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All Journal Journal of Computer Science Advancements International Journal of Educatio Elementaria and Psychologia Research Psychologie, Orientation et Conseil Cognitionis Civitatis et Politicae Techno Agriculturae Studium of Research Journal of Biomedical and Techno Nanomaterials Journal of Humanities Research Sustainability Islamic Studies in the World Pengabdian: Jurnal Abdimas International Journal of Educational Narratives
Chenda Dara
Cambodia International
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Education Social Sciences Other

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The Influence of STEM-Based Learning on Students’ Critical Thinking Skills Busnawir Busnawir; Ming Kiri; Chenda Dara
International Journal of Educational Narratives Vol. 3 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i1.2157

Abstract

Background. The integration of Science, Technology, Engineering, and Mathematics (STEM) into education has gained significant attention for its potential to foster students’ critical thinking and problem-solving skills. Purpose. STEM-based learning emphasizes hands-on, inquiry-driven approaches that encourage students to engage in real-world applications of knowledge. However, the impact of STEM-based learning on students’ critical thinking skills remains a subject of debate. Method. This study investigates the influence of STEM-based learning on the development of critical thinking skills among high school students. The research employs a quasi-experimental design, with one group of students receiving STEM-based instruction and another following a traditional curriculum. Pre- and post-assessments of critical thinking skills were conducted using standardized critical thinking tests. Results. The findings reveal that students in the STEM-based learning group showed significant improvements in their critical thinking abilities, particularly in areas such as analysis, evaluation, and problem-solving. In contrast, the traditional curriculum group showed little to no improvement. Conclusion. The study concludes that STEM-based learning has a positive impact on enhancing students’ critical thinking skills, suggesting that incorporating STEM approaches into educational practices can better prepare students for complex real-world challenges.
An Inclusive Group Guidance Model Based on Social Interaction to Improve the Mental Health of Children with Special Needs in Community Settings I Made Mahaardhika; I Dewa Ayu Eka Purba Dharma Tari; Chenda Dara
International Journal of Educational Narratives Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i2.3703

Abstract

Background: Children with special needs (CSN) face significant challenges in mental health, particularly related to limited social interaction, low self-confidence, and a high risk of social isolation. Existing guidance and counseling services have not fully integrated social and emotional approaches within inclusive and contextual settings. Purpose: This study aims to develop an inclusive group guidance model based on social interaction to enhance the mental health of children with special needs in a community setting. Method: This study employed a qualitative approach with a case study design combined with model development. Data were collected through participant observation, in-depth interviews, and documentation during group guidance activities involving children with special needs and facilitators in an inclusive community environment. Data analysis was conducted using thematic analysis to identify patterns of social interaction and their impact on participants’ psychological conditions. Results: The findings indicate that structured social interaction within group guidance significantly improves social engagement, emotional regulation, and self-confidence among children with special needs. Social support from facilitators and group members also contributes to the creation of a safe and inclusive psychological environment. Conclusion: The inclusive group guidance model based on social interaction is effective in improving the mental health of children with special needs and can serve as an innovative alternative in community-based counseling services. Novelty: This study proposes an integrative model that combines social psychology, mental health, and group guidance within a community setting as a novel, practical, and contextual approach to inclusive counseling services.
Co-Authors Ahmad Zuhdi Budiawan, Budiawan Busnawir Busnawir Chak Sothy Dara Vann Dharma Tari, I Dewa Ayu Eka Purba Dodi Setiawan Riatmaja I Made Mahaardhika Loso Judijanto Ming Kiri Muhammad Syaiful Nicholas Renaldo Nina Anis Ravi Dara Roni Subhan Sokha Dara Suhartin Dewi Astuti Vann Sok Vicheka Rith Wijaya Wijaya