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All Journal Jurnal Konseling dan Pendidikan Jurnal Psikologi Terapan dan Pendidikan JKI (Jurnal Konseling Indonesia) International Journal of Community Service Learning Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Journal of Science and Education (JSE) Widyadari : Jurnal Pendidikan Indonesian Journal of Educational Development (IJED) Buletin Edukasi Indonesia Jurnal Pengabdian Kepada Masyarakat Widya Mahadi International Journal of Educational and Life Sciences (IJELS) Advances in Psychological Sciences and Applications
Dharma Tari, I Dewa Ayu Eka Purba
Universitas PGRI Mahadewa Indonesia
Religion Arts Humanities Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Physics Public Health Social Sciences Other

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FLOURISHING MAHASISWA: PERSPEKTIF TEORI KONSTRUKTIVISME JEAN PEAGET: FLOURISHING STUDENTS: A PERSPECTIVE OF JEAN PEAGET'S THEORY OF CONSTRUCTIVISM I DEWA AYU EKA PURBA DHARMA TARI
Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Vol 8 No 2 (2024): SANTHET: (JURNAL SEJARAH, PENDIDIKAN DAN HUMANIORA) 
Publisher : Proram studi pendidikan Sejarah Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/santhet.v8i2.4533

Abstract

Students who are in the formal operational stage, where they have the ability to think abstractly and critically, have the potential to achieve flourishing. Students experience increased responsibility and competition in various aspects of their lives, such as academics, work, family, social, and personal interests. By understanding the relationship between flourishing and Piaget's cognitive development theory, we can create better support programmes for university students. This research uses a literature study method through the review of theoretical literature, references, and other scientific literature. Using Piaget's theory of constructivism, students can achieve flourishing through active learning, deep engagement, autonomy development, and relevant and contextualised learning experiences. An educational environment that provides freedom and flexibility allows students to develop optimal formal operations thinking ability, which is an important basis for achieving flourishing in higher education.
SOCIAL CHANGE AND CHARACTER EDUCATION IN THE DIGITAL ERA: PERUBAHAN SOSIAL DAN PENDIDIKAN KARAKTER DI ERA DIGITAL I Putu Sriartha; Wayan Mudana; I Made Pageh; I DEWA AYU EKA PURBA DHARMA TARI; Putu Abda Ursula; Ni Ketut Erawati
Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Vol 8 No 2 (2024): SANTHET: (JURNAL SEJARAH, PENDIDIKAN DAN HUMANIORA) 
Publisher : Proram studi pendidikan Sejarah Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/santhet.v8i2.4722

Abstract

The social changes that occur in society are influenced by the development of digital technology and have had a profound impact on the education system, school culture, and quality of education. This article aims to analyze the dynamics of social change in education, its impact on school culture, as well as the challenges and opportunities that arise in efforts to improve the quality of education in the digital era. The main focus of this research is character education, which is becoming increasingly relevant amid rapid technological advancements. Character education in the digital age focuses not only on the development of moral values, but also on the formation of the social and emotional intelligence necessary to interact ethically in cyberspace. Through a literature review, this article finds that in order to adapt to social and technological changes, education systems need to transform, create an inclusive environment, and ensure that technology is used as a tool to improve the quality of education, without neglecting social and ethical values. This research concludes that character education in the digital era requires a holistic approach that integrates technology with the teaching of moral and social values to shape the young generation that is ready to face global challenges.
The Correlation between Mindfulness and Flourishing of Elementary Teachers in the Merdeka Curriculum Era I Dewa Ayu Eka Purba Dharma Tari; I Made Mahaardhika
Journal of Science and Education (JSE) Vol. 5 No. 2 (2025): Journal of Science and Education (JSE)
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v5i2.462

Abstract

The study aims to analyze the relationship between mindfulness teaching and the level of teacher flourishing at elementary schools in Denpasar during the Merdeka Curriculum era. The study involved 30 elementary school teachers who were selected through a purposive sampling technique using a quantitative approach and correlational design. The data were collected through a questionnaire adopting the MAAS and PERMA Profiler instruments and analyzed using simple linear regression aided by SPSS. The results showed a significant positive relationship between mindfulness teaching and flourishing, with a correlation coefficient (R) of 0.469 and a coefficient of determination (R²) of 0.220. This finding indicates that 22% of the variation in flourishing can be explained by mindfulness teaching. Teachers who displayed more mindfulness exhibited better emotional, social, and psychological well-being, and were able to face professional challenges more positively. The study provides theoretical and practical contributions, confirming the importance of mindfulness teaching in improving teachers' flourishing while encouraging the development of mindfulness training to support teachers' roles in dynamic educational environments.
Behavioral Changes in Education Triggered by AI Use: A Perspective Based on Human-Computer Interaction (HCI) Theory Tari, I Dewa Ayu Eka Purba Dharma
Advances in Psychological Sciences and Applications Vol. 1 No. 01 (2025): Advances in Psychological Sciences and Applications
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/apsa.v1i01.990

