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All Journal Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Journal of Pedagogy and Education Science
Novi Sylvia
Indonesia University of Education
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Transformative Competencies in the Big Five Personality Taxonomy: Literature Review of Individual Development through Guidance and Counseling Novi Sylvia
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 5 No. 3 (2025)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v5.i3.2025.10

Abstract

This study aims to analyze the relationship between transformative competencies and the Big Five personality taxonomy through a systematic literature review and explores its implications for guidance and counseling services. Data were collected from scholarly journals relevant to the Big Five personality and their associations with transformative competencies. Transformative competencies involve reconciling tensions and dilemmas, taking responsibility, and creating new value—critical skills for students navigating the digital era and Society 5.0. The Big Five personality model classifies traits into five dimensions: extraversion, agreeableness, conscientiousness, neuroticism, and openness to experience, each influencing cognitive, emotional, and behavioral responses. Findings indicate that each Big Five dimension contributes uniquely to transformative competencies. Conscientiousness and openness to experience are linked to structured problem-solving and innovation, while agreeableness fosters empathy and conflict resolution. Extraversion enhances collaboration and leadership, whereas neuroticism, when managed effectively, supports resilience and emotional regulation. Strengthening specific personality traits through targeted guidance and counseling interventions can optimize transformative competencies development. By integrating personality-based counseling strategies, educators can foster holistic student growth, ensuring adaptability for academic, personal, and professional success.
Student Agency in Schools: A Systematic Review of Its Measurement and Operationalization in the Era of AI-Mediated Learning Novi Sylvia; A. Ahman; Syamsu Yusuf; Deni Hadiana
Journal of Pedagogy and Education Science Vol 5 No 02 (2026): Article in Press - Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.001968

Abstract

This systematic review examines how student agency has been defined, operationalized, and measured across primary, secondary, and higher education. Using a structured search strategy across major academic databases, 45 empirical and conceptual studies were analysed through thematic synthesis. The findings indicate that student agency is predominantly conceptualized as a multidimensional construct encompassing personal, relational, and contextual resources. Measurement practices are largely grounded in social-cognitive traditions, emphasizing self-efficacy, motivation, self-regulation, and proactive engagement within domain-specific instructional contexts. While these approaches have strengthened the empirical measurement of agency, they tend to capture it primarily as a situational learning-related capacity. In learning environments increasingly shaped by digital and AI-mediated processes, this focus leaves learners’ intentionality, autonomy, and responsibility only partially examined. Emotional, relational, and structural dimensions of agency also remain underrepresented. The review highlights the need for integrated frameworks that combine instructional, assessment, and school-based counselling perspectives to support student agency as both a learning-related and psychological capacity in contemporary educational contexts. The review highlights the need for integrated approaches that combine instructional, assessment, and school-based counselling perspectives. Such integration is essential for advancing measurement frameworks and interventions that support student agency as both a learning-related and psychological capacity in contemporary educational contexts.
Co-Authors A. Ahman Deni Hadiana Syamsu Yusuf