi. Penelitian ini bertujuan mendeskripsikan tingkat academic civility mahasiswa berdasarkan usia, jenis kelamin, dan urutan kelahiran. Penelitian menggunakan pendekatan kuantitatif deskriptif dengan sampel 278 mahasiswa aktif dari berbagai perguruan tinggi di Indonesia yang dipilih melalui teknik purposive sampling. Komposisi responden didominasi oleh perempuan (n=231; 83,1%) dibandingkan dengan laki-laki (n=47; 16,9%). Data dikumpulkan menggunakan instrumen Incivility in Higher Education-Revised (IHE-R) dengan skala Likert 4 poin yang memiliki reliabilitas Cronbach’s Alpha > 0,70. Hasil analisis deskriptif menunjukkan skor academic civility mahasiswa berada pada kategori sedang hingga tinggi dengan rata-rata total berada pada rentang 103,0–107,5 dan standar deviasi 13,63–14,67. Secara deskriptif, mahasiswa perempuan menunjukkan skor civility sedikit lebih tinggi dibandingkan dengan laki-laki, sedangkan variasi berdasarkan usia dan urutan kelahiran relatif kecil. Seluruh perbedaan antar kelompok dalam penelitian ini bersifat deskriptif dan tidak diuji menggunakan analisis inferensial. Penelitian ini memiliki keterbatasan pada ketidakseimbangan komposisi gender dan penggunaan sampel nonprobabilitas.
creator: Febriana Heriyani
creator: Ifdil Ifdil
creator: Annisaislami Khairati
rights: Copyright (c) 2026 Febriana Heriyani, Ifdil Ifdil, Annisaislami Khairati http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-05-11
publication date: 2026-05-11
volume: 7
number: 1
starting page: 18
ending page: 25
doi: 10.29210/08jces682000

Kematangan emosional siswa dalam literatur ilmiah: pemetaan bibliometrik terhadap pendekatan naratif
type: item
description: Kematangan emosional siswa merupakan isu penting dalam literatur pendidikan dan bimbingan konseling karena berkaitan dengan regulasi emosi, kesehatan mental, dan perkembangan sosial-emosional remaja. Penelitian ini bertujuan memetakan posisi pendekatan naratif dalam literatur ilmiah mengenai kematangan emosional siswa melalui analisis bibliometrik. Data dikumpulkan dari Google Scholar menggunakan Publish or Perish versi (Windows GUI Ediiton) 8.19.5300.9483 pada 5 April 2026 dengan rentang publikasi 2016–2025. Sebanyak 500 dokumen diperoleh dan diekspor dalam format RIS, kemudian dianalisis menggunakan VOSviewer versi 1.6.20. Unit analisis meliputi keyword co-occurrence dan citation analysis dengan ambang batas minimum kemunculan kata kunci sebanyak 5 kali, sehingga diperoleh 22 kata kunci yang divisualisasikan. Hasil penelitian menunjukkan empat klaster utama, yaitu perkembangan emosional remaja dalam konteks sekolah, regulasi emosi dan intervensi psikologis, strategi regulasi emosi dan media digital, serta kesehatan mental remaja. Density visualization menunjukkan bahwa tema intervensi, kematangan emosional, dan kesehatan mental remaja memiliki kepadatan tinggi. Overlay visualization menunjukkan pendekatan naratif mulai muncul sebagai tema berkembang, tetapi belum dominan. Analisis sitasi menunjukkan bahwa publikasi berpengaruh didominasi artikel digital storytelling dalam pendidikan.
creator: Anisa Safitri
creator: Henny indreswari
creator: M.Ramli
creator: Khairul Bariyyah
creator: Abu Yazid Abu Bakar
rights: Copyright (c) 2026 Anisa Safitri, Henny indreswari, M.Ramli, Khairul Bariyyah, Abu Yazid Abu Bakar http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-05-18
publication date: 2026-05-18
volume: 7
number: 1
starting page: 26
ending page: 39
doi: 10.29210/08jces682100

Kontribusi usia, jenis kelamin, dan tipe sekolah terhadap efikasi diri akademik siswa sekolah menengah pertama
type: item
description: Penelitian ini bertujuan untuk mendeskripsikan profil efikasi diri akademik siswa SMP serta menguji perbedaannya berdasarkan usia, jenis kelamin, dan tipe sekolah. Penelitian menggunakan pendekatan kuantitatif dengan desain survei potong lintang atau cross-sectional. Sampel terdiri atas 85 siswa SMP yang diperoleh melalui teknik convenience sampling. Data dikumpulkan secara daring menggunakan Google Form pada periode 8 Februari sampai 1 Maret 2026 dan dianalisis menggunakan statistik deskriptif, uji chi-square, independent samples t-test, dan one-way ANOVA. Hasil penelitian menunjukkan bahwa mayoritas siswa berada pada kategori efikasi diri akademik sedang, yaitu 65 siswa atau 76,47%. Hasil uji statistik menunjukkan tidak terdapat perbedaan efikasi diri akademik yang signifikan berdasarkan jenis kelamin, tipe sekolah, maupun usia. Dengan demikian, karakteristik yang diuji belum menjadi pembeda yang kuat terhadap efikasi diri akademik siswa dalam sampel penelitian ini. Temuan ini perlu ditafsirkan secara hati-hati karena penelitian menggunakan convenience sampling, ukuran sampel terbatas, distribusi kelompok tidak seimbang, dan instrumen masih memerlukan penyempurnaan.
creator: Easter Victoria Gunawan
creator: Henny Indreswari
creator: Fitri Wahyuni
creator: Khairul Bariyyah
creator: Amelia Bernike Gunasenjaya
rights: Copyright (c) 2026 Easter Victoria Gunawan, Henny Indreswari, Fitri Wahyuni, Khairul Bariyyah, Amelia Bernike Gunasenjaya http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-05-19
publication date: 2026-05-19
volume: 7
number: 1
starting page: 40
ending page: 51
doi: 10.29210/08jces682400

Menguji ulang struktur kontrol diri remaja: bukti model marginal pada instrumen berbasis teori averill
type: item
description: Instrumen kontrol diri remaja diperlukan dalam layanan bimbingan dan konseling untuk membantu guru BK memahami kemampuan siswa dalam mengendalikan perilaku, mengelola pikiran, dan mengambil keputusan secara adaptif. Penelitian ini bertujuan mengevaluasi kualitas psikometrik instrumen kontrol diri remaja berbasis teori Averill pada siswa sekolah menengah. Penelitian menggunakan pendekatan kuantitatif non-eksperimental menggunakan confirmatory factor analysis. Partisipan penelitian berjumlah 202 orang siswa yang diambil menggunakan teknik convenience sampling. Instrumen awal terdiri atas 30 item dengan empat pilihan respons, sehingga analisis CFA dilakukan menggunakan estimator WLSMV. Hasil penelitian menunjukkan bahwa model awal belum memiliki kecocokan yang memadai. Setelah tujuh item dengan kontribusi lemah dieliminasi, model akhir terdiri atas 23 item dengan nilai CFI = 0,880, TLI = 0,866, RMSEA = 0,046, dan SRMR = 0,072. Temuan ini menunjukkan bahwa struktur tiga faktor Averill memperoleh dukungan terbatas, tetapi belum mencapai kecocokan model yang ideal. Dengan demikian, instrumen kontrol diri remaja dalam penelitian ini belum direkomendasikan sebagai alat asesmen individual atau dasar pengambilan keputusan layanan bimbingan dan konseling. Kontribusi penelitian ini terletak pada penyediaan bukti psikometrik awal mengenai keterbatasan struktur faktor instrumen serta arah revisi item untuk pengembangan alat ukur kontrol diri remaja yang lebih kuat secara empiris.
creator: Salsabila Santi
creator: Henny Indreswari
creator: Arbin Janu Setiyowati
creator: Khairul Bariyyah
creator: Noradillah Md Nordin
rights: Copyright (c) 2026 Salsabila Santi, Henny Indreswari, Arbin Janu Setiyowati, Khairul Bariyyah, Noradillah Md Nordin http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-06-01
publication date: 2026-06-01
volume: 7
number: 1
starting page: 52
ending page: 66
doi: 10.29210/08jces682200

Resilience among bullying victims in coastal areas: examining gender differences
type: item
description: Bullying remains a significant issue among adolescents due to its negative impact on psychological well-being and social adjustment. Resilience is an important protective factor that helps students adapt to and recover from bullying experiences. However, limited research has examined gender differences in resilience among bullying victims living in coastal areas, which are often characterized by unique social and environmental challenges. This study employed a quantitative comparative design involving 237 high school students in coastal areas who had experienced bullying victimization. Participants were selected using purposive sampling. Data were collected using a resilience scale based on emotional regulation, impulse control, optimism, causal analysis, empathy, self-efficacy, and reaching out. Data were analyzed using the Rasch model and Welch test. The findings revealed significant differences in resilience based on gender, with male students demonstrating higher resilience than female students. These findings contribute to the literature by providing empirical evidence on gender-based differences in resilience among bullying victims in coastal communities. The results highlight the importance of considering both individual and contextual factors in understanding resilience and developing support strategies for students who experience bullying.
creator: Rober Sandra
creator: Nurfarhanah Nurfarhanah
rights: Copyright (c) 2026 Rober Sandra, Nurfarhanah Nurfarhanah http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-06-07
publication date: 2026-06-07
volume: 7
number: 1
starting page: 67
ending page: 75
doi: 10.29210/08jces682300

The effectiveness of ifdil perceptual light technique (iplt) as a visual intervention in reducing online game addiction
type: item
description: The rapid development of digital technology has increased online gaming among adolescents, with some experiencing addiction that affects psychological, social, and academic functioning. This phenomenon was identified among adolescents in the Mulya Tarai Gading Housing Complex, Kampar Regency. This study examined the effectiveness of the Ifdil Perceptual Light Technique (IPLT) as a visual-based intervention to reduce online gaming addiction. A quantitative pre-experimental one-group pretest–posttest design was employed. From a population of 100 adolescents, six participants with moderate to high addiction levels were selected through purposive sampling. Data were collected using a Likert-based online gaming addiction scale and analyzed through descriptive statistics, normality testing, paired-sample t-tests, and Cohen’s d effect size. Results showed a reduction in the mean addiction score from 42.33 to 26.33, with a significant difference between pretest and posttest scores (p < 0.05). The findings indicate that IPLT is an effective and innovative intervention for reducing online gaming addiction and contributes to the development of adaptive visual-based counseling approaches in the digital era.
creator: Muhammad Luthfi
creator: Silawati Silawati
creator: Miftahhuddin Miftahhuddin
creator: Reizki Maharani
rights: Copyright (c) 2026 Muhammad Luthfi, Silawati Silawati, Miftahhuddin Miftahhuddin, Reizki Maharani http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-06-08
publication date: 2026-06-08
volume: 7
number: 1
starting page: 76
ending page: 85
doi: 10.29210/08jces681900

