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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) Indonesian Journal Of Business And Entrepreneurship Research 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
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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Meta-analytical model of the relationship between learning motivation, self-efficacy, and academic achievement in online learning Setiawan, Hermawan; Widodo, Widodo; Lapasau, Merry; Wahid, Sunar Abdul; Musliman, Acep
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.
Exploring the links between technology acceptance, self-efficacy, attitude, and self-directed learning: a systematic review and synthesis Widyaninggar, Anggi Ajeng; Widodo Widodo; Merry Lapasau; Tatan Zenal Mutakin; Ira Miranti; Nurjanah Nurjanah
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: 10.29210/1190100

Abstract

This systematic review synthesizes recent empirical evidence on how the Technology Acceptance Model (TAM) and its extensions explain technology-based self-directed learning (SDL), with particular attention to the roles of technological self-efficacy, attitude, and key psychological mediators. Unlike prior TAM-based reviews that primarily focus on technology adoption or usage intention, this review specifically integrates SDL as a learning outcome and maps the psychological mechanisms that bridge technology acceptance and autonomous learning behaviour. Following PRISMA 2020 guidelines, sixteen quantitative and mixed-method empirical studies published between 2020 and 2025 were systematically selected and analyzed. The review focused on studies applying TAM or extended TAM frameworks in educational contexts, including e-learning systems, AI-based tools, online tutoring, and simulation-based learning. The synthesis reveals a consistent pattern across contexts: perceived usefulness and perceived ease of use indirectly influence SDL primarily through attitude and technological self-efficacy rather than through direct pathways. Technological self-efficacy emerges as the most robust and consistent predictor, exerting both direct effects on SDL and indirect effects via mediators such as learning motivation, positive emotions, and reduced technology-related anxiety, particularly in AI-supported learning environments. These relationships are observed across higher education, secondary education, and professional training settings, with most evidence originating from Asian contexts. This review advances TAM-based scholarship by clarifying SDL as a distinct educational outcome and by consolidating psychological mediation pathways that explain how technology acceptance translates into sustained autonomous learning. The findings highlight the importance of designing educational interventions that strengthen technological self-efficacy and supportive affective conditions to promote effective and equitable technology-enhanced self-directed learning.
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.
METAFORA KONSEPTUAL HIDUP ADALAH PERJALANAN DALAM TETRALOGI LASKAR PELANGI KARYA ANDREA HIRATA Lapasau, Merry; Setiawati, Sulis; Riyanti, Apriani
Jurnal Sasindo UNPAM Vol. 9 No. 1 (2021): Jurnal Sasindo UNPAM
Publisher : Universitas Pamulang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32493/sasindo.v9i1.60-71

Abstract

Setiap budaya memahami hidup dengan caranya sendiri dan setiap bahasa mempunyai cara tersendiri dalam mengungkapkan makna hidup secara metaforis. Tujuan penelitian ini untuk mendeskripsikan metafora konseptual kehidupan adalah perjalanan dalam Tetralogi Laskar Pelangi (selanjutnya ditulis TLP) karya Andrea Hirata. Metode yang digunakan adalah deskriptif kualitatif dengan kerangka teoretis conceptual metaphor theory (CMT) dari Lakoff & Johnson (1980/2003) dalam ranah kognitif linguistik. Hasil penelitian menunjukkan bahwa metafora konseptual kehidupan adalah perjalanan dalam TLP mempunyai domain sumber sebagai berikut: 1) arah hidup, 2) haluan hidup, 3) ekspedisi hidup, 4) jembatan, 5) labirin, 6) orientasi hidup, 7) tiket, dan 8) siklus. Dalam teori metafora kognitiv, analisis metafora memberikan jawaban atas pertanyaan tentang bagaimana kita membangun dunia dari pola-pola yang kita kenal. Melalui analisis metafora konseptual kehidupan adalah perjalanan, kita dapat memahami bagaimana masyarakat Melayu memaknai hidup seperti yang tertuang dalam TLP melalui karya Andrea Hirata, yaitu hidup haruslah dijalani sesuai dengan arah yang tepat, orientasi dan haluan yang benar, penuh petualangan (ekspedisi), berliku-liku (labirin, siklus) dan tidak selalu mudah (melalui jembatan, membeli tiket). Walaupun hidup tidak selalu mudah namun harus dijalani dengan sebaik-baiknya dengan berpedoman pada arahan yang tepat yang berlaku di masyarakat, hidup harus menghormati orangtua dan mengambil contoh dari perilaku baik orangtua, dan kita harus senantiasa berusaha hidup lebih baik dengan cara senantiasa memperbaiki diri sendiri.Kata kunci: Metafora Konseptual hidup adalah perjalanan, CMT, Tetralogi Laskar Pelangi, Andrea Hirata 
The impact of instructional media and cultural intelligence on maritime English literacy: A meta-analysis Yahya, Aliya Izet Begovic; Lapasau, Merry; Purnama, Syahfitri; Syamsudin, Oom Rohmah; Yanda, Abdulkarimu
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.
Translating ecological narratives: A linguistics and cross-cultural analysis of ‘Laskar Pelangi’ from Indonesian to German Lapasau, Merry; Hidayat, Ryan; Rafidah, Nik; Arjulayana, Arjulayana
BAHASTRA Vol. 46 No. 1 (2026): BAHASTRA (in-progress)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bs.v46i1.1567

