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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
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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Enhancing Principal Effectiveness: A Meta-Analysis on the Roles of Academic Supervision and Instructional Leadership Tati Maryati; Merry Lapasau; Sunar Abdul Wahid
Jurnal Penelitian Pendidikan IPA Vol 11 No 9 (2025): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i9.12849

Abstract

School principal performance plays a crucial role in achieving institutional goals through effective leadership and academic supervision. While previous studies have demonstrated that both academic supervision and instructional leadership significantly influence principal performance, there remains a need for a comprehensive synthesis of empirical findings to clarify the strength and consistency of this relationship. This meta-analysis study focuses on supervision conducted by educational supervisors and instructional leadership as the primary factors affecting principal performance. A total of 27 empirical studies published between 2018 and 2025 were carefully selected based on predetermined inclusion criteria from the Google Scholar, SINTA, and Scopus databases. Meta-analytic procedures were implemented using JASP version 0.14.10, employing random-effects models to calculate effect sizes and test for heterogeneity and publication bias. The analysis revealed significant positive correlations between academic supervision (r = 0.611, p < 0.01) and instructional leadership (r = 0.578, p < 0.01) with principal performance. Results indicated moderate heterogeneity among studies, suggesting variability due to contextual factors, while no evidence of publication bias was detected. These findings affirm the critical influence of academic supervision and instructional leadership on principal effectiveness. The study highlights the importance of leadership development and the formulation of institutional policies that integrate supervisory and instructional dimensions to strengthen educational outcomes.
Exploration of Entrepreneurial Attitudes: A Comparison Between Indigenous and Chinese Ethnicity Hikmah Rahmah; Apriani Riyanti; Merry Lapasau; Sulis Setiawati; Syukrio Idaman
Indonesian Journal of Business and Entrepreneurship Research Vol. 1 No. 3 (2023): Vol. 1, No. 3, September 2023: Indonesian Journal of Business and Entrepreneurs
Publisher : Department of Business and Entrepreneurship, Faculty of Economics and Business, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research is a comparational study that aims to determine the differences in entrepreneurial attitudes between ethnic Chinese entrepreneurs and ethnic Indigenous entrepreneurs in Mamajang District and Wajo District, Makassar city. This research is quantitative research. The population in this study were ethnic Chinese entrepreneurs and ethnic Indigenous entrepreneurs in Mamajang and Wajo sub-districts, with a research sample of 60 entrepreneurs divided into two, namely 30 entrepreneurs from Chinese ethnicity and 30 entrepreneurs from Indigenous ethnicity. The sampling technique used was snowball sampling. The data analysis method in this study uses the t-test. The results of the difference test using the t-test technique obtained a value of t = 3.481 with a significance value or p = 0.001. These results indicate that there are differences in entrepreneurial attitudes between ethnic Chinese and indigenous ethnicities in mamajang subdistrict and wajo sub-district of Makassar city. The results showed that ethnic Chinese entrepreneurs have a higher entrepreneurial attitude than ethnic indigenous entrepreneurs. Testing on each aspect found a difference in the aspects of discipline and independence with ethnic Chinese having a higher score than ethnic natives while in the aspects of high commitment, honesty, creative and innovative and realistic found no difference.
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.
The Influence of Empathetic Leadership and School Culture on Teachers’ Psychological Well-Being: A Meta-Analysis Approach Raharjo, Darno; Widodo, Widodo; Lapasau, Merry; Hasbullah, Hasbullah; Prasetyono, Hendro
Jurnal Penelitian Pendidikan IPA Vol 12 No 3 (2026): In Progress
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.
Co-Authors Acep Musliman Aditya Chandra Nugroho Andayani Andayani Andri Suryana Apriani Riyanti Arjulayana Arjulayana Arliyanto, P Yudi Dwi Asmaul Husnah 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 Hendro Prasetyono Hermawan Setiawan Hidayat, Ryan Hikmah Rahmah Hikmah Rahmah Hilda Hilaliyah Ira Miranti Lestarini Sumotenodjo Mamik Suendarti Muhammad Anis, Muhammad Mulyaningrum, Vicihayu Dyah Murthada, Murthada N. Nurjanah Neindisa Radike Nurhadi Nurhadi Oom Rohmah Syamsudin Rafidah, Nik Raharjo, Darno Rina Hidayati Pratiwi Riyanti, Apriani Rosalina, Susianti Sari, Marta Hayu Raras Sita Rukmika Setiawati, Luhur Soeparlan Kasyadi Sulis Setiawati Sulis Setiawati Sunar Abdul Wahid Syahfitri Purnama Syukrio Idaman Syukrio Idaman Tati Maryati Tio Zulfan Amri Usep Kasman Virgana Widodo Widodo Widodo Widodo Widodo Yahya, Aliya Izet Begovic Yanda, Abdulkarimu