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All Journal Jurnal Konseling dan Pendidikan JISIP: Jurnal Ilmu Sosial dan Pendidikan Edu Sciences Journal Al-Ittizaan : Jurnal Bimbingan Konseling Islam Pedagogika : Jurnal Pedagogik dan Dinamika Pendidikan PAEDAGOGY : Jurnal Ilmu Pendidikan dan Psikologi Indonesian Journal of Counseling and Development INTERNATIONAL JOURNAL OF EDUCATION, INFORMATION TECHNOLOGY, AND OTHERS Jurnal Pengabdian Masyarakat dan Riset Pendidikan INTERNATIONAL JOURNAL OF HUMANITIES, SOCIAL SCIENCES AND BUSINESS (INJOSS) INTERNATIONAL JOURNAL OF SOCIETY REVIEWS (INJOSER) International Journal of Teaching and Learning (INJOTEL) NETIZEN (JOURNAL OF SOCIETY AND BUSSINESS) Indonesian Journal of Education (INJOE)
Criezta Korlefura
Program Studi Bimbingan Konseling, FKIP Universitas Pattimura
Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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CYBERBULLYING IN SCHOOLS: PREVENTION AND INTERVENTION STRATEGIES IN THE DIGITAL AGE Cynthia Petra Haumahu; Criezta Korlefura; Yulian Hermanus Wenno
INTERNATIONAL JOURNAL OF SOCIETY REVIEWS Vol. 3 No. 6 (2025): JUNE
Publisher : Adisam Publisher

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Abstract

Cyberbullying is one of the main challenges in schools in the digital age, where technological advances and the widespread use of social media have expanded the space for bullying among students. This phenomenon has a significant impact on students' mental health, academic achievement, and social well-being, with victims often experiencing psychological distress, anxiety, and even depression. This study uses a literature review method to identify forms of cyberbullying, its causes, and analyse effective prevention and intervention strategies in schools. The findings indicate that prevention efforts can be implemented through digital literacy education, character building, parental involvement, and the creation of a safe and inclusive school culture. Meanwhile, effective interventions involve psychological support, counselling services, and collaboration between schools, families, and digital platforms. With integrated and collaborative strategies, it is hoped that cases of cyberbullying in schools can be minimised, thereby creating a healthy learning environment that supports the optimal development of students in the digital era.
STUDI KUALITATIF TENTANG PENGARUH STRUKTUR KELUARGA TERHADAP MOTIVASI DAN PRESTASI BELAJAR SISWA Cynthia Petra Haumahu; Criezta Korlefura
NETIZEN: JOURNAL OF SOCIETY AND BUSSINESS Vol. 1 No. 12 (2025): NETIZEN: JOURNAL OF SOCIETY AND BUSSINESS
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

This study aims to analyse the influence of family structure on student motivation and academic achievement using a phenomenological qualitative approach. Data were collected through semi-structured interviews with 12 junior high school and high school students from intact families and broken homes. Data analysis was conducted using thematic analysis, through a process of coding, theme identification, and validation of results. The results show that family structure indirectly influences motivation and academic achievement through the quality of emotional relationships, social support, and student adaptation strategies. Students from intact families demonstrate stronger intrinsic motivation, while students from broken homes face emotional barriers but show high resilience through the support of teachers and the school environment. These findings emphasise the importance of an ecological approach and self-determination theory in understanding children's learning dynamics. The research recommendations emphasise the need for family-based school guidance interventions and psychosocial support across the education system
PERAN DUKUNGAN ORANG TUA DAN SELF-EFFICACY DALAM MENINGKATKAN MOTIVASI BELAJAR PESERTA DIDIK Theophanny Rampisela; Criezta Korlefura; Hendra Suhry
NETIZEN: JOURNAL OF SOCIETY AND BUSSINESS Vol. 1 No. 12 (2025): NETIZEN: JOURNAL OF SOCIETY AND BUSSINESS
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

This study aims to analyze the role of parental support and self-efficacy in enhancing students’ learning motivation at the secondary education level. Using a descriptive qualitative approach, data were collected through in-depth interviews, classroom observations, and documentation involving students, parents, and teachers. The findings reveal that parental support encompassing emotional, academic, and instrumental aspects plays a significant role in strengthening students’ motivation to learn. Students who receive consistent encouragement, guidance, supervision, and adequate learning facilities from their parents demonstrate higher intrinsic motivation and greater engagement in academic activities. Furthermore, self-efficacy emerges as a crucial internal factor influencing students’ persistence, optimism, and willingness to face academic challenges. The study also highlights that parental support contributes to the development of students’ self-efficacy, thereby creating a reinforcing effect on learning motivation. These results indicate that students’ motivation is shaped through the interaction between external factors (parental support) and internal factors (self-efficacy). This study suggests that efforts to enhance learning motivation should involve collaborative roles between families and schools, alongside strategies to strengthen students’ academic confidence in order to foster an optimal learning environment.
THE EFFECT OF CHARACTER EDUCATION ON STUDENT ACADEMIC ACHIEVEMENT: A LITERATURE REVIEW Hayyatun Mawaddah; Cynthia Petra Haumahu; Criezta Korlefura
Indonesian Journal of Education (INJOE) Vol. 4 No. 2 (2025): Indonesian Journal of Education (INJOE)
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