Psychological resilience as a mediator between transformational leadership and work engagement
type: item
description: This study aims to examine the role of resilience as a mediating variable in the relationship between transformational leadership and work engagement among banking employees in Indonesia. This research is motivated by high work demands, service pressures, and rapid organizational changes in the banking sector, so that organizational and psychological factors are needed to maintain employee work engagement. The study used a quantitative approach with a correlational design involving employees from one of the national private banks in North Sumatra. Data were collected using standardized psychological instruments to measure transformational leadership, resilience, and work engagement, then analyzed using Partial Least Squares Structural Equation Modeling. The results show that transformational leadership has a positive effect on work engagement and self-resilience, while self-resilience also has a positive effect on work engagement. In addition, resilience has been shown to mediate the relationship between transformational leadership and work engagement. These findings indicate that supportive and inspirational leadership plays an important role in increasing employee work engagement, both directly and through strengthening individual adaptive capacity.
creator: Siska Siska
creator: Suryani Hardjo
creator: Amanah Surbakti
rights: Copyright (c) 2026 Siska Siska, Suryani Hardjo, Amanah Surbakti http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-06-10
publication date: 2026-06-10
volume: 7
number: 1
starting page: 86
ending page: 100
doi: 10.29210/08jces683100

Fatherless in matrilineal societies: a quantitative profile from the Minangkabau context and its implications for culturally responsive counselling
type: item
description: This cross-sectional quantitative study examined perceived fatherless among 488 adolescents in Padang, West Sumatra, within the Minangkabau matrilineal cultural context. Participants were recruited via convenience sampling from 169 school units and responded to a validated 20-item Fatherless Scale grounded in the tripartite model of father involvement (Cronbach's alpha = 0.788; Aiken's V = 0.67–0.92). Descriptive statistics and t-SNE dimensionality reduction with K-Means cluster analysis were used to map the distribution and latent structure of perceived paternal involvement. Results showed that 53.9% of respondents fell within the very low and low categories of perceived father involvement, despite 79.9% living with both parents and 90.0% having a living biological father. These categories were operationally defined using M ± SD boundaries; the categorical framework served as a descriptive reporting tool, while t-SNE and cluster analysis independently confirmed that the underlying response structure constitutes a gradient continuum rather than discrete groups. Adolescents living with both parents reported the lowest mean involvement (M = 40.59) compared to single-parent adolescents (M = 49.80), confirming that fatherless in this sample is predominantly a psychological and relational phenomenon rather than one of physical separation. Findings carry direct implications for culturally responsive counseling within Minangkabau family systems.
creator: Triave Nuzila Zahri
creator: Ade Herdian Putra
creator: Lisa Putriani
creator: Muvi Yandra
creator: Firdha Ainil Hakim
rights: Copyright (c) 2026 Triave Nuzila Zahri, Ade Herdian Putra, Lisa Putriani, Muvi Yandra, Firdha Ainil Hakim http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-05-30
publication date: 2026-05-30
volume: 7
number: 1
starting page: 101
ending page: 111
doi: 10.29210/08jces683800

Self-efficacy as mediator of social support effects on student engagement: a PLS-SEM analysis
type: item
description: The study examined the effect of social support on student engagement with self-efficacy as a mediating variable among high school students. Student engagement plays an important role in supporting academic achievement and active participation in the learning process. Social support received from family, teachers, and peers was assumed to enhance students’ confidence in their abilities, which in turn could increase their engagement in learning activities. This study employed a quantitative approach with a correlational design. Data were collected from high school students using social support, self-efficacy, and student engagement scales. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings indicated that social support positively affected self-efficacy and student engagement. Self-efficacy also positively affected student engagement and mediated the relationship between social support and student engagement. These results suggested that enhancing social support may strengthen students’ self-efficacy and ultimately improve their engagement in learning. Therefore, schools, teachers, and parents should provide adequate support to foster students’ active involvement in academic activities.
creator: Dea Febrianty
creator: Suryani Hardjo
creator: Amanah Surbakti
rights: Copyright (c) 2026 Dea Febrianty, Suryani Hardjo, Amanah Surbakti http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-06-20
publication date: 2026-06-20
volume: 7
number: 1
starting page: 112
ending page: 127
doi: 10.29210/08jces684800

The paradoxical relationship between fear of negative evaluation and self-confidence: evidence from indonesian adolescents
type: item
description: Kepercayaan diri merupakan salah satu aspek psikologis yang penting dalam mendukung keberhasilan akademik dan sosial siswa. Salah satu faktor yang diduga berhubungan dengan kepercayaan diri adalah Fear of Negative Evaluation, yaitu kecenderungan individu untuk merasa khawatir terhadap penilaian negatif dari orang lain. Penelitian ini bertujuan untuk mengetahui hubungan antara Fear of Negative Evaluation dan kepercayaan diri pada siswa SMA. Penelitian menggunakan pendekatan kuantitatif dengan rancangan korelasional. Sampel penelitian berjumlah 176 siswa kelas X SMA Negeri 99 Jakarta yang dipilih menggunakan teknik simple random sampling. Data dikumpulkan menggunakan instrumen kepercayaan diri yang diadaptasi dari Rosenberg Self-Esteem Scale dan instrumen Fear of Negative Evaluation yang diadaptasi dari subskala Fear of Negative Evaluation pada Social Anxiety Scale for Adolescents. Analisis data dilakukan menggunakan korelasi Pearson Product Moment. Hasil penelitian menunjukkan adanya hubungan positif dan signifikan antara Fear of Negative Evaluation dan kepercayaan diri (r = 0,685; p < 0,001). Temuan ini menunjukkan bahwa semakin tinggi Fear of Negative Evaluation yang dimiliki siswa, maka semakin tinggi pula tingkat kepercayaan dirinya. Hasil penelitian memberikan pemahaman bahwa perhatian terhadap penilaian sosial tidak selalu berkaitan dengan rendahnya kepercayaan diri pada remaja.
creator: Nurul Fadhilah Haz
creator: Nurmawati Nurmawati
rights: Copyright (c) 2026 Nur Fadhilah Haz, Nurmawati Nurmawati http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-06-20
publication date: 2026-06-20
volume: 7
number: 1
starting page: 128
ending page: 138
doi: 10.29210/08jces685300

Integration of islamic education and digital literacy in twenty-first century learning
type: item
description: The rapid development of digital technology has created new challenges and opportunities for Islamic education in the twenty-first century. Educational institutions are increasingly required to integrate digital literacy with Islamic values to support ethical and responsible technology use. This study aims to analyze the integration of Islamic education and digital literacy, identify implementation challenges, and explore learning development strategies relevant to contemporary educational contexts. The study employed a qualitative Narrative Literature Review (NLR) approach. Literature sources were collected from Google Scholar, Scopus, ScienceDirect, Springer, and Garuda databases using keywords related to Islamic education, digital literacy, and twenty-first century learning. Relevant journal articles, books, conference proceedings, and policy documents were selected based on their relevance, credibility, and alignment with the study objectives. The collected literature was examined through content analysis and qualitative descriptive analysis to identify recurring themes and conceptual patterns. The review revealed that the integration of Islamic education and digital literacy is consistently associated in the literature with the development of critical thinking, creativity, communication, collaboration, and ethical awareness in digital learning environments. The analysis also identified major implementation challenges, including limited teacher digital competence, unequal technological infrastructure, weak curriculum integration, ethical risks in digital media, and resistance to educational change. The findings highlight the importance of teacher development, curriculum transformation, technology-supported learning ecosystems, and multi-stakeholder collaboration in strengthening the integration of Islamic values and digital literacy within twenty-first century education.
creator: Miftahuddin Miftahuddin
creator: Muhammad Rizki Perdana
rights: Copyright (c) 2026 Miftahuddin Miftahuddin, Muhammad Rizki Perdana http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-06-22
publication date: 2026-06-22
volume: 7
number: 1
starting page: 139
ending page: 148
doi: 10.29210/08jces682700

Gobak sodor as a culturally grounded motivational framework: effects of traditional game-based learning on engagement and achievement in junior high school physical education
type: item
description: Low motivation and poor learning outcomes represent persistent challenges in Physical Education, Sports, and Health (PJOK) instruction at the junior high school level, yet the motivational mechanisms underlying culturally grounded pedagogical interventions remain underexplored. Grounded in Self-Determination Theory (SDT), this quasi-experimental study examines whether the integration of the traditional Indonesian game Gobak Sodor into PJOK instruction is associated with improved student motivation and learning outcomes among seventh-grade students at SMP Negeri 2 Tulangan. A pretest-posttest control group design was employed, with 31 students in an experimental group receiving eight sessions of Gobak Sodor-based instruction and 31 students in a control group receiving conventional teaching methods. Learning motivation was assessed using a validated Likert-scale questionnaire (Cronbach’s α = 0.862), and learning outcomes were measured via achievement tests. Results indicated a substantially greater increase in mean achievement scores in the experimental group (68.35 to 88.42) compared to the control group (66.94 to 70.03), with a statistically significant between-group difference at posttest (t = 26.674; p < 0.001). Motivation scores also increased significantly in the experimental group (p < 0.001), suggesting that SDT-aligned conditions of autonomy, competence, and relatedness may explain the observed engagement gains. However, given the quasi-experimental design, non-random class assignment, and single-school sample, causal inferences are constrained; findings should be interpreted as preliminary evidence warranting replication in broader and more diverse contexts.
creator: Qisthosyi Qurnul Isyrin
creator: Advendi Kristiyandaru
creator: Himawan Wismanadi
rights: Copyright (c) 2026 Qisthosyi Qurnul Isyrin, Advendi Kristiyandaru, Himawan Wismanadi http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-06-24
publication date: 2026-06-24
volume: 7
number: 1
starting page: 149
ending page: 155
doi: 10.29210/08jces685800

