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All Journal Edutech Jurnal Pendidikan Islam PAUDIA: JURNAL PENELITIAN DALAM BIDANG PENDIDIKAN ANAK USIA DINI PEDAGOGIA Aulad : Journal on Early Childhood Ta'dib: Jurnal Pendidikan Islam Edukids: Jurnal Pertumbuhan, Perkembangan, dan Pendidikan Anak Usia Dini Educenter: Jurnal Ilmiah Pendidikan EDUCENTER JURNAL PENDIDIKAN PAUDIA: JURNAL PENELITIAN DALAM BIDANG PENDIDIKAN ANAK USIA DINI
Gustiana, Asep Deni
Unknown Affiliation
Religion Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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The relationship between mentorship and internship students growth mindset: The mediating role of intrinsic motivation and work engagement Suksesi, Muhammad Adhi Makayasa Garuda; Nurihsan, Juntika; Gustiana, Asep Deni
Educenter : Jurnal Ilmiah Pendidikan Vol. 4 No. 3 (2025): Educenter: Jurnal Ilmiah Pendidikan (In progress)
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v4i3.1677

Abstract

This study aimed to examine the relationship between mentorship and growth mindset among interns, with intrinsic motivation and work engagement as mediating variables. Using a quantitative approach with a correlational explanatory design, data were collected from university students participating in internship programs through a Likert-scale questionnaire adapted from standardized instruments measuring mentorship, intrinsic motivation, work engagement, and growth mindset. Data were analyzed using the Structural Equation Modeling (SEM) technique. The results indicated that mentorship had a positive and significant effect on the growth mindset of interns. Furthermore, intrinsic motivation and work engagement were found to partially mediate this relationship, implying that effective mentor support should be complemented by internal motivation and active involvement from students to optimize the development of a growth mindset. These findings highlight the importance of collaborative efforts between educational institutions and internship programs in developing comprehensive mentoring systems. Theoretically, this study contributes to the literature on educational and organizational psychology, while practically offering insights for designing internship programs that foster adaptive, resilient, and motivated future professionals.
Mendorong Perkembangan Sosial Emosional Melalui Proyek Pembelajaran Berbasis Layanan Inklusif untuk Siswa IECE Asih, Bimbi Lastri Prima; Syaodih, Ernawulan; Gustiana, Asep Deni; Zakir, Nordiana
PAUDIA: Jurnal Penelitian dalam Bidang Pendidikan Anak Usia Dini Vol 14 No 4 Periode September - November 2025
Publisher : Pendidikan Guru PAUD Universitas Persatuan Guru Republik Indonesia Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/paudia.v14i4.2389

Abstract

Aspects of social-emotional development are critical to young children’s overall development, in early childhood inclusive classrooms where children have a wide variety of needs. In Indonesia, a number inclusive education programs continue to grapple with the development of empathy, cooperation and emotional regulation, demonstrating that evidence-based strategies for young children to develop these abilities is an urgent priority. This investigation focused on the effect of service-learning experiences for children in inclusive early childhood programs. Twelve 5- to 6-year-old students participated from an inclusive classroom, using a mixed-method design. The collection of quantitative data was provided from PAPI testing, while the qualitative part consisted of classroom observations around peer interaction and affect regulation as well as semi-structured teacher interviews about engagement and feasibility. Students, overall, demonstrated a 32% average increase in social-emotional competence with the largest increase in empathy (35%), cooperation (30%) and emotional regulation (28%). Teachers noted better participation and cooperation between students as well. These results suggest that service-learning is an effective intervention for promoting social-emotional competence in inclusive preschool classrooms. The research contributes with practical applications for Indonesian educators and policy makers to implement service-learning in inclusive education that supports both social-emotional development as well as equitable learning beginning in the early years of education.
Co-Authors Arini G, Alfianti Asih, Bimbi Lastri Prima Ayu Amalia AYU LESTARI Dwidana, Rizki Ernawulan Syaodih Gunawan, Mochammad Lili HAKIM, RISYDA LAMIYA NABILA Hendarsyah, Adelia Putri Heny Djoehaeni Indriyani, Deulis Juhanaini, Juhanaini Khalisha, Fadhilah Nur Komang, I Gusti LELI KURNIAWATI Mubiar Agustin Nana Supriatna Nugraha, Ali Nur'afifah, Dina Nurihsan, Achmad Juntika Parasaty, Gading Ayu Rahman Rahman Ristiany, Ristiany Romadhona, Nur Faizah Ryan Dwi Puspita Sadiah, Ghina Salamatu Santi Susanti, Santi Silvia, Dinda Annisa Suksesi, Muhammad Adhi Makayasa Garuda Suryani, Ratih Susanti Agustina, Susanti Tatat Hartati Wardani, Duhita Savira Yeni Rachmawati Zakir, Nordiana