This study aims to review the literature that discusses the effect of character education on students' academic achievement in the school environment. The results of the review show that character education has a significant positive impact on improving academic achievement. A planned and consistent character education programme can help students develop ethical and moral values, such as discipline, responsibility and hard work, which contribute to better academic performance. In addition, the social and emotional skills acquired also support positive interpersonal relationships in the school environment. However, the effectiveness of character education programmes may vary depending on the implementation method, school context and student characteristics. Therefore, continuous evaluation and improvement are needed to ensure all students can gain maximum benefits. This research underlines the importance of character education in shaping students' academic excellence and virtuous character.
BROKEN FAMILY STRUCTURES AND THEIR EDUCATIONAL IMPLICATIONS: A REVIEW OF SOCIO-EMOTIONAL AND ACADEMIC DEVELOPMENT IN STUDENTS Cynthia Petra Haumahu; Criezta Korlefura; Theophanny P. Th. Rampisela
International Journal of Teaching and Learning Vol. 3 No. 10 (2026): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20222161

Abstract

Broken family structures have become an increasingly important issue in contemporary education, as they influence students’ socio-emotional development and academic achievement. Family instability caused by parental separation, divorce, conflict, neglect, and dysfunctional parenting environments may create emotional distress and educational difficulties among students. This study aims to examine the educational implications of broken family structures by reviewing the relationships among parenting styles, social support, socio-emotional development, and academic achievement. The research employed a qualitative library research method using scholarly articles, books, and reputable international journals indexed in Scopus and other academic databases published primarily within the last five years. The collected data were analyzed using content analysis and thematic synthesis to identify major conceptual patterns and recent research findings regarding students from broken-home families. The findings indicate that broken family structures significantly affect students’ emotional stability, self-esteem, motivation to learn, classroom participation, and academic performance. Students experiencing family instability are more vulnerable to anxiety, depression, emotional insecurity, and behavioral problems that interfere with educational engagement. However, supportive parenting styles, positive school environments, peer relationships, and counseling support systems function as protective factors that strengthen students’ resilience and adaptability. This study also highlights the importance of trauma-informed and inclusive educational approaches in supporting students from vulnerable family backgrounds. The novelty of this research lies in its integrative perspective, which combines socio-emotional, academic, parenting, and social support dimensions within a unified educational framework. Therefore, collaboration among families, schools, communities, and policymakers is essential to create supportive educational ecosystems that promote students’ emotional well-being and academic success despite family adversity.
Pengembangan Karakter Siswa SMP di Daerah Kepulauan Terpencil melalui Pendekatan Neurobiologi dan Psikologi Perkembangan: Studi Pengabdian Partisipatif di Kepulauan Banda, Maluku Tengah: Pengabdian Yulian Hermanus Wenno; Cynthia Petra Haumahu; Criezta Korlefura; Juni Nikijuluw
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 4 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 4 April - Juni
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i4.6703

