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All Journal Cakrawala Pendidikan Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Konseling dan Pendidikan Psikopedagogia BIOEDUKASI Indonesian Journal of Educational Counseling Jurnal Edukasi AUD Jurnal Basicedu Bisma The Journal of Counseling JURNAL MAHASISWA BK AN-NUR : BERBEDA, BERMAKNA, MULIA Islamic Guidance and Counseling Journal KONSELING: Jurnal Ilmiah Penelitian dan Penerapannya Jurnal Suluh Pendidikan Jurnal Paedagogy International Journal of Applied Guidance and Counseling G-Couns: Jurnal Bimbingan dan Konseling Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Journal of General Education and Humanities Jurnal Basicedu Alinea: Jurnal Bahasa, Sastra, dan Pengajaran SOROT: Jurnal Pengabdian Kepada Masyarakat OPTIMA: Journal of Guidance and Counseling Indonesian Journal of Guidance and Counseling: Theory and Application Open Access DRIVERset
M. Solehuddin
Universitas Pendidikan Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Engineering Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Mechanical Engineering Physics Social Sciences Other

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INTEGRATING ACEH LOCAL WISDOM THROUGH THE E-STAR MODEL TO STRENGTHEN ELEMENTARY STUDENTS’ SCIENCE LITERACY Rahma Rahma; M Solehuddin
Jurnal Suluh Pendidikan Vol 14 No 2 (2026): Agustus
Publisher : Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v14i2.2538

Abstract

This study aims to develop and test the effectiveness of the E-STAR (Ethno-STEAM Assisted by Augmented Reality) model, which integrates Acehnese local wisdom into science learning on the Water Cycle and Weather Phenomena for fifth-grade elementary school students in Lhokseumawe City. The study used a quasi-experimental design with a nonequivalent control group design. The subjects were 60 fifth-grade students from two public elementary schools in Lhokseumawe City. Data collection instruments included a science literacy test, an observation sheet on learning implementation, and a student response questionnaire. Data analysis used an independent t-test and an N-Gain test. The results showed that the E-STAR model had a significant effect on strengthening students' science literacy (p < 0.05), with an average N-Gain of 0.72 (high category) for the experimental class compared to 0.38 (medium category) for the control class. The integration of Acehnese local wisdom, such as the concept of pantan melarang (prohibition) related to water management, and the expression hana ka, i.e., hana ka ureueng, in water cycle learning was proven to be able to improve the contextualization of materials and students' learning motivation. AR visualization supports concrete conceptual understanding of weather phenomena. This study concludes that the E-STAR model is an effective, innovative learning model for improving elementary school students' scientific literacy.
A Decade of Research on Supervision and Accountability in Guidance and Counseling: A Systematic Review and Comparative Analysis between Indonesia and Global Contexts Nadiya Kurniati; Nurul Afrianti; Muhammad Solehuddin
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 03 (2026): July 2026, G-Couns: Jurnal Bimbingan dan Konseling
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v10i03.9090

Abstract

Supervision and accountability are critical to improving the quality of guidance and counseling services, yet gaps remain in understanding their development and implementation, particularly in comparative contexts between Indonesia and the international community. (1) Objective: This study explores the development of supervision and accountability in guidance and counseling through a comparison of Indonesian cases with those in other countries. (2) Method: A systematic literature review was conducted in Google Scholar, Taylor & Francis, Sage Publication, Wiley, and Frontiers databases for the period 2015-2025. Inclusion criteria were peer-reviewed articles in English/Indonesian that discussed supervision and/or accountability practices, while exclusion criteria excluded non-empirical and irrelevant articles. (3) Results: Of the 1008 identified articles, 10 were selected, 4 Indonesian, 6 international. Indonesian research emphasized contextual adaptive technology supervision models, while international research developed evidence-based frameworks such as Ethical-Relational Clinical Supervision. (4) Implications: Supervision is a multidimensional construct that integrates technical, relational, and welfare aspects with the challenges of cultural adaptation. (5) Recommendations: Future research needs to develop an integrated model, explore the role of digital technology, and design supervision effectiveness measurement instruments that are sensitive to the local Indonesian context. Keywords: accountability, guidance and counseling, supervision
Formulation And Preliminary Validation Of The L-Karsa Model For Student Vocabulary Learning Nia Astuti; M. Solehuddin; Nurlaili Nurlaili; Hilda Auliana; Zikra Zikra
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 6 No. 2 (2026): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v6i2.2424

