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All Journal Journal on Research and Review of Educational Innovation Asian Journal of Applied Education Dedication : Jurnal Pengabdian Masyarakat At- Ta'lim : Jurnal Pendidikan Journal of Community Service (Abdisci) Samakta: Jurnal Pengabdian Kepada Masyarakat
Dewanti, Lucky
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Agriculture, Biological Sciences & Forestry Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Other

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Journal : Asian Journal of Applied Education

 1 
Integrating Metacognition into Adaptive Gamification Design to Strengthen Reflective Competence in Pre-service Teacher Education Kawatu, Paul Johan; Dewanti, Lucky; Astuty, Henny Sri; Sodikin, Sodikin; Arafah, Muhammad
Asian Journal of Applied Education (AJAE) Vol. 4 No. 3 (2025): July 2025
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v4i3.14999

Abstract

Reflective competence is vital for prospective teachers to foster critical thinking and lifelong learning. However, digital learning environments often lack support for metacognitive awareness and self-regulation. This study used a quasi-experimental mixed-methods design involving 128 education students from two Indonesian LPTKs over one semester. Pre-tests and post-tests using the Reflective Thinking Scale (RTS) assessed quantitative changes, while qualitative data came from learning logs and interviews. Results showed a significant improvement in reflective competence (p < 0.01), particularly in critical reflection and thinking strategies. Adaptive gamification that adjusted challenges and feedback in real time enhanced engagement and learning depth. Metacognitive integration in gamification promoted self-regulation, reflective questioning, and skill transfer to teaching practice. Metacognition-based adaptive gamification effectively supports the development of reflective competence in prospective teachers.
The Role of Student Led Organizations in Developing Leadership and Soft Skills in Higher Education Dewanti, Lucky; Soelistiyono, Anitiyo; Astuty, Henny Sri; Berliani, Tety; R, Rinovian
Asian Journal of Applied Education (AJAE) Vol. 4 No. 4 (2025): October 2025
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v4i4.15453

Abstract

This study examines the role of student organization participation in developing leadership skills and soft skills in higher education. Recognizing that universities must foster not only academic achievement but also competencies relevant to professional needs, the research employs a quantitative survey method using a Likert scale questionnaire distributed to 120 active students from three universities in Bogor, Tuban, and Jakarta. Data were analyzed using multiple linear regression to assess the influence of organizational participation levels. The results indicate that involvement in student organizations has a positive and significant impact on leadership and soft skills, particularly in communication, teamwork, and decision-making. These findings highlight the vital role of student organizations as complementary non-formal learning spaces that provide contextual and practical experiences. The study contributes both theoretically to higher education research and practically by offering insights for universities in designing strategies to enhance leadership and soft skills through student organization empowerment.
Integrated Teacher Support Systems for Enhancing Behavioral and Cognitive Development in Preschool Institutions Dewanti, Lucky
Asian Journal of Applied Education (AJAE) Vol. 5 No. 1 (2026): January 2026
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v5i1.15934

Abstract

The quality of early childhood behavioral and cognitive development is strongly influenced by teacher capacity and institutional support, yet teacher support practices are often fragmented. This mixed-methods sequential explanatory study examines the impact of an integrated teacher support system on children’s behavioral and cognitive development in early childhood education institutions. Quantitative data were collected from 50 teachers across nine institutions in Bogor Regency and assessments of 120 children, and analyzed using descriptive and inferential statistics. Qualitative data were obtained through in-depth interviews with six teachers and institutional leaders and analyzed thematically. The findings indicate that an integrated teacher support system positively enhances children’s behavioral and cognitive development by strengthening teachers’ pedagogical competence, ensuring consistency in learning practices, and providing sustained institutional support. The study contributes to early childhood education theory and offers practical guidance for designing integrated and sustainable teacher support systems.
Co-Authors Azizah, Dewiantika Berliani, Tety Budianti, Baedah Ferianti, Nurdini Hadiwijaya, Herman Henny Sri Astuty Hersiyati Palayukan Kawatu, Paul Johan Khoeriah, Ina Ana Muhammad Arafah Panglipur, Indah panglipur, indah rahayu Putri, Della Apriyani Kusuma R, Rinovian Samsul, Dadan Septi Triyani Sodikin Sodikin Soelistiyono, Anitiyo Suriyani Suriyani, Suriyani