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All Journal Jurnal Penelitian dan Evaluasi Pendidikan Jurnal Konseling dan Pendidikan Jurnal Sosioteknologi Insaniyat: Journal of Islam and Humanities Jurnal Penelitian Pendidikan IPA (JPPIPA) Adabiyyat: Jurnal Bahasa dan Sastra JURNAL CEMERLANG: Pengabdian pada Masyarakat JPPM (Jurnal Pengabdian dan Pemberdayaan Masyarakat) Faktor Jurnal Ilmiah Kependidikan Jurnal Review Pendidikan dan Pengajaran (JRPP) Jurnal ABDINUS : Jurnal Pengabdian Nusantara Jurnal Sasindo Unpam Bulletin of Counseling and Psychotherapy Jurnal PkM (Pengabdian kepada Masyarakat) Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia BAHASTRA INFERENCE: Journal of English Language Teaching Nitisara: Jurnal Ilmu Bahasa Jurnal Pendidikan Progresif Nitisara: Jurnal Ilmu Bahasa Indonesian Journal of Business and Entrepreneurship Research Indonesian EFL Journal
Merry Lapasau
Universitas Indraprasta PGRI
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Physics Public Health Social Sciences Other

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A meta-analysis of computational thinking and artificial intelligence in education: impacts on students' problem-solving skills Asmaul Husnah; Widodo Widodo; Merry Lapasau; Hasbullah Hasbullah; Oom Rohmah
Jurnal Konseling dan Pendidikan Vol. 13 No. 4 (2025): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1187400

Abstract

Despite the rapid expansion of research on computational thinking (CT) and artificial intelligence (AI) in education, evidence on their comparative effects on students' problem-solving skills remains fragmented and inconsistent, underscoring the need for a systematic quantitative synthesis. This study conducted a systematic meta-analysis to examine and compare the effects of CT-based and AI-based instructional interventions on students' problem-solving performance. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines, twenty-four empirical studies published between 2017 and 2025 were analyzed using a three-level random-effects meta-analytic model to account for within-study dependencies and heterogeneity. The results showed that CT-based instruction produced a statistically significant and consistent positive effect on problem-solving skills (pooled effect size = 0.30, p < 0.001), indicating high stability across educational contexts. AI-based instructional interventions yielded a larger pooled effect size (0.46, p < 0.001), although greater variability was observed across instructional designs and contexts. These findings suggest that CT strengthens analytical reasoning and systematic problem-solving processes, whereas AI enhances adaptive and reflective thinking through personalized learning support. The study contributes theoretically by clarifying the complementary roles of CT and AI in problem-solving development and practically by providing evidence-based guidance for designing effective technology-enhanced learning environments.
Meta-analytical model of the relationship between learning motivation, self-efficacy, and academic achievement in online learning Hermawan Setiawan; Widodo Widodo; Merry Lapasau; Sunar Abdul Wahid; Acep Musliman
Jurnal Konseling dan Pendidikan Vol. 13 No. 4 (2025): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1187600

Abstract

The transformation of global education towards e-learning poses challenges to students' motivation and self-efficacy, impacting inequalities in academic achievement. A number of studies indicate that the relationship between motivation, self-confidence, and achievement remains complex and warrants further investigation. This study conducted a meta-analysis to assess the strength of the relationship between motivation, self-efficacy, and academic achievement in the context of digital learning. By analyzing 52  recent studies (2004–2025), we used a randomized effects model to account for heterogeneity between studies. The correlation coefficient reported in each study was converted to Fisher's Z to normalize the distribution of effects. Subsequently, the meta-analytic SEM was performed to test the self-efficacy mediation model. The results of the meta-analysis showed that the combined correlation between motivation and self-efficacy (r = 0.52) and motivation and academic achievement (r = 0.44) exhibited a moderate to strong ffect. The meta- structural equation modelling (SEM) analysis confirmed that self-efficacy mediates a partial influence of motivation on Academic Achievement (β indirect = 0.355, 36% of the total influence). Theoretically, these results strengthen social cognitive theory (Bandura) and self-determination theory (Deci & Ryan) in the field of e-learning. Practically, the results suggest that teachers and institutions should develop interventions that increase students' intrinsic motivation and self-confidence (e.g., through autonomy-supporting learning) and support educational policies that incorporate non-cognitive psychological indicators into the curriculum. This study provides a more accurate estimate of average effects and supports the development of the theory and practice of digital education based on cross-cultural evidence.
A systematic review of the 5e model and problem-based learning for critical and collaboration skills Nurhadi Nurhadi; Widodo; Merry Lapasau
Jurnal Konseling dan Pendidikan Vol. 13 No. 4 (2025): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1190200