Abstract

This study was motivated by the low level of vocabulary mastery among elementary school students, which is caused by the dominance of teaching methods such as lectures, repetitive drills, and worksheet-based assignments that lack context and minimal interaction. This situation results in low early literacy skills among students in understanding and using vocabulary meaningfully. This study aims to formulate and preliminarily validate the L-KARSA Model (Socio-Cultural Augmented Reality Collaborative Literacy) as an innovative vocabulary learning model. The study employs a Design-Based Research (DBR) approach, implemented through the expert validation stage, encompassing needs analysis, model design, and prototype development. The research subjects consisted of elementary school teachers, first-grade students, and three expert validators. Data were collected through observation, interviews, and questionnaires, and analyzed using qualitative and quantitative approaches with the Content Validity Index (CVI). The results indicate that the L-KARSA Model was successfully formulated into six learning phases integrating collaborative literacy, Augmented Reality technology, and sociocultural values. Validation results showed that all items achieved an I-CVI ? 0.80 with an S-CVI/Ave of 1.00, falling into the “highly valid” category. These findings indicate that the L-KARSA model possesses strong theoretical and construct validity and has the potential to serve as an innovative alternative in contextual, interactive, and student-experience-based vocabulary learning. This study contributes to the development of a learning model based on the integration of technology and a sociocultural approach in the early literacy phase.
Global Trends in Emotional Intelligence Research and Their Implications for Education: A Bibliometric Analysis (2010–2025) Mai Rosalli Matondang; M Solehuddin; Arie Rakhmat Riyadi; Isma Widiaty; Yohanes Surya
Jurnal Paedagogy Vol. 13 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.19332

Abstract

This study aims to analyze the development of emotional intelligence research and its implications for educational practice through a bibliometric analysis of global scientific publications. Using the Scopus Performance Analysis approach, a dataset of 28,404 articles indexed in Scopus between 2010 and 2025 was examined. Descriptive bibliometric techniques were employed, including annual publication trends, author productivity, institutional contributions, and thematic evolution, to identify dominant research patterns and emerging directions. The findings indicate substantial growth in emotional intelligence research over the past decade, peaking in 2021, reflecting increasing attention to social-emotional competencies in education, mental health, and resilience during the COVID-19 pandemic. Thematic analysis shows a shift from early trait-based and self-report approaches toward integrative models linking emotional intelligence with psychological capital, educational outcomes, and emerging digital technologies such as artificial intelligence. These developments underscore the growing recognition of emotional intelligence as a critical factor in supporting student well-being, learning engagement, and adaptive skills in contemporary educational environments. This study provides a comprehensive mapping of emotional intelligence research evolution and identifies key gaps for future studies. For the Indonesian educational context, the findings highlight the importance of integrating emotional intelligence into curriculum design, teacher training, and social-emotional learning initiatives to strengthen students’ psychological resilience and learning readiness in an increasingly complex digital era.
Pemaknaan Pengasuhan Berbasis Bimbingan dalam Mengembangkan Sosial-Emosional Anak Usia Dini: Studi Fenomenologis di TK Islam Pepi Nuroniah; M. Solehuddin; Hayinah Rahayu
JEA (Jurnal Edukasi AUD) Vol. 12 No. 1 (2026): June
Publisher : Fakultas Tarbiyah dan Keguruan UIN Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/jea.v12i1.19666

Abstract

This study explores educators’ understandings of guidance-based caregiving in Islamic kindergartens in Serang City, Indonesia, and how these understandings inform practices that support young children’s social-emotional development. While previous studies have mainly emphasized social-emotional learning (SEL) outcomes and intervention-based programs, limited attention has been paid to educators’ lived understandings of caregiving within specific religious and cultural contexts, particularly in Muslim-majority settings. Addressing this gap, the study examines how guidance-based caregiving is experienced, interpreted, and enacted by educators in an Islamic early childhood setting. A qualitative phenomenological approach was employed. Data were collected through in-depth interviews and non-participant observations involving two teachers and one principal at an Islamic kindergarten in Serang City, Indonesia. Descriptive phenomenological analysis was used to identify recurring meanings and synthesize the essence of educators’ caregiving experiences. The findings show that guidance-based caregiving is interpreted as a holistic process of mentoring children through practices of educating, caring, and guiding in daily interactions within a safe environment. This practice aligns with SEL competencies and is grounded in Islamic values as a source of morality and emotional regulation in early childhood education.
The Effectiveness and Implementation of Formative Assessment in Primary Education: A Systematic Literature Review Ima Nurwahidah; Ima Nurwahidah; M. Solehuddin
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 12 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i12.2026.10

