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All Journal Mimbar Ilmu IJECA (International Journal of Education and Curriculum Application) SEIKAT: Jurnal Ilmu Sosial, Politik dan Hukum
Najamuddin Najamuddin
Makassar State University
Arts Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences

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Growth Mindset Mediates the Influence of Social Support on Interest in Continuing Higher Education Sukron Makmun; Mustari Mustari; Imam Suyitno; Ahmad Jamalong; Najamuddin Najamuddin; Romansyah Sahabuddin
Mimbar Ilmu Vol. 30 No. 3 (2025): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v30i3.103408

Abstract

Developing superior human resources through higher education is one of the keys to a nation's progress, but public interest in continuing higher education remains a challenge in several regions in Indonesia. This study aims to examine the impact of social support on interest in continuing higher education, as well as the mediating role of growth mindset in this relationship. This quantitative study, using a survey approach, was conducted involving 390 active university students as a randomly selected sample. Data were collected through questionnaires and analyzed using Structural Equation Modeling - Partial Least Squares (SEM-PLS). The results showed that social support has a positive and significant influence on interest in continuing higher education. Social support was also shown to significantly increase growth mindset. The most crucial finding is that growth mindset fully mediates the effect of social support on interest in continuing higher education. This means that although social support is important, its impact on interest in continuing higher education is greatly strengthened when the support is internalized into higher self-confidence in the individual. The results of the model goodness-of-fit evaluation indicate that a proportion of the growth mindset variable can be explained by social support of 61.9%, and interest in continuing higher education is explained by social support and growth mindset by 55.6%. The implications of this research highlight the importance of educational policies and intervention programs that focus not only on providing social support but also strategically strengthen individual growth mindsets to increase higher education participation.
Self-Efficacy Mediating the Influence of Social Support on Interest in Continuing Higher Education Sukron Makmun; Mustari Mustari; Imam Suyitno; Ahmad Jamalong; Najamuddin Najamuddin; Romansyah Sahabuddin
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 3 (2025): December
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i3.35444

Abstract

Developing superior human resources through higher education is crucial for national progress. However, interest in pursuing higher education in West Nusa Tenggara (NTB), particularly Central Lombok, remains a challenge that requires empirical study. This study aims to examine the impact of social support on interest in pursuing higher education, as well as the mediating role of self-efficacy in this relationship. This quantitative study, using a survey approach, involved 100 active university students in Central Lombok Regency as a sample, selected using a simple random sampling technique. Data were collected through questionnaires and analyzed using Structural Equation Modelling - Partial Least Square (SEM-PLS). The results showed that social support had a positive and significant effect on interest in pursuing higher education and self-efficacy. A key finding was that self-efficacy fully mediated the effect of social support on interest in pursuing higher education (R2 = 60.9%). Theoretically, this indicates that social support must first be internalized into self-efficacy to effectively increase interest. Policy implications highlight the importance of intervention programs that not only provide social support, but also strategically focus on strengthening individual self-efficacy to encourage higher education participation in the region.
Pancasila Education as an Instrument for Internalizing Constitutional Values in Character Formation of Students at Muhammadiyah Senior High School in Makassar City Umar Syam; Mustaring Mustaring; Najamuddin Najamuddin; Bakhtiar Bakhtiar
SEIKAT: Jurnal Ilmu Sosial, Politik dan Hukum Vol. 5 No. 4 (2026): SEIKAT: Jurnal Ilmu Sosial, Politik dan Hukum, Agustus 2026
Publisher : LPPM Sekolah Tinggi Ilmu Ekonomi 45 Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/seikat.v5i4.2838

Abstract

This study aims to analyze the implementation of constitutional values ​​through Pancasila Education in character building of students at Muhammadiyah Senior High School in Makassar City, identify supporting and inhibiting factors, and examine teacher strategies in the process of internalizing values. The study used a qualitative approach with a descriptive type through in-depth interviews, observation, and documentation techniques with the principal, Pancasila Education teachers, and students. Data analysis was conducted using the interactive model of Miles, Huberman, and Saldaña with validity testing through triangulation. The results of the study indicate that the internalization of constitutional values ​​is implemented integratively through intracurricular learning, school culture, and character building that forms nationalism, democracy, responsibility, tolerance, legal awareness, justice, and mutual cooperation. The main supporting factors include school culture, teacher role models, school leadership, and parental involvement, while social media and low discipline are the dominant obstacles. The novelty of this study produces the Constitutional Character Ecosystem Model, which emphasizes that the formation of constitutional character is the result of the interaction between constitutional learning, school culture, teacher role models, and continuous character building.
Co-Authors Ahmad Jamalong Bakhtiar Bakhtiar Imam Suyitno Mustari Mustari Mustaring Mustaring Romansyah Sahabuddin Sukron Makmun Umar Syam