Assertive dominance and rhetorical integration in tiktok affiliate discourse: a pragmatic-rhetorical study of digital persuasion
type: item
description: This study examines the pragmatic strategies of digital persuasion in TikTok Affiliate content, addressing a gap in speech act research on creator-based advertising discourse. A corpus of 166 utterances from 15 videos by three Indonesian creators was analyzed using Searle's (1976) taxonomy and Aristotle's rhetorical framework. Findings reveal three key patterns: (1) assertive speech acts dominate (72.89%), particularly 'mentioning specifications' (38.55%), reflecting a 'trust-first' persuasion logic; (2) logos (60.24%), pathos (25.90%), and ethos (13.86%) operate complementarily within single utterances, not in separate segments; and (3) a consistent illocutionary-rhetorical matrix shows that 'claiming' is paradoxically grounded in ethos (50%) rather than logos, indicating that personal credibility substitutes objective data in this genre. This pragmatic-rhetorical integration, which is more concentrated than in conventional advertising, constitutes the genre's distinctive adaptive response to short-video constraints. Theoretically, the study extends speech act classification to the underexplored domain of affiliate marketing discourse. The findings offer a structured framework for analyzing persuasive language in digital media, with potential applications in educational contexts where critical digital literacy is emphasized.
creator: Dicky Pramana Putra
creator: Muhammad Rohmadi
rights: Copyright (c) 2026 Dicky Pramana Putra, Muhammad Rohmadi http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-06-24
publication date: 2026-06-24
volume: 7
number: 1
starting page: 156
ending page: 167
doi: 10.29210/08jces686100

Embedded formative feedback in chemistry worksheets: a self-regulation approach to conceptual learning of the periodic table of elements
type: item
description: This study aims to investigate the effectiveness of Student Worksheets (LKPD) oriented toward Assessment for Learning (AfL) in improving student learning outcomes on the Periodic Table of Elements (PTE) topic. The research employed a pre-experimental design with a one-group pretest-posttest model (O₁ X O₂), conducted with students in Grade X of SMA 2 Muhammadiyah Sidoarjo, Indonesia. Grounded in Black and Wiliam’s (1998) Assessment for Learning (AfL) framework and self-regulated learning theory, the worksheets embedded five core AfL mechanisms transparent learning objectives, continuous evidence elicitation, constructive feedback loops, peer assessment activities, and structured self-assessment checkpoints hypothesized to address known conceptual barriers in Periodic Table learning by enabling students to monitor, evaluate, and regulate their own comprehension in real time. Data were collected through validated pretest and posttest instruments measuring conceptual understanding of the PTE. A paired sample t-test, preceded by Shapiro-Wilk normality testing, was applied to examine score changes. Results revealed a mean improvement of 41.79 points (pretest M = 42.07; posttest M = 83.86), with a t-value of −22.476 (p < 0.05) and an N-Gain of 0.72 (High category). These findings confirm that formative feedback embedded within chemistry worksheets produces substantive gains in conceptual understanding, with theoretical implications for self-regulation-based instructional design in secondary science education.
creator: Jihan Nabilah Rahma
creator: Muchlis Muchlis
rights: Copyright (c) 2026 Jihan Nabilah Rahma, Muchlis Muchlis http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-06-24
publication date: 2026-06-24
volume: 7
number: 1
starting page: 168
ending page: 177
doi: 10.29210/08jces686200

Electronic portfolio assessment for metacognitive development in chemistry: needs analysis and conceptual framework for AI-enhanced implementation
type: item
description: Grounded in self-regulated learning theory and formative assessment frameworks, this study investigates the theoretical basis for integrating electronic portfolios with artificial intelligence to support metacognitive assessment in secondary school chemistry, specifically in learning buffer solutions. A qualitative descriptive design was employed as the define stage of the 4D development model (Define, Design, Develop, Disseminate). Data were collected through semi-structured interviews with two chemistry teachers selected via purposive sampling to represent contrasting instructional contexts: a public senior high school implementing the Kurikulum Merdeka and a boarding school with restricted digital infrastructure. Interviews were supplemented by a systematic literature review. Data were analyzed using thematic analysis, involving familiarization, open coding, theme development, and synthesis. Trustworthiness was established through member checking and data triangulation between interview findings and literature. The findings reveal four interrelated barriers to effective metacognitive assessment: a persistent feedback bottleneck arising from high teacher workload; disparities in digital access across school contexts; students’ overreliance on algorithmic procedures at the expense of conceptual understanding; and a gap between authentic assessment ideals and operational classroom realities. These findings establish a theoretically grounded rationale for developing an AI-enhanced electronic portfolio that positions artificial intelligence as an automated scaffolding mechanism for formative feedback, rather than merely a technological add-on. The proposed conceptual framework offers design principles for subsequent development and empirical validation of the assessment system.
creator: Salma Mardhiyah Nuraini
creator: Nahadi Nahadi
creator: Soja Siti Fatimah
rights: Copyright (c) 2026 Salma Mardhiyah Nuraini, Nahadi Nahadi, Soja Siti Fatimah http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-06-24
publication date: 2026-06-24
volume: 7
number: 1
starting page: 178
ending page: 186
doi: 10.29210/08jces687000

The effects of social support and coping strategies on academic stress among final-year college students
type: item
description: Grounded in the transactional model of stress and the stress-buffering hypothesis, this study examined the predictive roles of social support and coping strategies on academic stress among final-year counseling students. This population represents prospective counseling professionals who simultaneously face academic completion demands and professional competency requirements, a group that remains underrepresented in academic stress research. Using a quantitative correlational design, data were collected from 98 eighth-semester Guidance and Counseling students at Universitas PGRI Semarang selected through proportional random sampling from a population of 130 students. Sample adequacy was supported by the Slovin formula and a priori power analysis. Instruments included the Social Support Scale (α = .981), Ways of Coping Questionnaire (α = .940), and Student-Life Stress Inventory (α = .944). Multiple regression analysis indicated that social support (t = −8.832, p < .001) and coping strategies (t = −9.129, p < .001) significantly and negatively predicted academic stress. Together, both variables explained 63.1% of the variance in academic stress (R² = .631, p < .001). Findings support the stress-buffering hypothesis and the transactional model of stress, suggesting that higher levels of social support and more adaptive coping strategies are associated with lower academic stress. However, causal conclusions are limited by the cross-sectional design.
creator: Dhiya Alya Yunizar
creator: Desi Maulia
creator: Eka Sari Setianingsih
rights: Copyright (c) 2026 Dhiya Alya Yunizar, Desi Maulia, Eka Sari Setianingsih http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-06-25
publication date: 2026-06-25
volume: 7
number: 1
starting page: 187
ending page: 195
doi: 10.29210/08jces684200

Servant-spiritual leadership and its relationship with the quality of working life index for teachers at islamic primary educational institutions
type: item
description: This study aims to explore teachers’ lived experiences of servant-spiritual leadership and its perceived relationship with job satisfaction, motivation, professional commitment, and Quality of Working Life (QWL) in Islamic educational institutions. The approach used was qualitative, employing a descriptive case study design, with an emphasis on gaining an in-depth understanding of teachers’ experiences within their social and professional contexts. This research was conducted at MI Nurudzolam, Pare, Kediri, East Java, Indonesia, involving 21 participants comprising the principal, vice principal, senior teachers, and junior teachers. Data collection techniques included in-depth interviews, participant observation, and documentation related to leadership practices and the work environment. Data analysis was conducted through data reduction, data presentation, and inductive conclusion drawing, with trustworthiness ensured through source triangulation, method triangulation, and member checking. The findings indicate that servant-spiritual leadership which prioritizes service, empathy, role modeling, and spiritual values is perceived by teachers as strongly associated with increased motivation and professional commitment. Furthermore, this leadership style is associated with improved job satisfaction and the psychological, social, and professional meaning aspects of teachers’ quality of work life (QWL). A supportive work environment, a collaborative culture, and recognition of individual contributions foster a sense of belonging and loyalty among teachers. This research contributes by emphasizing the importance of humanistic and spiritual leadership in enhancing human resource quality and fostering a harmonious work environment in Islamic educational institutions.
creator: Ma’shum Thoyib
creator: Muhamad Bisri Ihwan
rights: Copyright (c) 2026 Ma’shum Thoyib, Muhamad Bisri Ihwan http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-06-29
publication date: 2026-06-29
volume: 7
number: 1
starting page: 196
ending page: 205
doi: 10.29210/08jces686000

Feminization of poverty and problem-solving capacity among female-headed households in indonesia: self-esteem and social support as determinants
type: item
description: Female-headed households represent one of the most economically and psychosocially vulnerable groups in Indonesia; however, their internal coping capacities remain insufficiently explored within the social welfare literature. This study investigates how self-esteem and social support shape the problem-solving capacity of poor female-headed households in Bandung Regency, West Java, Indonesia. A qualitative descriptive-explanatory case study design was employed, with data gathered through in-depth interviews with ten purposively selected primary informants prioritizing information-rich cases, two focus group discussion sessions, and participant observation. Data were analyzed using theory-guided thematic analysis following the interactive model of Miles, Huberman, and Saldaña, and validated through source triangulation and member-checking procedures. The findings reveal that informants experienced a severe collapse of self-esteem and social misrecognition during the initial transition following spousal loss, further exacerbated by stigma within patriarchal rural communities. Active involvement in the Pekka Union served as a radical psychosocial turning point, reconstructing self-esteem through collective recognition and skill mastery. Social support emerged as the most dominant force shaping problem-solving capacity, substantially exceeding the contribution of self-esteem. These findings challenge deficit-oriented perspectives and affirm that resilience among female-headed households is relational and collectively constructed. Social welfare interventions should therefore adopt strengths-based and feminist empowerment strategies.
creator: Bambang Rustanto
creator: Tuti Kartika
creator: Dwi Yuliani
creator: Didiet Widiowati
creator: Ayi Haryani
creator: Aryohaji Istyawan
rights: Copyright (c) 2026 Bambang Rustanto, Tuti Kartika, Dwi Yuliani, Didiet Widiowati, Ayi Haryani, Aryohaji Istyawan http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-07-08
publication date: 2026-07-08
volume: 7
number: 1
starting page: 206
ending page: 219
doi: 10.29210/08jces683500

