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All Journal Jurnal Visi Ilmu Pendidikan Jurnal Ilmu Sosial dan Humaniora Jurnal Penelitian Pendidikan Jaqfi : Jurnal Aqidah dan Filsafat Islam QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Moral Kemasyarakatan DUNAMIS: Jurnal Teologi dan Pendidikan Kristiani Edukasi Islami: Jurnal Pendidikan Islam Jurnal Basicedu Journal of Moral and Civic Education Ta'dib: Jurnal Pendidikan Islam CERMIN: Jurnal Penelitian SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Jurnal Paedagogy Jurnal Penelitian Agama Hindu Proceedings Series on Social Sciences & Humanities INSANIA : Jurnal Pemikiran Alternatif Kependidikan Journal of Innovation and Research in Primary Education Kasta: Jurnal Ilmu Sosial, Agama, Budaya dan Terapan Journal of Pedagogy and Education Science Jurnal Indonesia Sosial Sains Action Research Journal Indonesia (ARJI) Al-Tarbawi Al-Haditsah
Encep Syarief Nurdin
Universitas Pendidikan Indonesia
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ARKA IN PHASE OJL 7 GREAT BK MOVES: A PORTRAIT OF THE INITIAL SHIFT OF BK SERVICES FROM REACTIVE TO PARTICIPATORY Putra Asga Elevri; Yadi Ruyadi; Encep Syarief Nurdin; Asep Dahliyana; Juntika Nurihsan; Ace Suryadi
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8447

Abstract

This article analyzes the application of the ARKA framework—Activities, Reflection, Conceptualization, and Application—in the on-the-job learning (OJL) phase of the 7 Great BK Jurus Program as a micro-pedagogical mechanism for guidance and counseling (BK) services. The focus of the article is directed at how the implementation of ARKA is represented in the PSKP report on the initial implementation of the 7 Great BK Skills and Guardian Teacher Program, as well as how these representations can be read as an early indication of the shift of BK services from a reactive approach to a more participatory service. This article uses a qualitative approach with a secondary document analysis design. The main source of analysis is the published PSKP report, supported by literature on BK services development, experiential learning, professional reflection, and program implementation. This article does not use raw data in the form of interview transcripts, FGDs, or internal field notes as a corpus of analysis. The results of the analysis show that ARKA can be understood as a service flow that connects activities, reflection, conceptualization, and application in BK practice. The PSKP report indicates that there are service practices that are more interactive, needs-based, reflective, and applicative, although these changes are still preliminary and uneven. Obstacles such as limited service time, infrastructure, monitoring, and legitimacy of regional facilitators continue to limit the sustainability of ARKA implementation. This article concludes that ARKA has the potential to strengthen BK development services if supported by the reflective capacity of implementers and school institutional support.
ECOLOGY OF DIGITAL ATTENTION AND STUDENT SELF-REGULATION: A CONCEPTUAL ANALYSIS OF CHARACTER EDUCATION IN THE PLATFORM ERA Putra Asga Elevri; Yadi Ruyadi; Encep Syarief Nurdin; Asep Dahliyana
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8501

Abstract

The development of digital platforms has helped to reshape the learning, communication, entertainment, and social relations environment of adolescent students. In this context, digital attention is more proportionate to be understood not only through screen duration or device use settings, but also through media usage habits, social-pedagogical relationships, norms of technology use, and platform design and incentives as part of the student's digital environment. This article aims to compile a conceptual analysis of the relationship between the ecology of digital attention, adolescent self-regulation, and character education in the platform era. Using a conceptual study based on directed narrative literature, this article proposes "the ecology of digital attention" as a conceptual working term and an analytical construct for reading students' attention relationally in a digital environment. Conceptually, digital self-regulation can be understood as a capacity of relational character that includes: 1) goal setting; 2) impulse management; 3) attention management; 4) monitoring of digital habits; 5) reflection on consequences, and 6) digital responsibility. In this position, character education can provide space for reflection on digital use, responsible habituation, attention management, and the development of practical wisdom in students' digital lives. This article is not intended to test empirical relationships, evaluate policies, or assess specific programs.
Co-Authors Ace Suryadi Aceng Kosasih, Aceng Ade Cahyaningsih Agung Dwi Putra Ahmad Khomaini Syafeie Ahmad Syamsu Rizal Alek Andika Asep Dahliyana Aulia Ajizah Bagja Waluya Bunyamin Maftuh Cece Rahmat Chairil Faif Pasani Darsiharjo Dasiharjo Dasim Budimansyah Dasim Budimansyah, Prayoga Bestari, Redi Yamanto, Dasim Budimansyah, Dasim Budimasyah Deni Supardi Hambali Dewantara, Jagad Aditya Dipa Suharto Edi Suresman Eni Supriati Evi Abdurohmat Fajar Nugraha Fitriya Wulansari Galuh Ibrahim Gumelar, Abih Hikmat Hikmat I Putu Suyasa Ariputra Imas Kurniawaty Intan Indah Permatasari Juntika Juntika Nurhihsan Kadek Aria Prima Dewi PF Kama Abdulhakam Lalu Parhanuddin Lanang Riyadi Maksud Khoshimov Martina Sudibja Mianto Nugroho Agung Momod Abdul Samad Mupid Hidayat Mupid Mupid Mustafizul Ichsan Mustolikh Mustolikh N. Euis Kartini Nadri Taja Nahadi Naniek Krishnawati Nurihsan, Achmad Juntika Putra Asga Elevri Rakhmat, Cece Rita Milyartini Salsyabila Ika Putri Aryaningrum Sofyan Sauri Somad, Momod Abdul Syihabuddin Syihabuddin Tri Suhartati Via Nurafiati Astuti Vicky Taniady Warlim Warlim Yadi Ruyadi Yuli Apriati Zulkifli Sumantri