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All Journal JIEET (Journal of Information Engineering and Educational Technology) JURPIKAT (Jurnal Pengabdian Kepada Masyarakat) Journal of Vocational and Technical Education (JVTE) Adornata: Ethnobeauty and Wellness Journal
Sri Usodoningtyas
Universitas Negeri Surabaya
Arts Humanities Computer Science & IT Dentistry Education Engineering Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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ANALYSIS OF THE UNESCO PILLARS OF EDUCATION IN COSMETOLOGY, ETHNOBEAUTY, AND WELLNESS LEARNING: A LEARNING THEORY PERSPECTIVE IN HIGHER EDUCATION Rosi Titiana Dinar Pangesti Rahayu; Sri Usodoningtyas; M Mamduh Winangun
Adornata : Ethnobeauty and Wellness Journal Vol. 2 No. 1 (2026): Transforming Beauty and Wellness Education: Learning Theory, Ethnobeauty, and D
Publisher : Universitas Negeri Surabaya

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This article analyzes the relationship between the four pillars of UNESCO education and learning theories in the context of cosmetology, ethnobeauty, and wellness learning in higher education. The four pillars of education introduced by UNESCO, namely learning to know, learning to do, learning to be, and learning to live together, provide a holistic framework for developing students’ knowledge, practical skills, personal identity, ethical awareness, and social responsibility. This article uses a qualitative approach with a literature study method by reviewing books, journal articles, and educational reports related to UNESCO’s educational pillars, learning theory, cosmetology education, ethnobeauty, natural beauty practices, and wellness-oriented learning. The findings show that learning to know is aligned with cognitivism because it emphasizes mental processes and conceptual understanding; learning to do is aligned with behaviorism because it emphasizes practice, repetition, and skill formation; learning to be is aligned with humanistic theory because it emphasizes self-development, professional identity, and ethical responsibility; and learning to live together is aligned with social constructivism because it emphasizes interaction, collaboration, and cultural understanding. In the context of beauty and wellness education, these four pillars can guide learning that integrates scientific knowledge, technical competence, cultural beauty values, client-centered care, and sustainable beauty practices. Therefore, the UNESCO pillars and learning theories can be used as a theoretical foundation for developing holistic, culturally responsive, and professionally relevant cosmetology education.
DECLINING STUDENT LEARNING MOTIVATION IN DIGITAL COSMETOLOGY, ETHNOBEAUTY, AND WELLNESS LEARNING: A HUMANISTIC THEORY PERSPECTIVE Zahiya Syalaisha Riswanto; M Mamduh Winangun; Sri Usodoningtyas
Adornata : Ethnobeauty and Wellness Journal Vol. 2 No. 1 (2026): Transforming Beauty and Wellness Education: Learning Theory, Ethnobeauty, and D
Publisher : Universitas Negeri Surabaya

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This study examines the problem of declining student learning motivation in the digital era from the perspective of humanistic theory, with specific attention to cosmetology, ethnobeauty, and wellness learning. The development of information technology has made learning resources more accessible; however, it also creates challenges such as digital distraction, instant culture, reduced face-to-face interaction, and weakened intrinsic motivation. This study uses a qualitative methodology with a library research approach by analyzing books, scientific journals, and academic articles related to learning motivation, digital learning, humanistic theory, beauty education, ethnobeauty, and wellness. The results indicate that declining motivation is influenced by high digital distraction, unmet psychological needs, lack of empathy in digital learning, and the dominance of task-oriented learning. From Maslow’s perspective, students’ needs for safety, belonging, esteem, and self-actualization may not be adequately fulfilled in digital learning environments. From Carl Rogers’ perspective, limited interpersonal communication, empathy, congruence, and unconditional positive regard can reduce meaningful learning. In cosmetology, ethnobeauty, and wellness education, this issue is important because students need not only cognitive understanding, but also practical skill, emotional sensitivity, client-centered communication, cultural awareness, and holistic wellness values. Therefore, technology integration should be balanced with humanistic learning strategies that strengthen empathy, reflection, professional identity, and meaningful engagement in beauty and wellness learning.
RANKING VERSUS AUTHENTIC LEARNING IN COSMETOLOGY, ETHNOBEAUTY, AND WELLNESS EDUCATION: A BEHAVIORIST ANALYSIS OF LEARNING MOTIVATION IN INDONESIA Raya Eka Ramadhani; M Mamduh Winangun; Sri Usodoningtyas
Adornata : Ethnobeauty and Wellness Journal Vol. 2 No. 1 (2026): Transforming Beauty and Wellness Education: Learning Theory, Ethnobeauty, and D
Publisher : Universitas Negeri Surabaya