Career guidance and industrial internship mechanisms and their effects on career readiness in technical and vocational education and training: a systematic literature review (2020–2026)
type: item
description: The purpose of this comprehensive literature review critically synthesizes evidence on how industrial internships, work-based learning, and career guidance practices are experienced by students in vocational education and how these practices, in turn, influence students' career readiness and employability outcomes. The review process followed the PRISMA 2020 reporting framework standards. An initial pool of 401 documents was gathered from the Scopus database on 6 July 2026. The search was done using a Boolean string. After filtering out, 257 items were considered for further screening. After the screening and a full-text eligibility check against a structured inclusion/exclusion matrix and a FICO (Focus, Information, Context, Outcome) quality threshold (scored 0-8, with a minimum composite of 4 required for inclusion), 50 articles were deemed suitable for thematic synthesis using Thomas and Harden's thematic approach, with 10 leading examples being illustrated in depth. Screening and eligibility decisions were done by following one set of rules instead of using two raters who would check each other's work. This is a methodological limitation that is further discussed in the full text. Thematic synthesis grouped by three research questions shows that (1) work-based learning models are extensively used for converting vocational curricula into competences relevant to work; (2) personal attributes such as career self-confidence, career resilience, and clear vocational identity, combined with external factors like good teaching, industry exposure, and social support, not only influence students' career decisions but also their ability to find employment during internship; and (3) well-designed career guidance and counselling services, which are part of institutional industry link-and-match partnerships, seem to have a positive impact on school-to-work transition outcomes, although guidance services are still very much scattered and hardly evaluated in many countries. Fro…
creator: Zulia Saputra
creator: Afdal Afdal
creator: Miftahul Fikri
creator: Nurfarhanah Nurfarhanah
rights: Copyright (c) 2026 Zulia Saputra, Afdal Afdal, Miftahul Fikri, Nurfarhanah Nurfarhanah http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-07-08
publication date: 2026-07-08
volume: 7
number: 1
starting page: 220
ending page: 234
doi: 10.29210/08jces688400

Hubungan regulasi emosi dengan komunikasi intrapersonal pada siswa SMA
type: item
description: Penelitian ini bertujuan untuk mengetahui hubungan antara Regulasi Emosi dengan Komunikasi Intrapersonal pada siswa SMA. Latar belakang penelitian didasarkan pada temuan siswa mengalami kesulitan dalam mengelola emosi, seperti cemas, marah dan kesulitan menenangkan diri, yang dapat memengaruhi komunikasi intrapersonal. Penelitian ini menggunakan pendekatan kuantitatif dengan desain korelasional. Populasi berjumlah 423 siswa, dengan sampel 206 yang ditentukan menggunakan rumus Slovin dan teknik Simple Random Sampling. Data penelitian dikumpulkan menggunakan skala regulasi emosi dan skala komunikasi intrapersonal. Analisis data menggunakan uji korelasi Pearson Product Moment setelah memenuhi uji prasyarat normalitas dan regresi linearitas. Hasil menunjukkan adanya hubungan positif yang signifikan antara regulasi emosi dan komunikasi intrapersonal dengan nilai r = .737, p < .001, R² = .543. Semakin tinggi regulasi emosi siswa, semakin baik komunikasi intrapersonalnya, sehingga mendukung perkembangan psikologis yang lebih sehat dan adaptif.
creator: Wahyu Nur Maharani
creator: Agus Setiawan
creator: Eka Sari Setianingsih
rights: Copyright (c) 2026 Wahyu Nur Maharani, Agus Setiawan, Eka Sari Setianingsih http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-07-09
publication date: 2026-07-09
volume: 7
number: 1
starting page: 234
ending page: 240
doi: 10.29210/08jces687400

Hubungan self-regulation dengan prokrastinasi akademik pada mahasiswa bimbingan dan konseling
type: item
description: Prokrastinasi akademik merupakan masalah umum di kalangan mahasiswa yang dapat menghambat penyelesaian tugas-tugas akademik. Self-regulation dianggap sebagai faktor penting yang berkaitan dengan prokrastinasi akademik. Penelitian ini bertujuan untuk mengkaji hubungan antara self-regulation dan prokrastinasi akademik di kalangan mahasiswa Program Studi Bimbingan dan Konseling Universitas PGRI Semarang. Desain penelitian korelasi kuantitatif digunakan, dengan melibatkan 221 mahasiswa yang dipilih melalui metode pengambilan sampel proportionate stratified random sampling. Data dikumpulkan menggunakan skala yang dikembangkan oleh peneliti untuk self-regulation dan prokrastinasi akademik, dengan nilai Cronbach’s Alpha masing-masing sebesar 0,840 dan 0,885. Analisis data dilakukan menggunakan korelasi Pearson Product Moment dan regresi linier sederhana. Hasil penelitian menunjukkan adanya hubungan negatif yang signifikan antara self-regulation dan prokrastinasi akademik (r = -0,808, p < 0,001). Self-regulation berkontribusi sebesar 65,3% terhadap varians prokrastinasi akademik. Temuan ini menyoroti pentingnya mengembangkan self-regulation dalam layanan Bimbingan dan Konseling untuk mengurangi prokrastinasi akademik.
creator: Onisia Enggal Nur Fadillah
creator: Agus Setiawan
creator: Eka Sari Setianingsih
rights: Copyright (c) 2026 Onisia Enggal Nur Fadillah, Agus Setiawan, Eka Sari Setianingsih http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-07-09
publication date: 2026-07-09
volume: 7
number: 1
starting page: 234
ending page: 240
doi: 10.29210/08jces687300

Teacher competency, facilities, and motivation as drivers of vocational graduate work readiness: a PLS-SEM moderation analysis
type: item
description: Vocational education programs in Indonesia face persistent structural misalignment between graduate competencies and industry demands, reflected in the vocational high school graduate unemployment rate of 9.84% despite enrollment of 5.08 million students. This study examined the effects of Teacher Competency (X1), Learning Facilities (X2), and Student Motivation (X3) on Student Work Readiness (Y), the mediating role of Student Motivation, and the moderating and direct effects of Industry Relevance (M). A quantitative explanatory survey design was employed with total sampling involving 350 students at vocational high schools in Indonesia. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS 4. All seven hypotheses were supported: Teacher Competency (β = 0.207, p = 0.000) and Learning Facilities (β = 0.211, p = 0.000) significantly predicted Student Motivation; Teacher Competency (β = 0.223), Learning Facilities (β = 0.270), and Student Motivation (β = 0.246) exerted significant direct effects on Work Readiness; Student Motivation mediated X1→X3→Y (β = 0.051) and X2→X3→Y (β = 0.052); Industry Relevance moderated Learning Facilities and Work Readiness (β = 0.151, p = 0.001); and Industry Relevance exerted a significant negative direct effect on self-assessed Work Readiness (β = −0.167, p = 0.001), interpreted as a perception gap mechanism. R² = 0.280 for Student Work Readiness. These findings provide evidence-based guidance for policymakers and school leaders to improve vocational education quality and graduate employability in Indonesia.
creator: Andri Dermawan
creator: Lasyatta Syaifullah
creator: Deded Darmadi
creator: Muhammad Anwar
creator: Wakhinuddin Simatupang
rights: Copyright (c) 2026 Andri Dermawan, Lasyatta Syaifullah, Deded Darmadi, Muhammad Anwar, Wakhinuddin Simatupang http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-07-10
publication date: 2026-07-10
volume: 7
number: 1
starting page: 241
ending page: 252
doi: 10.29210/08jces685700

Environmental-based learning and joyful learning experiences in elementary education
type: item
description: This study examines the utilization of the surrounding environment as a contextual learning medium in fostering joyful learning experiences among elementary school students. A qualitative descriptive approach was employed at SD Negeri Inpres Pantai Enggros. Data were collected through classroom observations, semi-structured interviews, and documentation involving five teachers and fifteen students from grades IV–VI selected through purposive sampling. The data were analyzed using thematic analysis supported by coding, categorization, interpretation, and triangulation procedures to ensure trustworthiness. The findings indicate that environmental-based learning creates meaningful, interactive, and enjoyable learning experiences for students. The use of the surrounding environment as an authentic learning medium enhances students’ learning enthusiasm, curiosity, emotional engagement, collaboration, and active participation. Direct interaction with real-life environmental contexts enables students to construct knowledge through exploration, observation, and social interaction. The study also highlights the crucial role of teachers as facilitators in designing flexible, student-centered learning environments that support joyful learning. This study contributes to the literature by integrating environmental-based learning and joyful learning perspectives within elementary education. It proposes a conceptual relationship between environmental-based learning practices and the development of joyful learning experiences, offering insights for implementing contextual and engaging learning environments in elementary schools.
creator: Adolina Velomena Samosir Lefaan
creator: Dhanu Priyo Widodo
creator: Orlando Antonio Selly
rights: Copyright (c) 2026 Adolina Velomena Samosir Lefaan, Dhanu Priyo Widodo, Orlando Antonio Selly http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-07-13
publication date: 2026-07-13
volume: 7
number: 1
starting page: 242
ending page: 253
doi: 10.29210/08jces684300

A convergent parallel mixed-methods study of peer-mediated creative partnership on critical thinking and reading comprehension among indonesian EFL senior high school students
type: item
description: This convergent parallel mixed-methods study examined the effect of a six-week, peer-mediated Creative Partnership intervention on the critical thinking and reading comprehension of 32 senior high school EFL students (aged 15–17, intermediate/CEFR B1 proficiency) at a senior high school in East Java, Indonesia, and explored how the intervention reshaped classroom interaction. Quantitative data were collected using a researcher-developed, expert-validated pre-/post-test measuring literal, inferential, and evaluative comprehension aligned with Bloom’s Revised Taxonomy (Cronbach’s α = .87) and analyzed with a paired-sample t-test and Cohen’s d. Qualitative data classroom observation (Cohen’s κ = .82), semi-structured interviews, and reflective journals were analyzed through the thematic coding procedure of Miles, Huberman, and Saldaña. Results indicated a statistically significant overall gain in reading comprehension, t(31) = 10.21, p < .001, 95% CI [13.44, 20.14], with a very large effect size (d = 1.81); evaluative comprehension improved the most (36.4%, d = 2.35), followed by inferential (29.4%, d = 2.15) and literal comprehension (19.3%, d = 1.84). Thematic analysis identified four convergent patterns: dialogic co-construction of meaning, emergence of critical and reflective thinking, collaborative creativity and engagement, and the teacher’s repositioning as co-learner. The integration of both strands suggests that structured creative partnership functions as a cognitive, social, and affective scaffold that moves students from literal decoding toward higher-order interpretation. Findings support Creative Partnership as a promising pedagogical model for developing critical thinking and reading comprehension in EFL classrooms, while the single-group, single-site design underscores the need for controlled, multi-site replication before broad claims of effectiveness are warranted.
creator: Farih Nur Firdaus
creator: Daniar Sofeny
creator: Buyun Khulel
creator: Khoirul Huda
creator: Syifa Khuriyatuz Zahro
creator: Irmayani Irmayani
creator: Anita Dwi Hapsari
rights: Copyright (c) 2026 Farih Nur Firdaus, Daniar Sofeny, Buyun Khulel, Khoirul Huda, Syifa Khuriyatuz Zahro, Irmayani Irmayani, Anita Dwi Hapsari http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-07-23
publication date: 2026-07-23
volume: 7
number: 1
starting page: 254
ending page: 265
doi: 10.29210/08jces689000