Abstract

The emergence of artificial intelligence (AI) in education has significantly altered how students and teachers interact with technology and one another. This article examines behavioral changes resulting from the use of AI in educational settings through the lens of Human-Computer Interaction (HCI) theory. Using a conceptual approach, this paper proposes a framework that explores cognitive, social, affective, ethical, and professional dimensions in human-AI educational interactions. The analysis shows that AI promotes personalized learning and increases efficiency, yet introduces new challenges such as cognitive dependence, role shifts among educators, and ethical risks. The implications of this article are intended for curriculum designers, educators, and educational technology developers seeking to foster ethical, critical, and collaborative learning ecosystems.
Rational emotive behavior therapy for reducing adolescent anxiety in post-covid-19 pandemic online learning: group approach and single case design Dharma Tari, I Dewa Ayu Eka Purba; Mahaardhika, I Made
Jurnal Konseling dan Pendidikan Vol. 12 No. 4 (2024): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1118000

Abstract

The COVID-19 pandemic led to prolonged isolation and a widespread shift to online education, which has influenced students' emotional well-being. As schools transitioned back to in-person learning, many students exhibited signs of anxiety. Rational Emotive Behavior Therapy (REBT) is recognized as a promising method for addressing post-isolation anxiety by helping students develop rational thoughts and emotional regulation. This study explores the prevalence of anxiety among students involved in distance learning and examines the effectiveness of REBT in alleviating this anxiety. A single case design was employed with 6 students, selected from an initial group of 121 participants from five junior high schools in Denpasar, Indonesia. After filling out an anxiety questionnaire, 6 students were selected based on their anxiety levels and willingness to participate. These students underwent 12 REBT sessions, which included both group therapy and individual techniques. The analysis of pre- and post-test data revealed a significant reduction of 33.5% in anxiety levels, with statistical analysis showing a p-value of 0.025 (<0.05), confirming the positive impact of REBT. The study highlights the importance of addressing anxiety during transitions in education and underscores the potential of REBT in improving students' emotional well-being in post-pandemic learning environments. Further research can explore the long-term effects of REBT and its integration into school-based mental health programs.
Cyber Pedagogy and Student Wellbeing: A Literature Review on Digital Burnout and Mental Health in Online Learning Tari, I Dewa Ayu Eka Purba Dharma; Mahaardhika, I Made
Advances in Psychological Sciences and Applications Vol. 1 No. 02 (2025): Advances in Psychological Sciences and Applications
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/apsa.v1i02.1114

Abstract

This study examines the relationship between cyber pedagogy, digital fatigue, and students' mental health in online learning through the Literature Review (LR) approach. Based on an analysis of the selected literature from 2019 to 2025, it was found that digital burnout and mental health disorders are serious challenges in online education. Cyber pedagogy can reduce psychological distance and strengthen student well-being by balancing structure, dialogue, and learning autonomy. Data was obtained from academic journals and analyzed using content analysis. This research emphasizes the importance of humanistic pedagogical approaches in digital learning design. These findings provide conceptual and practical contributions for educators and policymakers to create a mentally healthy online learning ecosystem.
Co-Authors I Ketut Sapta I Made Mahaardhika I Made Mahaardhika I Made Mahaardhika I Made Pageh I Made Sutajaya I Putu Karpika I Putu Sriartha I Wayan Juliawan I Wayan Suja Ida Bagus Made Astawa Kadek Suhardhita Kadek Suhardita Karolina Skolastika Wijaya Made Wery Dartiningsih Ni Ketut Erawati Ni Komang Sri Yuliastini Ni Luh Gede Widhi Adnyani Ni Luh Rosita Diantari Putra Giri, Putu Agus Semara Putu Abda Ursula Putu Agus Semara Putra Giri Ratna Yunita Setiyani, Ratna Yunita Vinsensius Aman Wayan Mudana