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All Journal Proceeding of International Conference on Humanity Education and Society Journal of Social Studies and Education
Halimatus Sa’diyah
Sekolah Tinggi Agama Islam Cendekia Insani, Indonesia
Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Ethical and Participatory Community Engagement for Sustainable Environmental Health Improvement Halimatus Sa’diyah; Fatimah de Gloria da Conceicao
International Conference on Humanity Education and Society (ICHES) Vol. 5 No. 1 (2026): The 5th International Conference on Humanity Education and Society (ICHES)
Publisher : FORPIM PTKIS ZONA TAPAL KUDA

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Abstract

Peningkatan kesehatan lingkungan yang berkelanjutan memerlukan keterlibatan komunitas yang tidak hanya aktif, tetapi juga berlandaskan pada prinsip etika. Artikel ini membahas peran ethical and participatory community engagement sebagai pendekatan strategis dalam upaya perbaikan kesehatan lingkungan secara berkelanjutan. Pendekatan ini menekankan pada partisipasi masyarakat yang inklusif, transparan, dan saling menghormati, serta pengakuan terhadap nilai, pengetahuan lokal, dan hak komunitas dalam proses pengambilan keputusan. Melalui tinjauan literatur dan analisis praktik keterlibatan masyarakat dalam berbagai konteks kesehatan lingkungan, artikel ini menunjukkan bahwa keterlibatan komunitas yang etis dapat meningkatkan kepercayaan, rasa kepemilikan, dan keberlanjutan program intervensi lingkungan. Hasil kajian mengindikasikan bahwa integrasi prinsip etika—seperti keadilan, akuntabilitas, dan pemberdayaan—dalam proses partisipatif berkontribusi signifikan terhadap efektivitas kebijakan dan program kesehatan lingkungan. Artikel ini merekomendasikan penguatan kerangka kerja kolaboratif antara pemangku kepentingan, pemerintah, dan masyarakat sebagai fondasi utama dalam mencapai peningkatan kesehatan lingkungan yang berkelanjutan.
Metacognitive Awareness: Fostering Cognitive Regulation through Hybrid Problem-Based Learning (HyProBeL) in Higher Education Halimatus Sa’diyah
Journal of Social Studies and Education Vol. 4 No. 3 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v4i3.3104

Abstract

Metacognitive awareness is essential for university students to plan, monitor, evaluate, and regulate their learning processes. However, conventional problem-based learning (PBL) often provides limited opportunities for students to develop these metacognitive skills systematically across different learning environments. This study aims to evaluate HyProBeL, a five-phase learning model integrating asynchronous digital learning and synchronous face-to-face PBL, in enhancing students’ metacognitive awareness. A quasi-experimental pretest-posttest non-equivalent control group design was employed with 72 undergraduate Educational Management students from two intact classes. Data were collected using an adapted Metacognitive Awareness Inventory and analyzed through ANCOVA and N-gain analysis using SPSS 26.0. The results revealed a significant adjusted post-test difference between the experimental and control groups (F=83.908, p<.001, partial η²=.549). HyProBeL produced higher N-gain scores in Regulation of Cognition (.71, high) and Knowledge of Cognition (.58, moderate) than conventional PBL (.26 and .25, respectively). The findings suggest that effective integration of asynchronous and face-to-face activities should align with metacognitive demands. Higher education instructors are encouraged to design learning environments that emphasize structured planning, monitoring, argumentation, and reflection to promote deeper and sustainable learning outcomes.
Co-Authors Fatimah de Gloria da Conceicao