Models and outcomes of work-based learning and industry collaboration for vocational teacher professional development: a systematic literature review
type: item
description: Vocational teachers are expected to continuously develop pedagogical and industry-relevant competencies to address rapid technological and workforce changes. However, evidence regarding the effectiveness of work-based learning and industry collaboration in supporting vocational teacher professional development remains fragmented across different educational contexts. This study synthesizes empirical evidence on vocational teacher professional development through a Systematic Literature Review (SLR). Following the PRISMA 2020 guidelines, relevant studies were retrieved from the Scopus database using predefined search strategies and screened according to predetermined inclusion and exclusion criteria. therteen empirical studies published between 2020 and 2025 were included and analyzed using thematic synthesis. The findings indicate that work-based learning, workplace immersion, teaching factory, and industry collaboration consistently strengthen teachers’ pedagogical, technical, and professional competencies while improving curriculum relevance. Nevertheless, institutional support, funding, and sustainable school–industry partnerships remain key implementation challenges. These findings provide an evidence-based foundation for developing sustainable vocational teacher professional development programs.
creator: Satria Yudhistira
creator: Nurhasan Syah
creator: Bambang Heriyadi
creator: Risfendra
creator: Muhammad Akbar
rights: Copyright (c) 2026 Satria Yudhistira, Nurhasan Syah, Bambang Heriyadi, Risfendra, Muhammad Akbar http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-07-23
publication date: 2026-07-23
volume: 7
number: 1
starting page: 266
ending page: 276
doi: 10.29210/08jces689200

Social support and work–family conflict: a systematic literature review of moderating mechanisms across occupational contexts
type: item
description: Work-family conflict (WFC) remains one of the most widely recognized occupational stressors, contributing to reduced well-being, increased turnover intentions, and poorer physical and mental health among employees. Although previous studies have demonstrated the importance of social support in addressing WFC, a comprehensive understanding of how different forms of support operate across occupations and work contexts is still limited. This systematic review aimed to examine the role of social support in mitigating work-family conflict and its associated outcomes. The review followed the PRISMA 2020 guidelines. A systematic search of the Scopus database using Boolean operators identified 431 articles related to work-family conflict, social support, and organizational support. Following duplicate removal and screening based on predefined inclusion criteria using the PICOS framework, 50 studies published between 2020 and 2026 were selected for analysis. Narrative synthesis revealed four major findings. First, WFC is shaped by occupational and contextual differences, with particularly high levels reported in healthcare, construction, hospitality, and remote or hybrid work settings. Second, organizational and supervisory support consistently reduce the negative effects of WFC by improving job satisfaction, family satisfaction, and overall well-being, thereby lowering emotional exhaustion and turnover intentions. Third, support from spouses and family members strengthens work-life balance and reduces the spillover of work-related stress into family life. Fourth, gender differences remain evident, with women generally experiencing more severe consequences of WFC than men. The findings support the Conservation of Resources Theory and Spillover/Crossover Theory by demonstrating that social support functions as a valuable resource across work and family domains. The review concludes that organizations should combine formal work-family policies with supportive leadership practi…
creator: Febriyeni Febriyeni
creator: Afdal Afdal
creator: Dina Sukma
creator: Nurfarhanah Nurfarhanah
rights: Copyright (c) 2026 Febriyeni Febriyeni, Afdal Afdal, Dina Sukma, Nurfarhanah Nurfarhanah http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-07-24
publication date: 2026-07-24
volume: 7
number: 1
starting page: 277
ending page: 289
doi: 10.29210/08jces689300

Bullying baseline and safe and inclusive campus climate task force for the prevention and handling of violence in higher education (PPKPT task force)
type: item
description: The Bullying Baseline Survey and Safe & Inclusive Campus Climate Survey at Borobudur University were conducted to assess new students’ experiences of violence, knowledge of violence prevention mechanisms, attitudes toward violence, perceptions of campus safety, and expectations for a safe learning environment. Using a descriptive quantitative cross-sectional design, data were collected from 192 first-year students participating in the 2025 Student Orientation Program (PKKMB). The findings revealed that 54% of respondents had experienced or witnessed at least one form of bullying or unhealthy relationship before entering university, with cyberbullying (88%) and physical violence among students (62%) being the most frequently reported experiences. Respondents demonstrated high levels of knowledge regarding the Prevention and Handling of Violence in Higher Education (PPKPT) system (M=4.44), positive anti-violence attitudes (M=4.57), strong perceptions of campus safety (M=4.53), and high expectations for violence prevention initiatives (M=4.67). The study highlights the need to strengthen support services, reporting mechanisms, and counseling programs to foster a safe, inclusive, and equitable campus environment.
creator: Tri Nathalia Palupi
creator: Hayati Hayati
creator: Tsania Ilya Puspa Ayu
rights: Copyright (c) 2026 Tri Nathalia Palupi, Hayati Hayati, Tsania Ilya Puspa Ayu http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-07-25
publication date: 2026-07-25
volume: 7
number: 1
starting page: 290
ending page: 298
doi: 10.29210/08jces686600

Digital literacy-based learning strategies in shaping media-wise characters in the modern young generation
type: item
description: The development of digital technology has brought significant changes to the communication patterns, information access, and social interactions of the modern young generation. However, the high intensity of digital media use is also accompanied by various problems such as the spread of hoaxes, cyberbullying, hate speech, and low awareness of digital ethics. This study aims to analyze digital literacy-based learning strategies in shaping wise media character in the modern young generation. The study used library research methods with data collection techniques through documentation studies of various books, scientific journals, articles, and relevant research results. Data were analyzed using content analysis techniques to identify patterns, relationships, and key findings related to digital literacy and media character. The results show that digital literacy-based learning strategies, such as critical, collaborative, reflective, and project-based learning, can improve critical thinking skills, digital ethics awareness, social responsibility, and the ability to filter information appropriately. Thus, digital literacy plays a crucial role in supporting the character formation of a young generation that is intelligent, ethical, and wise in using digital media.
creator: Sarbaitinil Sarbaitinil
creator: Rr. Dina Kusuma Wardhani
creator: Nurita Putranti
creator: Adam Latuconsina
creator: Mesrawati Rifai
rights: Copyright (c) 2026 Sarbaitinil Sarbaitinil, Rr. Dina Kusuma Wardhani, Nurita Putranti, Adam Latuconsina, Mesrawati Rifai http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-07-25
publication date: 2026-07-25
volume: 7
number: 1
starting page: 299
ending page: 307
doi: 10.29210/08jces686700

Pengaruh model problem based learning berbasis etnomatematika terhadap kemampuan numerasi siswa kelas iv sekolah dasar
type: item
description: This study examined how situating Problem-Based Learning (PBL) within an ethnomathematical context of local culture functions as a plausible mechanism for numeracy development among elementary school students, responding to calls in the literature to move beyond media- or worksheet-development studies toward theoretically grounded integrations of pedagogy and culture. Using a quantitative approach with a quasi-experimental pretest-posttest control group design, the study involved 19 students in an experimental class and 18 students in a control class at a public elementary school in Cepu, Central Java, Indonesia. Numeracy was measured with a ten-item essay test covering number sense, arithmetic operations, problem-solving, and data interpretation (content validity: Pearson r > 0.444 for all items; reliability: Cronbach's alpha = 0.982). Because the posttest data violated normality and homogeneity assumptions, the Mann-Whitney U test was used. Results showed a significant difference in posttest scores (U = 43.000; Z = -3.979; p = .000; Cohen's d = 1.53, a large effect), with the experimental class achieving a higher N-Gain (67.81%, moderate category) than the control class (30.42%, moderate category). However, a substantial baseline difference between groups (pretest Cohen's d = 1.17) constitutes a threat to internal validity that qualifies causal interpretation of these gains. The findings extend prior ethnomathematics research - which has largely focused on instructional media or worksheets - by showing that embedding a local cultural problem context directly within PBL's problem-solving syntax offers a plausible contextual-relevance pathway for numeracy gains, while underscoring the need for randomized, multi-site replication before broader causal or generalizable claims can be made.
creator: Icha Adellia Efendi
creator: Octarina Hidayatus Sholikhah
creator: Fida Rahmantika Hadi
rights: Copyright (c) 2026 Icha Adellia Efendi, Octarina Hidayatus Sholikhah, Fida Rahmantika Hadi http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-07-30
publication date: 2026-07-30
volume: 7
number: 1
starting page: 308
ending page: 317
doi: 10.29210/08jces688200

The effectiveness of cognitive behavioral therapy-based individual counseling in improving emotional regulation among students: a systematic literature review
type: item
description: Emotional dysregulation is a common problem among students and is associated with academic, social, and psychological difficulties. However, the effectiveness of individual counseling compared with group counseling or digital CBT-based interventions remains unclear. This systematic literature review followed the PRISMA 2020 guidelines to examine the role of individual counseling in improving students' emotional regulation. A structured Boolean search was conducted in the Scopus database using keywords related to cognitive behavioral therapy, individual counseling, emotional regulation, and student populations. The final search was completed in July 2026. Of 178 identified records, 163 remained after duplicate removal. Following screening and eligibility assessment, 10 studies met the inclusion criteria and were synthesized, supported by 40 additional Scopus-indexed references for theoretical and methodological discussion. The findings indicate that individual counseling generally improves emotional regulation, although its effectiveness varies according to the therapeutic relationship, mental health comorbidities, delivery format, cultural context, developmental stage, and participant characteristics. Complementary approaches, including music-based and technology-assisted interventions, may further enhance emotional regulation beyond traditional counseling. These findings strengthen transdiagnostic and mechanism-based CBT perspectives while providing practical implications for school counselors and clinicians to prioritize emotional regulation skills alongside symptom reduction. The review was limited by the small number of eligible studies and heterogeneous outcome measures. Future research should directly compare individual and group CBT formats using standardized emotional regulation measures and longer-term, cross-cultural designs.
creator: Nelatu Fadila
creator: Netrawati Netrawati
creator: Afdal Afdal
creator: Puji Gusri Handayani
rights: Copyright (c) 2026 Nelatu Fadila, Netrawati Netrawati, Afdal Afdal, Puji Gusri Handayani http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-07-30
publication date: 2026-07-30
volume: 7
number: 1
starting page: 318
ending page: 330
doi: 10.29210/08jces689700