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Abstract

The ranking system in Indonesian education remains a debated issue, especially amid the shift toward more comprehensive, student-centered, and process-oriented learning. This issue is also relevant in cosmetology, ethnobeauty, and wellness education, where learning outcomes should not only be measured through grades or class rank, but also through practical competence, cultural understanding, creativity, ethical awareness, client-centered care, and sustainable beauty values. This study analyzes the ranking system and authentic learning through the perspective of behaviorist learning theory. The method used in this study is qualitative library research by reviewing journals, books, policy documents, and relevant articles related to behaviorism, motivation, assessment, authentic learning, and beauty vocational education. The findings indicate that the ranking system reflects the application of behaviorism, particularly through stimulus, response, reinforcement, reward, and punishment. In the short term, ranking may encourage discipline and academic performance. However, excessive reliance on ranking can shift students’ motivation from intrinsic understanding to external recognition. In the context of beauty and wellness education, this condition may limit students’ ability to develop reflective practice, cultural sensitivity, natural ingredient literacy, and professional responsibility. Therefore, assessment in cosmetology, ethnobeauty, and wellness learning needs to move beyond ranking toward authentic assessment, portfolio-based evaluation, project-based learning, reflective feedback, and practical demonstrations. Such an approach supports meaningful learning while maintaining the holistic, cultural, and sustainable values required in beauty and wellness education.
RELIANCE ON ARTIFICIAL INTELLIGENCE IN ETHNOBEAUTY AND WELLNESS LEARNING AND ITS CONSEQUENCES FOR STUDENTS’ SELF-REGULATED LEARNING Shafira Dinar Rahmanda; M Mamduh Winangun; Sri Usodoningtyas
Adornata : Ethnobeauty and Wellness Journal Vol. 2 No. 1 (2026): Transforming Beauty and Wellness Education: Learning Theory, Ethnobeauty, and D
Publisher : Universitas Negeri Surabaya

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Abstract

The development of digital technology and generative Artificial Intelligence has transformed students’ access to learning resources, including in cosmetology, ethnobeauty, and wellness education. Although AI can support information retrieval and learning efficiency, excessive reliance on AI may reduce students’ active engagement in planning, monitoring, and evaluating their own learning processes. This study aims to analyze students’ reliance on AI in learning and its consequences for Self-Regulated Learning through the perspectives of cognitivism and constructivism, with specific attention to beauty and wellness education. This study uses a qualitative approach with a secondary data-based case study by reviewing scientific publications related to AI in education, Self-Regulated Learning, learning theory, cosmetology education, ethnobeauty, natural beauty practices, and sustainable wellness. The results indicate that unreflective AI use can weaken students’ cognitive processing, reduce independent knowledge construction, and limit reflective learning activities. In the context of ethnobeauty and wellness learning, this condition may affect students’ ability to critically verify information about traditional beauty practices, natural ingredients, client needs, safety, and sustainability. The findings suggest that AI should be positioned as a learning scaffold rather than a substitute for students’ thinking processes. Learning strategies such as problem-based learning, inquiry, reflection, collaborative practice, and guided AI literacy are needed to strengthen students’ self-regulation while preserving cultural, ethical, and sustainable values in beauty and wellness education.
Co-Authors Afifah Maulidiyatul Ula Ula Amelia Nur Zahira Arifatul Hasanah Arita Puspitorini Biyan Yesi Wilujeng Dayinta Alkencono Jati Dewi Lutfiati Diastian Vinaya Wijanarko Dindy Sinta Megasari Elfina Monica Sunarta Sunarta Fadia Lailatil Aghna Hanny Ferry Fernanda Juhrah Singke M Mamduh Winangun M.Mamduh Winangun Maspiyah Mutimmatul Faida Mutimmatul Faidah Nia Kusstianti Nia Kusstianti Nieke Andina Wijaya Novia Restu Windayani Nur Ilahi Anjani Octania Hartanto Octaverina K. Pritasari Raya Eka Ramadhani Ricky Eka Putra Rosi Titiana Dinar Pangesti Rahayu Shafira Dinar Rahmanda Sofi Nur Takhiyah Sri Dwiyanti Ursila Indah Pratiwi Zahiya Syalaisha Riswanto