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All Journal INSTITUTIO : JURNAL PENDIDIKAN AGAMA KRISTEN International Journal of Teaching and Learning (INJOTEL)
Prisca Diantra Sampe
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Religion Humanities Education Mathematics Social Sciences Other

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KORELASI KONTROL DIRI DENGAN PERILAKU AGRESIF PADA REMAJA LAKI-LAKI PEMINUM MIRAS (Studi Kontekstual Pada Remaja Di Jemaat GPM Imanuel OSM- AMBON) Salomina Patty; Prisca Diantra Sampe
INSTITUTIO : JURNAL PENDIDIKAN AGAMA KRISTEN Vol 4, No 2 (2018): Pendidikan Karakter
Publisher : Institut Agama Kristen Negeri (IAKN) Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51689/it.v4i2.149

Abstract

The study aims to know empirically the relationship between self control and the aggressive behavior of young male drinkers. The hypothesis that researchers ask is that there is a negative connection between self-control and aggressive behaviour in adolescent male-drinkers. The better the self-control in adolescent male drinkers, the lower the aggressive behavior, and vice versa. The subject in this study amounted to 72 teenage men of alcohol drinkers with characteristics aged 15-21 years and consumed a minimum of miras already 2 months. The sampling techniques used are purposive sampling techniques.The study used the aggressive behavior scale on adolescent male liquor and self-control scales in data retrieval. Data analysis is done using the correlation technique of Product Moment.   The results showed that there was a negative link between aggressive behavior in adolescent male drinkers with self control with rxy values =-0.497 and (P < 0.01), so hypotheses in this study were accepted.Keyword: aggressive behaviour in adolescent male drinkers, self control
UNDERSTANDING THE EFFECTS OF BROKEN HOMES ON STUDENTS: FAMILY STRUCTURE, PARENTING PATTERNS, AND EDUCATIONAL ACHIEVEMENT Prisca Diantra Sampe
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.20222171

Abstract

This study aims to examine the effects of broken-home conditions on students’ socio-emotional development and educational achievement through a literature review approach. Family instability, including parental divorce, prolonged conflict, emotional neglect, and dysfunctional parenting, has become an increasingly significant issue in contemporary education because it influences students’ psychological well-being, social adaptation, and academic performance. This research employed a qualitative library research method by analyzing recent scholarly publications indexed in reputable databases such as Scopus, ScienceDirect, SpringerLink, and Google Scholar. The selected literature primarily focused on studies published within the last 2 years that examined family structure, parenting patterns, social support, socio-emotional development, and educational achievement among students from broken-home families. The findings indicate that broken-home conditions negatively affect students through increased emotional distress, anxiety, low self-esteem, social withdrawal, reduced learning motivation, and declining academic engagement. Parenting quality was identified as a crucial factor influencing students’ adaptation, as supportive, emotionally responsive parenting can strengthen resilience and reduce the adverse effects of family disruption. In addition, social support from teachers, peers, schools, and communities serves as an important protective factor, enhancing students’ emotional stability and educational persistence. The review also reveals that educational outcomes among students from broken homes are multidimensional and influenced by interactions among psychological, social, and economic factors. This study contributes to educational literature by providing an integrative understanding of the relationships among family structure, parenting patterns, social support, and educational achievement. The study emphasizes the importance of inclusive educational environments, socio-emotional learning, and school-based counseling interventions to support vulnerable students. Therefore, collaborative efforts among families, schools, communities, and policymakers are essential to promote students’ emotional well-being and academic success despite family instability.
SOCIAL MANAGEMENT STRATEGIES IN COUNTERING RADICALISM AND EXTREMISM: EDUCATIONAL, COMMUNITY, AND POLICY PERSPECTIVES Prisca Diantra Sampe; Izak Jakobis Makulua
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.20222215

Abstract

Radicalism and extremism have become increasingly complex global challenges that threaten social cohesion, democratic stability, and community resilience in contemporary societies. The rapid development of digital communication, ideological polarization, and transnational extremist networks has intensified the spread of radical narratives across educational, social, and political environments. This study aims to analyze social management strategies for countering radicalism and extremism from educational, community, and policy perspectives using a literature review. The research employed a qualitative library research method, examining recent scholarly publications, policy reports, and peer-reviewed international journal articles on social resilience, counter-radicalization, educational interventions, community collaboration, and preventive governance. The findings indicate that preventive and collaborative social management approaches are more effective and sustainable than purely security-oriented strategies. Educational institutions play significant roles in promoting critical thinking, multicultural awareness, digital literacy, and moderate values to prevent ideological vulnerability among young people. Community collaboration strengthens social trust, intercultural dialogue, and participatory resilience, while inclusive public policies provide structural support for sustainable prevention efforts. The study also reveals that integrated social management frameworks are essential because radicalization is influenced by interconnected cognitive, emotional, social, and structural factors. Furthermore, the literature highlights several challenges, including institutional fragmentation, online radicalization, socioeconomic inequality, and political polarization, which continue to hinder prevention efforts. This study contributes to theory by integrating educational, community, and policy dimensions into a holistic framework to strengthen social resilience against radicalism and extremism. Practically, the study emphasizes the importance of cross-sectoral collaboration and preventive governance in developing adaptive and inclusive strategies to maintain social harmony and democratic sustainability in the digital era.
Co-Authors Aslan Aslan, Aslan Izak Jakobis Makulua Salomina Patty