Abstract

This systematic literature review examines empirical research on the integration of the 5E Instructional Model and Problem-Based Learning (PBL) in relation to students’ critical thinking and collaboration skills. Using an analytical thematic synthesis approach, 21 peer-reviewed empirical studies published between 2014 and 2025 were systematically selected and analyzed following PRISMA guidelines. The review identifies recurring patterns of pedagogical alignment between inquiry-based learning phases and problem-solving processes, as well as variations in reported learning outcomes across methodological designs. The findings indicate that integrated 5E-PBL implementations are consistently associated with positive trends in critical thinking and collaboration; however, the strength of evidence varies considerably depending on research design, measurement instruments, and contextual factors. Quantitative studies generally report statistically significant but moderate effects, while qualitative studies emphasize process-oriented learning gains. Importantly, the synthesis avoids causal claims and instead highlights associative instructional tendencies. This review provides the first structured mapping of pedagogical alignment between the 5E inquiry cycle and PBL stages to support higher-order and collaboration skills, offering a clarified conceptual foundation for future theory development and empirical investigation.
Ekspektasi Hasil dan Dukungan Sosial dalam Minat Karier Mengajar pada Generasi Muda: Suatu Meta-Analisis. Suwarsito; Widodo; Merry Lapasau; Sumaryoto; Supardi Uki Sajiman
Jurnal Penelitian Pendidikan IPA Vol 12 No 3 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i3.14136

Abstract

The declining interest of young people in the teaching profession has raised concerns about the sustainability of the future education workforce. Grounded in Social Cognitive Career Theory (SCCT), this study synthesizes empirical evidence on the relationships between outcome expectancy, social support, and teaching career interest through a meta-analysis. Following PRISMA 2020 guidelines, relevant studies published between 2017 and 2025 were systematically identified from Scopus, Web of Science, ERIC, and Google Scholar. A total of 20 empirical studies involving 10,527 participants met the inclusion criteria and were analyzed using a random-effects model with Fisher’s z transformation.The results show that outcome expectancy has a significant moderate-to-large association with teaching career interest (r = 0.43), while social support demonstrates a significant moderate association (r = 0.35). Heterogeneity was moderate for outcome expectancy (I² = 48.7%) and low-to-moderate for social support (I² = 30.3%). Visual inspection of funnel plots suggests no substantial publication bias. These findings provide robust support for SCCT and offer theoretical and practical insights into factors influencing youth interest in the teaching profession.
The Influence of Empathetic Leadership and School Culture on Teachers’ Psychological Well-Being: A Meta-Analysis Approach Darno Raharjo; Widodo Widodo; Merry Lapasau; Hasbullah Hasbullah; Hendro Prasetyono
Jurnal Penelitian Pendidikan IPA Vol 12 No 3 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i3.14398

Abstract

Teachers’ psychological well-being was a crucial component in creating an educational environment that supported optimal and effective learning. The psychological condition of teachers influenced the quality of classroom interactions, work motivation, emotional resilience, and professional stability. Various interpersonal and organizational factors contributed to this well-being, including empathetic leadership demonstrated by school leaders and the school culture that shaped teachers’ daily work environment. This study aimed to examine the influence of empathetic leadership and school culture on teachers’ psychological well-being through a meta-analysis approach that provided a more objective and comprehensive estimation of the overall effect. A total of 25 quantitative empirical studies that met the inclusion criteria were analyzed using a random effects model. The results indicated that empathetic leadership had a positive and significant relationship with teachers’ psychological well-being (r = 0.460, p < 0.001). School culture also showed a positive and significant relationship (r = 0.449, p < 0.001). These findings emphasized the importance of emotionally supportive leadership practices and collaborative school environments in maintaining teachers’ mental health. This study provided empirical evidence and practical recommendations for strengthening leadership practices and improving school culture to enhance teachers’ psychological well-being sustainably.
The impact of instructional media and cultural intelligence on maritime English literacy: A meta-analysis Aliya Izet Begovic Yahya; Merry Lapasau; Syahfitri Purnama; Oom Rohmah Syamsudin; Abdulkarimu Yanda
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 29 No. 2 (2025)
Publisher : Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v29i2.89176

Abstract

This study aims to analyze the influence of learning media and cultural intelligence on Maritime English literacy through a quantitative meta-analysis approach. A total of 28 journal articles published between 2012 and 2025 were systematically reviewed based on the PRISMA protocol, involving a combined sample of 3,164 participants from various educational levels and maritime training institutions. Statistical synthesis was conducted using JASP software to obtain pooled effect sizes and assess heterogeneity across studies. The results revealed that both variables had a positive and significant impact on Maritime English literacy. Learning media demonstrated a strong effect size of 0.782 (p < 0.001) with high heterogeneity (I² = 89.59%), reflecting diverse contexts of media implementation. Cultural intelligence showed a moderate effect size of 0.523 (p < 0.001) with very high heterogeneity (I² = 96.99%), indicating contextual variations across studies. These findings affirm that digital and interactive media, as well as cross-cultural competence, play a vital role in enhancing maritime learners’ English proficiency and global communication readiness. The study contributes to both theory and practice by providing a comprehensive quantitative synthesis of the determinants of Maritime English literacy. The results offer a strong empirical foundation for developing technology-based and culturally responsive teaching strategies, aligned with the Standards of Training, Certification, and Watchkeeping for Seafarers (STCW) and International Maritime Organization (IMO) standards.
The Influence of Emotional Intelligence on Academic Procrastination Through Learning Burnout: A Meta-Analytic Study Dwi Nur Luthofah; Widodo; Merry Lapasau
Jurnal Penelitian Pendidikan IPA Vol 12 No 5 (2026): In Progress
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i5.13678