Work-life balance dimensions and their association with mental health among working mothers: a systematic review
type: item
description: Working mothers often experience competing demands between occupational and family responsibilities, which may adversely affect their mental health. However, evidence regarding the work-life balance dimensions associated with these outcomes remains fragmented. This systematic literature review synthesized evidence on how work-life balance, work-family conflict, family-to-work conflict, organizational support, and occupational context influence the mental health of working mothers. Following the PRISMA 2020 guidelines, a Scopus search identified 200 records published between 2020 and 2026. After screening based on language, publication type, and eligibility criteria, 167 studies were included in the qualitative synthesis. Methodological quality was assessed using the FICO framework, and only studies meeting the predefined quality threshold were retained. Thematic synthesis revealed four major findings. First, work-family conflict and family-to-work conflict were consistently associated with depression, anxiety, burnout, and psychological distress. Second, occupation-specific stressors, particularly in healthcare and information technology, intensified mental health risks. Third, organizational support, flexible work arrangements, family support, and psychological resilience acted as protective factors that mitigated the negative effects of role conflict. Finally, persistent gender norms, including maternal guilt and the “supermom” expectation, continued to shape working mothers' psychological well-being. These findings suggest that existing theoretical frameworks should be complemented with context-sensitive perspectives and that family-friendly workplace policies must be accompanied by greater gender equality in domestic responsibilities. Future research should prioritize longitudinal, cross-national, and intervention-based studies to strengthen the evidence base.
creator: Nofita Lindriani
creator: Eval Edmizal
rights: Copyright (c) 2026 Nofita Lindriani, Eval Edmizal http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-07-30
publication date: 2026-07-30
volume: 7
number: 1
starting page: 331
ending page: 347
doi: 10.29210/08jces689600

Counseling services and academic resilience among university students: a systematic literature review of intervention modalities and mechanisms
type: item
description: Academic resilience, defined as students' ability to remain academically engaged and adapt effectively despite academic, social, and psychological challenges, has become an increasing priority for universities. Counseling services including individual, group, digital, and curriculum-embedded interventions are widely implemented to strengthen resilience, yet evidence regarding their effectiveness remains limited. This systematic review aimed to synthesize evidence on the impact of counseling services on university students' academic resilience. Following the PRISMA 2020 guidelines, a Boolean search was conducted in the Scopus database, identifying 766 English-language publications published between 2020 and 2026. After screening and eligibility assessment, 60 articles met the inclusion criteria. Quality appraisal using the FICO framework (minimum score of 5/8) resulted in 10 studies being included in the qualitative synthesis. Four major themes emerged: (1) group counseling using cognitive behavioral and acceptance-based approaches effectively enhanced resilience and reduced psychological distress; (2) individual counseling through university counseling centers promoted self-acceptance and decreased clinically significant distress over time; (3) digital and app-based counseling expanded accessibility but showed more variable effectiveness than face-to-face interventions; and (4) embodiment- and nature-based therapies demonstrated promise as complementary approaches. Overall, counseling services positively contribute to students' academic resilience, with psychological interventions serving as the primary mechanism for improving resilience outcomes. These findings provide practical guidance for universities in optimizing counseling services. However, the review was limited to a single database, English-language publications, and a single-reviewer screening process, highlighting the need for future multicenter studies comparing counseling modalities and intervention ch…
creator: Rina Efiana
creator: Netrawati Netrawati
creator: Herman Nirwana
creator: Nurfarhanah Nurfarhanah
rights: Copyright (c) 2026 Rina Efiana, Netrawati Netrawati, Herman Nirwana, Nurfarhanah Nurfarhanah http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-08-01
publication date: 2026-08-01
volume: 7
number: 1
starting page: 348
ending page: 365
doi: 10.29210/08jces690000

Development and psychometric validation of a maternal competency assessment tool for family-based child health care
type: item
description: Maternal competency plays a crucial role in ensuring optimal child health outcomes, yet comprehensive instruments for assessing maternal competency within family-based child health care remain limited. This study aimed to develop and psychometrically validate a maternal competency assessment tool for family-based child health care among mothers with infants and toddlers. A research and development design with a quantitative approach was employed. The instrument was developed through construct identification, item generation, expert validation, pilot testing, and field testing. Data were collected from March to June 2025 using an online questionnaire completed by 250 mothers in the Special Region of Yogyakarta, Indonesia, who were recruited through purposive sampling and met predefined eligibility criteria. Content validity was evaluated using the Content Validity Index with established psychometric criteria for item retention, while construct validity was examined using Exploratory Factor Analysis with a minimum factor loading of 0.40. Reliability was assessed using Cronbach’s alpha coefficient. The instrument demonstrated strong content validity (S-CVI/Ave = 0.92), a five-factor structure comprising 35 retained items that explained 68.47% of the total variance, and excellent internal consistency (Cronbach’s α = 0.93). The findings indicate that the developed instrument is a valid and reliable tool for assessing maternal competency in family-based child health care and may support educational evaluation, research, and maternal-child health programs.
creator: Endang Khoirunnisa
creator: Tuti Rohani
creator: Ruri Yuni Astari
rights: Copyright (c) 2026 Endang Khoirunnisa, Tuti Rohani , Ruri Yuni Astari http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-08-04
publication date: 2026-08-04
volume: 7
number: 1
starting page: 366
ending page: 375
doi: 10.29210/08jces684700

The relationship between parental social support and emotion regulation among final-year college students
type: item
description: Final-year students often face academic and emotional pressure while completing their thesis, making emotion regulation essential. This study examined the relationship between parental social support and emotion regulation among 205 final-year PGSD students at Universitas PGRI Semarang, selected via proportionate stratified random sampling (N = 420). A correlational design was used, with data collected through a 24-item self-developed parental social support scale and a 30-item emotion regulation scale based on Sarafino and Smith (2011) and Gratz and Roemer (2004), yielding Cronbach's Alpha of 0.911 and 0.877. Assumption tests were satisfied prior to Pearson product-moment correlation analysis. Results showed a positive and significant relationship between the two variables (r = 0.412, p < 0.001), with parental social support accounting for 17% of the variance in emotion regulation. These findings suggest parental social support may contribute to students' emotional stability during thesis completion, alongside other factors not examined in this study.
creator: Sabilla Rafiana Puspitadewi
creator: Desi Maulia
creator: Ismah Ismah
rights: Copyright (c) 2026 Sabilla Rafiana Puspitadewi, Desi Maulia, Ismah Ismah http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-08-11
publication date: 2026-08-11
volume: 7
number: 1
starting page: 376
ending page: 383
doi: 10.29210/08jces690500

Mekanisme bermain peran dalam permainan simulasi: meningkatkan pengelolaan emosi remaja awal melalui bimbingan kelompok
type: item
description: Kemampuan mengelola emosi yang belum berkembang secara optimal dapat memengaruhi kemampuan siswa dalam menyesuaikan diri, berpartisipasi aktif, serta mengambil keputusan yang tepat di lingkungan sekolah. Penelitian ini guna mengetahui efektivitas bimbingan kelompok teknik simulation games dalam meningkatkan kemampuan mengelola emosi pada siswa sekolah menengah pertama. Penelitian menerapkan pendekatan kuantitatif eksperimen dengan one group pretest-posttest design. Responden penelitian berjumlah sepuluh siswa yang memiliki kemampuan mengelola emosi pada kategori rendah dan dipilih melalui teknik purposive sampling. Pengumpulan data dilakukan menggunakan skala kemampuan mengelola emosi yang terdiri atas 33 butir pernyataan dan telah memenuhi persyaratan validitas serta reliabilitas. Analisis data dilakukan melalui uji normalitas Shapiro-Wilk dan dilanjutkan dengan uji paired sample t-test. Hasil analisis menunjukkan nilai signifikansi sebesar 0,000 (Sig. < 0,05), yang mengindikasikan adanya perbedaan yang signifikan antara skor sebelum dan sesudah pemberian layanan. Rata-rata skor siswa meningkat dari 73,7 pada saat pretest menjadi 100,0 pada posttest. Peningkatan juga terlihat pada seluruh aspek kemampuan mengelola emosi, dengan kenaikan tertinggi pada aspek dapat dipercaya dan kenaikan terendah pada aspek adaptasi. Temuan tersebut menunjukkan bahwa layanan bimbingan kelompok melalui teknik simulation games efektif dalam meningkatkan kemampuan mengelola emosi siswa sekolah menengah pertama.
creator: Nia Wahyu Prabawati
creator: Arri Handayani
creator: Padmi Dhyah Yulianti
rights: Copyright (c) 2026 Nia Wahyu Prabawati, Arri Handayani, Padmi Dhyah Yulianti http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-08-11
publication date: 2026-08-11
volume: 7
number: 1
starting page: 384
ending page: 391
doi: 10.29210/08jces690200

