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All Journal JETL (Journal Of Education, Teaching and Learning) EDUCATIONE: Journal of Education Research and Review
Bety Diana Serly Hetharion
Universitas Pattimura
Aerospace Engineering Education Social Sciences

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The Effect of Mobile Seamless Based on Multicultural Education Towards The Enhancement of Learning Outcomes Moderated by Academic Self-Efficacy Bety Diana Serly Hetharion
JETL (Journal of Education, Teaching and Learning) Vol 7, No 2 (2022): Volume 7 Number 2 September 2022
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (177.869 KB) | DOI: 10.26737/jetl.v7i2.3256

Abstract

Learning outcomes have an important role in the learning process. But nowadays, being proficient in theory and getting good learning outcomes is not the only goal of Education to be achieved. In the learning process also requires students to be able to give respect and appreciation for human dignity. In this 21st century, it is time for students to be allowed to choose their way and style of learning, where students can determine when and where they will study. Thus, this study is here to determine the effect of seamless learning based on multicultural education on learning outcomes moderated by academic self-efficacy. This research is experimental quantitative research. The population in this study is all students of SMP Kristen Anugerah Kei Kecil. The sample in this study is selected using a clustered sampling technique in which certain groups that already exist in a population are selected as samples. The data in this study are obtained from a questionnaire using a Likert scale. The data in this study are then analyzed in several stages. Based on the results of hypothesis testing, it is known that academic self-efficacy is able to moderate the implementation of seamless learning based on multicultural education on student learning outcomes. Students, teachers, and parents must start adapting online learning tools in order to be able to get more knowledge and sources of information besides, in habituation and daily learning teachers and parents also need to introduce students to diversity so that students understand the value of tolerance.
HUMANISTIC SCHOOL MANAGEMENT FOR SAFE AND SUPPORTIVE SCHOOL CULTURES: AN INTEGRATIVE FRAMEWORK Paul Arjanto; Sarlota Singerin; Bety Diana Serly Hetharion; Vando Kristi Makaruku
EDUCATIONE Volume 4, Issue 2, July 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i2.292

Abstract

Policies that define safe schools often specify desired conditions but leave unclear how leaders can convert rights-based commitments into routines that shape everyday experience. This study develops an integrative framework for humanistic school management within Indonesia's Budaya Sekolah Aman dan Nyaman (BSAN), rendered here as Safe and Supportive School Culture. An integrative policy-conceptual review synthesized 40 substantive sources published between 1943 and 2026 across humanistic management, school climate, leadership, relational pedagogy, inclusion, partnership, restorative practice, digital safety, and authoritative policy standards. Sources were analyzed through deductive coding against four BSAN protection domains and inductive mechanism coding, followed by model construction and contradiction checking. The synthesis identifies five mutually reinforcing organizational capabilities: dignity-anchored leadership, protective governance, relational pedagogy, collaborative partnership, and continuous evaluation. These capabilities operate through relational trust, procedural predictability, psychological safety, stakeholder legitimacy, and organizational learning. The framework distinguishes harm reduction from flourishing and shows that humanism requires enforceable systems, not benevolent interpersonal style alone. It also surfaces five implementation tensions: care versus permissiveness, early detection versus surveillance, participation versus tokenism, contextual adaptation versus rights dilution, and restorative responses versus mandatory referral. The study contributes a multilevel architecture, implementation roadmap, and balanced indicator set linking policy mandates to observable practice. Empirical multi-site testing should examine whether the proposed mechanisms predict safety, belonging, engagement, and equitable well-being across diverse school contexts.
Co-Authors Paul Arjanto Singerin, Sarlota Vando Kristi Makaruku