Abstract

Translation studies face enduring challenges in conveying ecological themes across linguistic and cultural boundaries. This research explores how ecological dimensions in Andrea Hirata’s Laskar Pelangi (LP) are represented in its German translation, Die Regenbogentruppe (RBT). Grounded in Vinay and Darbelnet’s translation theory, the study examines key ecological elements -landscapes, flora, fauna, environmental degradation, and eco-cultural practices-and analyzes how translation strategies influence their portrayal. The research adopts a comparative and eco-critical approach, combining textual analysis with a focus on the sociocultural implications of translation choices. Findings reveal that procedures like equivalence, adaptation, borrowing, literal translation, and modulation predominantly align with target-language norms, reflecting a balance between cultural domestication and fidelity to the source text. This study not only sheds light on the translator's role in mediating ecological narratives but also contributes to discussions on how translated literature can foster cross-cultural ecological awareness. By emphasizing the interplay between translation strategies and ecological representation, this research underscores the potential of literary translation as a tool for global environmental advocacy, providing theoretical and practical insights for scholars and practitioners in translation studies and ecological linguistics. Pedagogically, the study highlights how translation practice and instruction can foster ecological literacy and global responsibility, encouraging learners to connect linguistic sensitivity with environmental ethics.
Co-Authors Acep Musliman Aditya Chandra Nugroho Andayani Andayani Andri Suryana Arjulayana Arjulayana Arliyanto, P Yudi Dwi Atikah Anindyarini Ayu Puspita, Mega Nurmalisa Bambang Sumadyo Dewi, Ery Lukito Erwin Agus Ery Sugito Fitri Damayanti Fransisca Debora Haris Diar Rizki Hasbullah Hasbullah Hasbullah Hasbullah Hasbullah Hermawan Setiawan Hidayat, Ryan Hilda Hilaliyah Husnah, Asmaul Idaman, Syukrio Ira Miranti Kasman, Usep Lestarini Sumotenodjo Mamik Suendarti Maryati, Tati Muhammad Anis, Muhammad Mulyaningrum, Vicihayu Dyah Murthada, Murthada N. Nurjanah Neindisa Radike Nurhadi Oom Rohmah Syamsudin Rafidah, Nik Rahmah, Hikmah Rina Hidayati Pratiwi Riyanti, Apriani Rohmah, Oom Rosalina, Susianti Sari, Marta Hayu Raras Sita Rukmika Setiawati, Luhur Soeparlan Kasyadi Sulis Setiawati Sunar Abdul Wahid Syahfitri Purnama Tatan Zenal Mutakin Tio Zulfan Amri Virgana Widodo Widodo , Widodo Widodo Widodo Widodo Widodo Widyaninggar, Anggi Ajeng Yahya, Aliya Izet Begovic Yanda, Abdulkarimu