Abstract

Pendidikan karakter bagi siswa SMP di daerah kepulauan terpencil menghadapi tantangan yang unik akibat isolasi geografis danketerbatasan sumber daya manusia profesional serta minimnya program intervensi berbasis bukti. Program pengabdian masyarakat ini bertujuan untuk mengembangkan karakter dari 15 siswa kelas VII di SMP Negeri 10 Maluku Tengah yang berada di Pulau Ay di Kepulauan Banda dengan pendekatan integratif yang menggabungkan neurobiologi dan psikologi perkembangan. Enam masalah karakter utama teridentifikasi: disiplin rendah, kesulitan dalam regulasi emosi, motivasi belajar intrinsik yang rendah, perilaku bullying, melemahnya etika sosial, dan apatisme siswa. Dengan menggunakan desain Community-Based Participatory Action (CBPA), program ini menerapkan enam metode sinergis yaitu workshop tentang neurobiologi remaja secara psychoeducative; kuliah ilmiah konteks; permainan edukatif; wawancara kelompok mendalam oleh mahasiswa biologi; refleksi kelompok yang difasilitasi; serta observasi perilaku terstruktur. Data dikumpulkan dari 11 kelompok mahasiswa mencakup 20 subjek siswa dari dua sekolah. Hasil penelitian menegaskan bahwa ketidakseimbangan antara sistem limbik dan korteks prefrontal yang belum matang muncul dalam perilaku siswa. Walaupun terdapat berbagai tantangan, para siswa menunjukkan sikap sosial positif yang kuat serta motivasi berbasis keluarga dan rasa ingin tahu tinggi sebagai aset karakter utama. Program ini menghasilkan lima kategori hasil: dampak pada siswa dan sekolah; inovasi produk (modul pembelajaran dan panduan permainan); publikasi akademik; serta pengembangan kapasitas bagi siswa dan dosen. Model ini membuktikan bahwa intervensi karakter berbasis ilmu pengetahuan yang kontekstual dapat dilaksanakan dengan efektif di sekolah-sekolah Tertinggal
KECERDASAN EMOSIONAL SISWA SMA: STUDI KOMPARATIF BERDASARKAN JENIS KELAMIN DI KOTA AMBON Criezta Korlefura; Elisa Wati Hutagalung; Mirati Alkatiri; Tanjila Samsudin
PAEDAGOGY : Jurnal Ilmu Pendidikan dan Psikologi Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/paedagogy.v6i2.11755

Abstract

Emotional intelligence is a crucial aspect of student development that plays a significant role in managing emotions, building social relationships, and coping with academic and social pressures. However, in practice, various issues indicate that students’ emotional competencies are not yet optimal, such as difficulties in emotional regulation, low empathy, and limited learning motivation. In addition, previous studies on gender differences in emotional intelligence have produced inconsistent findings. Therefore, this study aims to analyze the differences in emotional intelligence among senior high school students based on gender in Ambon. This research employed a quantitative approach with a comparative descriptive design. The sample consisted of 320 students selected through cluster random sampling. Data were collected using an emotional intelligence questionnaire developed based on the aspects of self-awareness, emotional regulation, self-motivation, empathy, and social skills. Data analysis was conducted through prerequisite tests, including normality and homogeneity tests, followed by hypothesis testing using an independent sample t-test. The results revealed a significant difference in emotional intelligence between male and female students, with a significance value (Sig. 2-tailed) of 0.003 < 0.05. These findings indicate that gender is associated with variations in students’ emotional abilities. In conclusion, students’ emotional intelligence is influenced not only by individual factors but also by social dynamics and adolescent developmental processes. The findings provide important implications for the development of more responsive and context-based guidance and counseling services in schools ABSTRAK Kecerdasan emosional merupakan salah satu aspek penting dalam perkembangan siswa yang berperan dalam kemampuan mengelola emosi, membangun hubungan sosial, serta menghadapi tekanan akademik dan sosial. Namun, dalam praktiknya, masih ditemukan berbagai permasalahan yang menunjukkan rendahnya kemampuan emosional siswa, seperti kesulitan mengendalikan emosi, kurangnya empati, serta rendahnya motivasi belajar. Selain itu, hasil penelitian sebelumnya terkait perbedaan kecerdasan emosional berdasarkan jenis kelamin masih menunjukkan temuan yang tidak konsisten. Oleh karena itu, penelitian ini bertujuan untuk menganalisis perbedaan kecerdasan emosional siswa SMA berdasarkan jenis kelamin di Kota Ambon. Penelitian ini menggunakan pendekatan kuantitatif dengan desain deskriptif komparatif. Sampel penelitian berjumlah 320 siswa yang dipilih menggunakan teknik cluster random sampling. Pengumpulan data dilakukan melalui kuesioner kecerdasan emosional yang disusun berdasarkan aspek kesadaran diri, pengelolaan emosi, motivasi diri, empati, dan keterampilan sosial. Analisis data dilakukan melalui uji prasyarat berupa uji normalitas dan homogenitas, serta pengujian hipotesis menggunakan independent sample t-test. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan dalam kecerdasan emosional antara siswa laki-laki dan perempuan, dengan nilai signifikansi (Sig. 2-tailed) sebesar 0,003 < 0,05. Temuan ini mengindikasikan bahwa jenis kelamin memiliki keterkaitan dengan variasi kemampuan emosional siswa. Dengan demikian, dapat disimpulkan bahwa kecerdasan emosional siswa tidak hanya dipengaruhi oleh faktor individu, tetapi juga oleh dinamika sosial dan perkembangan remaja. Hasil penelitian ini memberikan implikasi penting bagi pengembangan layanan bimbingan dan konseling di sekolah yang lebih responsif terhadap perbedaan karakteristik siswa.    
The socio-emotional digital literacy (SEL-D) model: confirmatory factor validation of a five-dimension hierarchical structure among adolescents Yulian Hermanus Wenno; Nono Hery Yoenanto; Rusnawati Ellis; Cynthia Petra Haumahu; Criezta Korlefura
Jurnal Konseling dan Pendidikan Vol. 14 No. 2 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1206600