Analisis strategi guru pada transformasi pendidikan era artificial intelligence (ai) dalam membentuk karakter religius siswa di sekolah dasar
type: item
description: Perkembangan Artificial Intelligence (AI) mendorong transformasi pendidikan yang menuntut guru mampu mengintegrasikan teknologi tanpa mengabaikan pembentukan karakter religius peserta didik (Kurniahtunnisa et al., 2025; Zhou & Wijaya, 2024). Penelitian ini bertujuan menganalisis strategi pedagogis guru dalam mengintegrasikan AI dengan pembentukan karakter religius siswa pada tahap perencanaan, implementasi, dan evaluasi pembelajaran di sebuah sekolah dasar Islam. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus tunggal. Data dikumpulkan selama [data lapangan, mis. tiga bulan, Maret–Mei 2026] melalui wawancara semi-terstruktur terhadap [data lapangan: jumlah] informan (kepala sekolah dan guru) yang dipilih dengan teknik purposive sampling berdasarkan kriteria pengalaman mengajar dan keterlibatan aktif dalam pemanfaatan AI, observasi partisipatif, serta studi dokumentasi perangkat ajar. Analisis data dilakukan melalui pengumpulan data, reduksi data, coding tematik, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data diuji melalui triangulasi sumber dan teknik, audit trail, peer debriefing, serta refleksivitas (Luthfiyani & Murhayati, 2024). Hasil penelitian menunjukkan bahwa strategi guru dilaksanakan melalui tiga tahapan yang saling berkaitan: perencanaan berbasis kebijakan sekolah dan integrasi nilai religius dalam perangkat ajar; implementasi pemanfaatan platform AI (ChatGPT, Gemini, Canva, Quizizz AI) yang didampingi pembiasaan dan keteladanan; serta evaluasi berkelanjutan melalui supervisi dan refleksi guru. Penelitian ini berkontribusi pada kerangka konseptual integrasi AI dengan pendidikan karakter religius di jenjang sekolah dasar dan merekomendasikan penelitian multi-situs untuk menguji transferabilitas temuan.
creator: Rella Widya Kenari
creator: Arip Febrianto
rights: Copyright (c) 2026 Rella Widya Kenari, Arip Febrianto http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-08-14
publication date: 2026-08-14
volume: 7
number: 1
starting page: 392
ending page: 398
doi: 10.29210/08jces690600

Kematangan emosi dan komunikasi interpersonal sebagai prediktor kepuasan pernikahan pada perempuan yang menikah muda
type: item
description: Kepuasan pernikahan pada perempuan yang menikah muda merupakan isu penting dalam bimbingan dan konseling keluarga. Penelitian ini bertujuan menganalisis hubungan kematangan emosi dan komunikasi interpersonal, baik secara parsial maupun simultan, dengan kepuasan pernikahan pada perempuan yang menikah sebelum usia 21 tahun. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional. Populasi penelitian berjumlah 70 perempuan yang menikah muda di Kecamatan Ampek Nagari, Kabupaten Agam, pada tahun 2023–2025, dengan teknik sampling jenuh. Data dikumpulkan menggunakan Skala Kepuasan Pernikahan, Kematangan Emosi, dan Komunikasi Interpersonal dengan reliabilitas Cronbach’s alpha masing-masing sebesar 0,921; 0,901; dan 0,914. Analisis data menggunakan korelasi Pearson Product-Moment dan korelasi ganda dengan bantuan IBM SPSS Statistics 27. Hasil penelitian menunjukkan bahwa kematangan emosi berhubungan positif dan signifikan dengan kepuasan pernikahan (r = 0,478; p < 0,001), demikian pula komunikasi interpersonal (r = 0,602; p < 0,001). Secara simultan, kedua variabel tersebut berhubungan positif dan signifikan dengan kepuasan pernikahan (R = 0,611; R² = 0,374; p < 0,001). Temuan menunjukkan bahwa komunikasi interpersonal memiliki hubungan yang lebih kuat dibandingkan kematangan emosi. Hasil penelitian menegaskan pentingnya pengembangan kematangan emosi dan keterampilan komunikasi interpersonal dalam layanan bimbingan pranikah dan konseling keluarga bagi perempuan yang menikah muda.
creator: Betty Rahmadani
creator: Yarmis Syukur
creator: Netrawati Netrawati
creator: Puji Gusri Handayani
rights: Copyright (c) 2026 Betty Rahmadani, Yarmis Syukur, Netrawati Netrawati, Puji Gusri Handayani http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-08-14
publication date: 2026-08-14
volume: 7
number: 1
starting page: 399
ending page: 408
doi: 10.29210/08jces690700

Reconstructing optimism in addiction recovery: spirituality, therapeutic community, and identity transformation
type: item
description: Recovering from addiction is more than just stopping the consumption of substances; it is also about regaining a sense of self and future. One psychological resource that has been consistently recognized for its role in supporting recovery is optimism. On one hand, optimism can be thought of as a stable individual characteristic; but more importantly, it is closely linked to the social and spiritual settings of recovery. Therefore, the purpose of the research is to investigate how the concept of optimism gets reshaped by the experiences of the spiritual elements, therapeutic community, and personal identity transformation that are integral aspects of addiction recovery. For data collection, the method involved was qualitative interpretive and reflexive thematic analysis was utilized for the purpose of data analysis. Four participants were purposively selected to yield information-rich, in-depth accounts, following the information-power rationale for small-sample qualitative interview studies (Malterud et al., 2016) rather than a probability-based logic of generalization. Data were obtained through detailed semi-structured interviews of four subjects who either had undergone rehabilitation within spiritually-based therapeutic communities or were still doing their program. These data were subjected to an analyzing software called MAXQDA which allows a researcher to go through a series of coding procedures for data to find meaning, psychosocial-spiritual dynamics, etc., as a reflection of participants' life stories. Results showed that one's sense of optimism and being in control of their recovery are rooted in belief in oneself, motivation from moral and emotional values, a caring social environment, and hopes for a meaningful and fulfilling life ahead. Besides that, optimism works as a resource that can be transformed as it contributes to the development of personal confidence (self-efficacy), emotional equilibrium, spiritual well-being as well as community's common …
creator: Fitniwilis Fitniwilis
creator: Mohamad Isa bin Amat
creator: Muhammad Khairi bin Mahyuddin
rights: Copyright (c) 2026 fitniwilis fitniwilis, Mohamad Isa bin Amat, Muhammad Khairi bin Mahyuddin http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-08-16
publication date: 2026-08-16
volume: 7
number: 1
starting page: 409
ending page: 421
doi: 10.29210/08jces690900

Teacher self-efficacy and trust as mediators of instructional leadership effects on affective commitment: evidence from faith-based schools
type: item
description: The present study examines the impact of instructional leadership on affective commitment among teachers in Islamic Senior High Schools, focusing on teacher self-efficacy and principal-teacher trust as mediating variables. The research was conducted at MAN 1 OKU Timur in South Sumatra, Indonesia, utilising a quantitative cross-sectional design and involving 87 teacher respondents. Data were collected through structured questionnaires and analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The findings indicate that instructional leadership has a significant and direct effect on affective commitment (β = 0.218, p < 0.01), as well as indirect effects mediated by teacher self-efficacy and principal-teacher trust. Principal-teacher trust emerged as the primary mediating mechanism, accounting for 47.2% of the total effect, while self-efficacy mediated 28.5%. Together, these mediators explained 56.4% of the overall influence. The results underscore that instructional leadership is fundamentally a relational process that fosters trust and professional confidence among teachers. This study contributes empirical evidence from an Islamic educational context and provides practical recommendations for leadership strategies to strengthen teacher commitment, enhance institutional performance, and improve educational outcomes in faith-based schools.
creator: Ali Mustopa
creator: Dedi Arianto
rights: Copyright (c) 2026 Ali Mustopa, Dedi Arianto http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-08-18
publication date: 2026-08-18
volume: 7
number: 1
starting page: 422
ending page: 441
doi: 10.29210/08jces690300

Reconstructing meaning in life: a gadamerian hermeneutic reading of Zainuddin in Hamka's tenggelamnya kapal van der wijck through logotherapy
type: item
description: Previous studies of Hamka's Tenggelamnya Kapal Van der Wijck examine adat hegemony and psychological conflict, but not how identity exclusion, love, work, loss, and regret form different pathways of meaning. This study used Gadamerian hermeneutics, with logotherapy as a theory-informed interpretive horizon rather than a diagnosis. The bounded corpus was the complete 1984 edition; the unit of analysis was a context-bounded dialogue, narration, or short episode. A revision-stage verification of three documented reading cycles identified 60 candidate segments, of which 48 met the explicit inclusion rules. Meanings were tested through movement between each segment, its context, the whole plot, and operational logotherapy categories. Trustworthiness was supported through contextualized quotations, a codebook, a decision trail, reflexive memoing, and disconfirming-evidence checks. Four clusters emerged: an identity wound of nonrecognition; love as an unstable experiential value; adat as a sociocultural constraint; and literary work as creative value and self-transcendence. The central finding is asynchronous meaning reconstruction: creative values can develop while attitudinal values remain unresolved. This situates freedom within sociocultural constraints and distinguishes productivity from recovery. Counseling implications are reflective-conceptual, not evidence of intervention effectiveness.
creator: Syawaluddin Syawaluddin
creator: Rizka Kamelia
rights: Copyright (c) 2026 Syawaluddin Syawaluddin, Rizka Kamelia http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-08-19
publication date: 2026-08-19
volume: 7
number: 1
starting page: 442
ending page: 454
doi: 10.29210/08jces688300

Transformation of deep learning education through integration of adaptive AI and data analytics
type: item
description: The rapid advancement of digital technology has accelerated the transformation of educational systems through the integration of Artificial Intelligence (AI) and data analytics. In the context of twenty-first-century education, adaptive learning technologies are increasingly utilized to support personalized, learner-centered, and data-driven learning environments. This study aims to analyze the transformation of deep learning education through the integration of adaptive AI and data analytics, focusing on its opportunities, challenges, and implications for educational practice. The study employed a Narrative Literature Review (NLR) method by examining relevant literature from scientific journals, books, conference proceedings, policy documents, and institutional reports. Data were collected from reputable databases and analyzed using thematic analysis to identify major patterns and emerging themes. The findings indicate that adaptive AI enhances personalized learning by tailoring instructional content, feedback, and learning pathways to individual learner needs. Meanwhile, data analytics strengthens educational decision-making through evidence-based insights into learner performance and instructional effectiveness. However, challenges related to technological infrastructure, educator competencies, data privacy, algorithmic bias, and digital inequality remain significant barriers. Overall, the integration of adaptive AI and data analytics has substantial potential to create intelligent, effective, and sustainable educational ecosystems.
creator: Suesilowati Suesilowati
creator: Bernadin Maria Noenoek Februati
creator: Aldian Yusup
creator: Muhammad Rizki Perdana
rights: Copyright (c) 2026 Suesilowati Suesilowati, Bernadin Maria Noenoek Februati, Aldian Yusup, Muhammad Rizki Perdana http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-08-19
publication date: 2026-08-19
volume: 7
number: 1
starting page: 455
ending page: 461
doi: 10.29210/08jces684400