Abstract

This study investigates the mediating role of academic burnout in the relationship between emotional intelligence and academic procrastination, a pathway not previously examined through meta-analytic synthesis. Following predetermined inclusion and exclusion criteria, 24 empirical studies published between 2015 and 2025 were retrieved from SpringerLink, ScienceDirect, Scopus, and ResearchGate, yielding a combined sample of 6,901 participants. All analyses were conducted under a random effects model. Heterogeneity was substantial across pathways, with I² reaching approximately 86% in the burnout-to-procrastination path, justifying the chosen model. Funnel plot inspection revealed no strong evidence of publication bias for the two main pathways, though the emotional intelligence-to-procrastination path showed minor asymmetry attributable to a single outlier study. The pooled effect sizes showed that emotional intelligence negatively predicted academic burnout (r = –0.34, p < 0.001), and academic burnout strongly predicted academic procrastination (r = 0.73, p < 0.001), while the direct effect of emotional intelligence on procrastination was non-significant (r = –0.15, p = 0.255). A product-of-coefficients meta-analytic mediation analysis confirmed that the indirect effect through burnout was significant, with the non-significant direct effect indicating full mediation. These findings are consistent with Conservation of Resources Theory and the strength model of self-control. Interventions targeting burnout prevention alongside emotional intelligence development are recommended as evidence-based strategies for reducing academic procrastination among university students.
EFFECT OF MNEMONIC STRATEGIES ON VOCABULARY MASTERY AND READING LITERACY: A META-ANALYSIS Muhammad Syahril; Merry Lapasau; Widodo
Indonesian EFL Journal Vol. 12 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i2.108

Abstract

Literacy is a fundamental educational element that extends beyond decoding written symbols to include understanding, using, and reflecting on information, with vocabulary mastery playing a critical role in supporting reading comprehension and overall academic success. This meta-analysis aims to quantitatively synthesize existing research on the effectiveness of mnemonic strategies in enhancing vocabulary acquisition and reading literacy, while also exploring moderating factors that influence these outcomes to provide evidence-based guidance for educational practice. This study employed a rigorous quantitative meta-analytic design using a random-effects model to synthesize effect sizes from 35 empirical studies across various educational levels, examining the direct and mediated effects of mnemonic strategies on vocabulary mastery and reading literacy, while ensuring reliability through a systematic review process, transforming diverse statistical data into standardized effect sizes, addressing heterogeneity and publication bias, and exploring moderator variables through sensitivity and subgroup analyses to provide comprehensive and generalizable insights into the effectiveness of mnemonic instruction. The meta-analysis revealed a significant pooled effect size of 0.81 (95% CI: 0.79 to 0.84) for mnemonic strategies on vocabulary mastery and reading literacy, alongside a significant heterogeneity (Q(34) = 49.47, p = 0.042), indicating variability in effectiveness across studies likely influenced by moderating factors such as learner characteristics and instructional context. Despite this variability, the relatively low heterogeneity (τ = 0.04) and robust model fit (AIC and BIC values) suggest that mnemonic strategies generally produce strong and consistent positive effects on literacy outcomes across diverse educational settings.
Co-Authors Abdulkarimu Yanda Acep Musliman Aditya Chandra Nugroho Aliya Izet Begovic Yahya Andayani Andayani Andri Suryana Apriani Riyanti Arjulayana Arjulayana Arliyanto, P Yudi Dwi Asmaul Husnah Atikah Anindyarini Ayu Puspita, Mega Nurmalisa Bambang Sumadyo Darno Raharjo Dewi, Ery Lukito Dwi Nur Luthofah Erwin Agus Ery Sugito Fitri Damayanti Fransisca Debora Haris Diar Rizki Hasbullah Hasbullah Hasbullah Hendro Prasetyono Hermawan Setiawan Hidayat, Ryan Hikmah Rahmah Hikmah Rahmah Hilda Hilaliyah Ira Miranti Lestarini Sumotenodjo Mamik Suendarti Muhammad Syahril Mulyaningrum, Vicihayu Dyah Murthada, Murthada N. Nurjanah Neindisa Radike Nurhadi Nurhadi Oom Rohmah Syamsudin Rafidah, Nik Rina Hidayati Pratiwi Riyanti, Apriani Sari, Marta Hayu Raras Sita Rukmika Setiawati, Luhur Soeparlan Kasyadi Sulis Setiawati Sulis Setiawati Sumaryoto Sunar Abdul Wahid Supardi U.S. Suwarsito Syahfitri Purnama Syukrio Idaman Syukrio Idaman Tati Maryati Tio Zulfan Amri Usep Kasman Virgana Widodo Widodo Widodo Widodo Widodo