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p-Index From 2021 - 2026
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All Journal Jurnal Pendidikan Islam Journal of Language Learning and Assessment
Jiraporn Chano
Mahasarakham University, Maha Sarakham, Thailand
Humanities Education Languange, Linguistic, Communication & Media Other

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Mapping the Intellectual Structure of Mindfulness and Adversity Quotient Research in Teacher Education: Implications for Islamic Teacher Professional Development Jiraporn Chano; Archrawadee Srijaroon; Bovornpot Choompunuch; Yannapat Seehamongkon; Sudares Sirisittanapak; kanokporn Janatkon; Bahtiar Mohamad
Jurnal Pendidikan Islam Vol 12 No 2 (2026): Jurnal Pendidikan Islam
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpi.v12i2.55326

Abstract

Teacher burnout, emotional exhaustion, and declining professional well-being have become significant challenges in contemporary education, particularly in the post-pandemic era. Furthermore, these concerns are equally relevant to Islamic educational institutions, where teachers are expected to demonstrate pedagogical competence, moral integrity, emotional maturity, and spiritual responsibility. In response, mindfulness and Adversity Quotient (AQ) have attracted increasing scholarly attention as psychological resources that support teacher resilience and professional sustainability. Consequently, this study aims to map the development of research on mindfulness and AQ in teacher education and examine its educational relevance for teacher professionalism, resilience, and Islamic teacher development. A bibliometric analysis was conducted using publications indexed in ERIC, Scopus, and Google Scholar between 2020 and 2025. Data were retrieved through Publish or Perish and analyzed using VOSviewer to identify publication trends, citation impact, conceptual structures, and thematic evolution. The findings reveal a substantial increase in research output during the study period, alongside a shift from deficit-oriented themes such as emotional exhaustion and stress management toward resilience, self-compassion, reflective awareness, and well-being. Additionally, keyword co-occurrence analysis identified four major thematic domains: stress management and adversity, emotional regulation and self-compassion, resilience and adaptive capacity, and reflective awareness and well-being. Overall, the findings highlight the growing importance of psychological competencies in supporting teacher professionalism and educational sustainability. For Islamic education, mindfulness and AQ provide relevant conceptual foundations for strengthening holistic teacher development that integrates intellectual, moral, emotional, and spiritual dimensions.
The Implementation of Project Based Learning to Enhance Computational Thinking Ability for Primary School Students Li Ying; Jiraporn Chano
Journal of Language Learning and Assessment Volume 3, Number 2, December 2025
Publisher : Naifaderu Cipta Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71194/jlla.v3i2.139

Abstract

Purpose This study examines the efficacy of Project-Based Learning (PBL) in enhancing Computational Thinking Ability (CTA) among fifth-grade students in Guilin, Guangxi, China, addressing a critical gap in primary education by integrating PBL with computational pedagogy. Grounded in Pappert’s (1980) constructionist theory and Vygotsky’s (1978) sociocultural theory, the research aims to compare CTA development through PBL versus traditional methods, offering insights into innovative teaching strategies aligned with the Curriculum Standards for Information Technology in Compulsory Education (2022) and global digital literacy demands (OECD, 2019). Methodology A quasi-experimental design was employed, involving 60 fifth-grade students from a primary school in Guilin, divided into an experimental group (n=30) using PBL and a control group (n=30) using traditional teaching. The 7-week intervention, conducted from May to July 2025 with 14 class hours, utilized pre- and post-tests, observational checklists, and teacher interviews to assess CTA across decomposition, abstraction, pattern recognition, and algorithmic thinking. Data were analyzed using paired- and independent-samples t-tests. Results/Findings (1) The experimental group’s total CTA mean score increased significantly from 63.43 (SD = 2.81) to 90.74 (SD = 2.43), with effect sizes (Cohen’s d) ranging from 3.36 to 10.32 , indicating substantial within-group improvement; (2) Compared to the control group’s post-test mean of 63.79 (SD = 2.85), the experimental group outperformed with a mean difference of 26.95 (t (58) = 39.45, p < 0.001, d = 10.01) , confirming PBL’s superiority; (3) Among CTA dimensions, pattern recognition showed the largest gain (mean difference = 7.52, d = 8.91), while algorithmic thinking had a smaller effect (d = 2.95), suggesting variability due to limited coding experience. Qualitative feedback supported PBL’s collaborative benefits, though time and resource challenges were noted
Co-Authors Archrawadee Srijaroon Bahtiar Mohamad Bovornpot Choompunuch kanokporn Janatkon Li Ying Sudares Sirisittanapak Yannapat Seehamongkon