Abstract

The rapid digitalization of adolescents' social environments has intensified the need for competencies that integrate technological skills with socio-emotional awareness and ethical digital behavior. However, existing digital literacy instruments predominantly capture technical and informational dimensions, and no psychometrically validated instrument has yet operationalized the five CASEL competencies as an integrated construct within digital contexts. This study aimed to validate the Socio-Emotional Digital Literacy (SEL-D) model, a hierarchical construct comprising five dimensions: digital self-awareness, digital self-regulation, digital social awareness, digital relationship skills, and responsible digital decision-making. A 30-item instrument, adapted from established SEL and digital literacy measures, was refined through expert content validation involving three experts (item-level Content Validity Index ≥ 0.80). Employing a cross-sectional survey design, data were collected from 139 senior high school students aged 15–18 years, selected through stratified random sampling across grade levels and school types in Ambon, Maluku Province, Indonesia, and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The measurement model demonstrated satisfactory psychometric properties, with composite reliability ranging from 0.857 to 0.944, Average Variance Extracted from 0.583 to 0.729, and acceptable global model fit (SRMR = 0.098). The higher-order SEL-D construct significantly predicted all five dimensions (β = 0.388–0.928, p < 0.001), most strongly digital relationship skills and social awareness (both β = 0.928; R² = 0.861). As a confirmatory validation of a regionally adapted instrument rather than the development of a new framework, this study provides initial, regionally bounded empirical evidence supporting the multidimensional SEL-D model and underscores the importance of integrating emotional and ethical dimensions into digital literacy education.
Penguatan Literasi Kesehatan Mental dan Strategi Koping Adaptif pada Siswa SMA Negeri 14 Maluku Tengah: Pengabdian Criezta Korlefura; Theophanny Paula Theresia Rampisela; Dwi Shaka Bulan
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 5 No. 1 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 5 Nomor 1 (Juli 2026 -
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v5i1.7538

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan literasi kesehatan mental dan strategi koping adaptif pada siswa SMA Negeri 14 Maluku Tengah. Kegiatan dilatarbelakangi oleh rendahnya pemahaman siswa terkait kesehatan mental, batasan antara perundungan dan bercanda, serta keterbatasan layanan bimbingan dan konseling di sekolah yang belum memiliki guru BK tetap. Metode yang digunakan adalah psikoedukasi partisipatif dengan desain pre-test dan post-test. Subjek kegiatan terdiri dari 40 siswa kelas XI dan XII yang dipilih secara random. Intervensi dilakukan melalui pemberian materi literasi kesehatan mental, edukasi mengenai perundungan, serta pelatihan strategi koping adaptif seperti teknik STOP, grounding, dan problem solving. Data diperoleh menggunakan Skala Literasi Kesehatan Mental dan Skala Strategi Koping Adaptif, kemudian dianalisis menggunakan analisis deskriptif dan uji Paired Sample t-Test dengan bantuan SPSS. Hasil kegiatan menunjukkan adanya peningkatan signifikan pada literasi kesehatan mental dan strategi koping adaptif siswa setelah intervensi. Skor rata-rata literasi kesehatan mental meningkat dari 28.45 menjadi 38.20, sedangkan skor strategi koping adaptif meningkat dari 27.10 menjadi 36.75. Hasil uji beda menunjukkan nilai signifikansi p < 0.001 pada kedua variabel. Kegiatan ini menunjukkan bahwa intervensi psikoedukasi berbasis sekolah efektif dalam meningkatkan pemahaman kesehatan mental dan keterampilan koping adaptif pada remaja.
Co-Authors CYNTHIA PETRA HAUMAHU Dwi Shaka Bulan Elisa Wati Hutagalung Eva Fitriana, Eva Galib, Izatul Janah Hayyatun Mawaddah Hendra Suhry Jeanete Ophilia Papilaya Juni Nikijuluw Kevin Hermanto Tupamahu Mahaly, Sawal Mirati Alkatiri Muhammad Fajar Hidayat, Muhammad Fajar Nikma, Zurotun Nono Hery Yoenanto R F Tuasikal Romi Mesra Rusnawati Ellis Tanaya, Anang Mulya Tanjila Samsudin Theophanny P. Th. Rampisela Theophanny Paula Theresia Rampisela Theophanny Paula Theresia Rampisela Theophanny Rampisela Vando Kristi Makaruku YULIAN HERMANUS WENNO