Examining differentiated instruction dimensions in pre-service teachers’ english lesson plans: a content analysis
type: item
description: This study examined how differentiated instruction is represented in English lesson plans developed by pre-service teachers in an Indonesian English Language Education program. A qualitative document analysis design was employed using 20 secondary-school EFL lesson plans selected through purposive sampling based on predetermined criteria. The documents were analyzed through deductive qualitative content analysis using six dimensions of differentiated instruction: content, process, product, readiness, interest, and learning profile. Coding was conducted by the researcher using predefined indicators and repeated consistency checks. The findings showed that process differentiation was the most prominently represented dimension, particularly through flexible grouping, collaborative learning, scaffolding, differentiated guidance, and readiness-based support. Content and readiness differentiation were also strongly reflected through contextual materials and diagnostic assessment, whereas product and learning-profile differentiation were less consistently represented. The lesson plans also reflected pedagogical orientations associated with Teaching at the Right Level (TaRL), Problem-Based Learning (PBL), Social Emotional Learning (SEL), and Culturally Responsive Teaching (CRT). These findings indicate that pre-service teachers were more prepared to differentiate instructional processes and readiness-based support than to design varied learning products and individualized learning-profile adaptations. The study contributes to EFL teacher education by identifying strengths and gaps in differentiated instructional planning and highlighting areas requiring further pedagogical support.
creator: Sitti Nurjannah
creator: Muthmainnah Mursidin
rights: Copyright (c) 2026 Sitti Nurjannah, Muthmainnah Mursidin http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-08-21
publication date: 2026-08-21
volume: 7
number: 1
starting page: 462
ending page: 474
doi: 10.29210/08jces682900

Social recognition as a mechanism for children's identity restoration: a study of the porayamata practice in the pamona indigenous community
type: item
description: Children's identity within Indigenous communities is constructed not only through family relationships but also through social recognition and community acceptance. This study aims to examine how the Porayamata practice reconstructs the identity of ana ngkadoe within the Pamona Indigenous community and to explore its implications for social justice counseling. The study employed a qualitative approach with a critical ethnographic design, utilizing in-depth interviews, participant observation, and document analysis. The findings reveal that ana ngkadoe experience limited recognition within the kinship system, which affects their social standing. Through the involvement of families, the Dewan Adat, customary symbols, and community recognition, Porayamata reconstructs children's identities as legitimate members of both the family and the broader community. These findings suggest that identity restoration requires institutionalized social recognition embedded in cultural practices, thereby extending the perspective of social justice counseling, which has traditionally focused primarily on individual-level change.
creator: Asri Efriani Sauru
creator: J.T. Lobby Loekmono
creator: Izak Yohan Martriks Lattu
creator: Tony Robert Christian Tampake
rights: Copyright (c) 2026 Asri Efriani Sauru, J.T. Lobby Loekmono, Izak Yohan Martriks Lattu, Tony Robert Christian Tampake http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-08-24
publication date: 2026-08-24
volume: 7
number: 1
starting page: 475
ending page: 487
doi: 10.29210/08jces689500

Career self-efficacy as a mediator between school counseling and career indecision: a systematic literature review
type: item
description: Career indecision remains a major challenge in school-to-work transitions among vocational education students, whose career exploration is often constrained by early exposure to workplace demands and vocational curricula. This study systematically reviewed the relationship between career self-efficacy and career indecision and examined the role of school career counseling among vocational education students. Following the PRISMA 2020 framework, a systematic search was conducted in the Scopus database using terms related to career self-efficacy, career indecision, career decision-making, vocational education, and school/career counseling. Study quality was assessed using the four-domain FICO framework, and findings were synthesized thematically. The search identified 191 records, of which 50 articles from various countries and contexts were included, primarily published between 2011 and 2023. Four themes emerged: career decision-making self-efficacy consistently predicted lower career indecision and greater career adaptability; social support from parents, teachers, and counselors strengthened self-efficacy; structured career guidance reduced irrational career beliefs and indecision, although evidence among vocational high school students remained limited; and psychological assets such as resilience, proactive personality, and emotional intelligence influenced the self-efficacy–indecision relationship. The findings support Social Cognitive Career Theory and suggest that vocational schools should incorporate structured, counselor-led self-efficacy development activities. Further research is needed across diverse vocational education contexts, particularly beyond East Asian settings.
creator: Yetti Helda
creator: Miftahul Fikri
creator: Yeni Karneli
creator: Rezki Hariko
rights: Copyright (c) 2026 Yetti Helda, Miftahul Fikri, Yeni Karneli, Rezki Hariko http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-08-26
publication date: 2026-08-26
volume: 7
number: 1
starting page: 488
ending page: 506
doi: 10.29210/08jces692100

Students' mathematical understanding ability in curved-sided space structure material reviewed from self-confidence through learning with potrame media
type: item
description: This study examined the effect of POTRAME, an augmented-reality (AR)-enhanced pop-up book medium, on ninth-grade students’ mathematical understanding of curved-sided three-dimensional shapes and explored differences by self-confidence. A mixed-methods design was employed, with quantitative data collected first, followed by qualitative explanation (Toyon, 2021). The quantitative phase used a quasi-experimental one-group pretest–posttest design involving 25 ninth-grade students from one public junior high school in Semarang City, selected through cluster random sampling (Li et al., 2024). The qualitative phase involved six students representing high, moderate, and low self-confidence categories. The mathematical understanding test and self-confidence questionnaire were validated by three experts and piloted. The test obtained an Aiken’s V of 0.81 and Cronbach’s alpha of 0.79, while the questionnaire obtained an Aiken’s V of 0.83 and Cronbach’s alpha of 0.85, indicating acceptable validity and reliability (Maulana, 2022; Zakariya, 2022). Quantitative data were analyzed using the paired-sample t-test and N-Gain index, while qualitative data were analyzed descriptively through data reduction, display, and conclusion drawing (Rofiah, 2022). Mean scores increased from 14.31 at pretest to 74.96 at posttest, with an N-Gain of 0.71 (high category) and a significant paired-sample t-test result (p < .05). Higher-self-confidence students demonstrated more coherent and systematic conceptual understanding, whereas lower-self-confidence students had greater difficulty organizing solutions. Because the study lacked a control group, the findings indicate an association between POTRAME use and improved mathematical understanding rather than definitive causal effects. The results provide exploratory support for further evaluation of AR-based pop-up book media in geometry instruction.
creator: Adinda Cahya Fadillah
creator: Nuriana Rachmani Dewi
rights: Copyright (c) 2026 Adinda Cahya Fadillah, Nuriana Rachmani Dewi http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-08-27
publication date: 2026-08-27
volume: 7
number: 1
starting page: 507
ending page: 518
doi: 10.29210/08jces691300

Evaluating teaching factory implementation in vocational centers of excellence using the CIPP model: a mixed-methods study
type: item
description: This study evaluated the Teaching Factory program in three Vocational Centers of Excellence in Binjai City, Indonesia, using the Context, Input, Process, and Product (CIPP) model. A sequential explanatory mixed-methods design combined questionnaire data from the total population of 9 teachers and 128 students, selected through purposive sampling, with interviews, observation, and documentation. Achievement scores were positive for both groups on Context (teachers 82.4%, students 84.6%), Process (83.2%, 77.4%), and Product (81.1%, 79.9%). The clearest divergence emerged on Input: teachers rated resource readiness positively (83.3%), while students rated it the weakest component (69.0%), indicating a gap between policy-level resourcing and field-level experience, particularly in equipment standardization and facility capacity. Qualitative findings converged with this pattern, confirming all three schools remained at an early, competency-fulfilment stage rather than a market-oriented production stage. The program is feasible to continue, provided industrial partnership, input governance, and facility investment are strengthened.
creator: Safrinanda Harahap
creator: Fahmi Rizal
creator: Faisal Ashar
creator: Yuliana Yuliana
creator: Liana Atika
creator: Wisnu Prayogo
rights: Copyright (c) 2026 Safrinanda Harahap, Fahmi Rizal, Faisal Ashar, Yuliana Yuliana, Liana Atika, Wisnu Prayogo http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-09-01
publication date: 2026-09-01
volume: 7
number: 1
starting page: 519
ending page: 533
doi: 10.29210/08jces683600

Managing the Quality of Islamic Religious Education in Muslim-Minority Contexts: Evidence from Southern Thailand
type: item
description: This study aims to analyze the management of quality improvement in Islamic Religious Education learning at Ma'had Al-Bi'that Ad-Diniah Yala and Prasan Wittaya Mulniti Pattani, Southern Thailand, focusing on implementation processes, supporting and inhibiting factors, and strategic challenges in maintaining educational quality within a Muslim minority context. Employing a qualitative approach with a multi-case study design, data were collected through semi-structured interviews, document analysis, and participatory observations involving school leaders, teachers, and relevant stakeholders. The findings reveal that quality improvement management is implemented through an integrated cycle consisting of participatory planning, instructional implementation, comprehensive evaluation, and continuous improvement initiatives. The planning process involves institutional leaders, academic coordinators, teachers, and foundation representatives by integrating the Thai national curriculum with Islamic religious curricula and the educational needs of Muslim minority communities. The implementation of learning emphasizes the integration of Islamic knowledge, character formation, and adaptive pedagogical strategies, including the use of digital learning resources. Evaluation practices function not merely as administrative procedures but as mechanisms for instructional refinement through teacher development, curriculum revision, and collaborative improvement. The study further identifies visionary leadership, teacher commitment, organizational collaboration, and community support as key enabling factors, while financial limitations, digital competency gaps, technological infrastructure constraints, and curriculum adaptation pressures represent major challenges. The findings demonstrate that Islamic education quality improvement in minority contexts is a process of institutional adaptation that negotiates religious identity, national educational demands, and digital transformation. T…
creator: Muhammad Wamae
creator: Ikhrom Ikhrom
creator: Fatkurroji Fatkurroji
rights: Copyright (c) 2026 Muhammad Wamae, Ikhrom Ikhrom, Fatkurroji Fatkurroji http://creativecommons.org/licenses/by-nc-sa/4.0
license: http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-08-27
publication date: 2026-08-27
volume: 7
number: 1
doi: 10.29210/08jces691600