Abstract

Although formative assessment stands as a pillar of high-quality pedagogy, its integration into Indonesian primary education remains hamstrung by persistent systemic hurdles. This systematic literature review (SLR), anchored in the PRISMA protocol, scrutinised 32 high-impact studies published from 2019 to 2024. The study’s core objectives were threefold: (1) to evaluate how specific formative strategies drive student achievement; (2) to map the variables that either facilitate or obstruct successful implementation; and (3) to propose evidence-based benchmarks tailored to the Indonesian context. Findings indicate that well-calibrated formative practices yield a substantial effect size (d = 0.38–0.78) on pupil outcomes, particularly when the feedback loop is immediate, specific, and actionable. Eight standout strategies emerged: exit tickets, Socratic questioning, peer and self-assessment, gamified digital tools, structured observations, mathematical journals, and mini-whiteboards. Despite these advantages, the transition is often stalled by a trifecta of barriers: gaps in teacher competence, heavy administrative overhead, and infrastructure deficits. Ultimately, this review offers a roadmap for embedding contextualised, research-backed assessment frameworks into Indonesian primary classrooms
The Effectiveness and Implementation of Formative Assessment in Primary Education: A Systematic Literature Review Ima Nurwahidah; Ima Nurwahidah; M. Solehuddin
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 12 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i12.2026.10

Abstract

Although formative assessment stands as a pillar of high-quality pedagogy, its integration into Indonesian primary education remains hamstrung by persistent systemic hurdles. This systematic literature review (SLR), anchored in the PRISMA protocol, scrutinised 32 high-impact studies published from 2019 to 2024. The study’s core objectives were threefold: (1) to evaluate how specific formative strategies drive student achievement; (2) to map the variables that either facilitate or obstruct successful implementation; and (3) to propose evidence-based benchmarks tailored to the Indonesian context. Findings indicate that well-calibrated formative practices yield a substantial effect size (d = 0.38–0.78) on pupil outcomes, particularly when the feedback loop is immediate, specific, and actionable. Eight standout strategies emerged: exit tickets, Socratic questioning, peer and self-assessment, gamified digital tools, structured observations, mathematical journals, and mini-whiteboards. Despite these advantages, the transition is often stalled by a trifecta of barriers: gaps in teacher competence, heavy administrative overhead, and infrastructure deficits. Ultimately, this review offers a roadmap for embedding contextualised, research-backed assessment frameworks into Indonesian primary classrooms
Validating of the Grit Assessment for Undergraduate Students Lina Dwi Puryanti; M Solehuddin; Moh Roqib; Eka Sakti Yudha
International Journal of Applied Guidance and Counseling Vol. 8 No. 1 (2027)
Publisher : Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26486/a2y00h42

Abstract

This research aims to validate grit assessment instruments for undergraduate students, Instrument validation is carried out through content and construct validity. Content validation involves review by three experts namely instrument experts, content experts, and practitioners. This instrument using a 5-point likert scale ranging from 1 (vot at all like me) to 5 (very much like me). External validation was carried out by 105 students. The validity test uses Pearson's item-total correlation, and the reliability test uses Cronbach's Alpha. The results of the validity test showed that 15 out of 16 items were declared valid with a p<0.05 value. However, item GR1.8 was found to be invalid (r=0.083,p=0.402). The reliability test results were included in the category of moderate reliability with a Cronbach's Alpha value of 0.685. Therefore, removing the item GR1.8 will increase Cronbach's Alpha value to 0.709. Based on these findings, it is recommended to maintain valid and reliable items. Consider the removal of GR1.8 and review GR1.15 to improve the quality of the instrument. This validated grit assessment instrument can be an accurate and reliable measuring tool to understand and support the grit of undergraduate students.
Co-Authors Abdillah Arif Abdul Gofur Al Hakim, Ibrahim anne Hafina, anne Annisa Kharisma Arie Rakhmat Riyadi Bambang Setiawan Deasy Yunika Khairun Devi Ratnasari Eka Sakti Yudha Haddad Alwi Yafie Hayinah Rahayu Herawati Susilo Hilda Auliana Idat Muqodas Ilfiandra Ilfiandra Ima Nurwahidah Ima Nurwahidah Indra Aulia Ipah Saripah Isma Widiaty Kama Abdulhakam Kharisma, Annisa Khoirunnissa Lenny Wahyuningsih Lina Dwi Puryanti Mai Rosalli Matondang Moh Roqib Myrna Apriany Lestari Nadia Aulia Nadhirah Nadiya Kurniati Nandang Budiman Nia Astuti Nurhidayati, Euis Nurlaili Nurul Afrianti Pepi Nuroniah Popy Mayasari Afendy Rahma Rahma Rahman Rahman Rahmat Gernowo Risa Wismaliya Saomah, Aas Sudaryat N. Akhmad Sunaryo Kartadinata, Sunaryo Syamsu Yusuf Tatat Hartati Tina Hayati Dahlan, Tina Hayati Tria Monica Uman Suherman Vismania S. Damaianti, Vismania S. Wahyul Amien Syafei Wida Widiyanti Yohanes Surya Yohanes Surya Yulia Mauluddia Yusi Riksa Yustiana, Yusi Riksa Zikra Zikra Zuki Pristiantoro Putro