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All Journal Pedagogi: Jurnal Ilmu Pendidikan Indonesian Journal of Community and Special Needs Education (IJCSNE) International Journal on Education Insight BAHASTRA
Muraina Kamilu Olanrewaju
Prince Abubakar Audu University Anyigba
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Rational Emotive Behaviour Psychotherapy and Depressive Behaviour Among Secondary School Adolescents Muraina Kamilu Olanrewaju; Saleh Musa; Wasilatu Saleh Mamud
Indonesian Journal of Community and Special Needs Education Vol 3, No 1 (2023): IJCSNE: March 2023
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijcsne.v3i1.51645

Abstract

The study was designed to examine rational emotive behaviour psychotherapy and depressive behaviour among secondary school adolescents in Yobe State, Nigeria. A simple random sampling technique was used to select 30 students for the study. The sample participants consist of 15 male and 15 female students. All selected samples were subjected to experimental. The quasi-experimental research design was used in the study. Beck’s Depressive Behavior Inventory (BDI) was administered to assess depressive behaviour before and after the intervention with a 0.85 reliability coefficient. Rational emotive behaviour psychotherapy (REBP) was employed as the treatment for the experimental group. t-test statistical tools using (SPSS) were used to test the 3 hypotheses formulated. The result revealed that REBP was significantly effective in depressive behaviour; the difference in the depressive behaviour was significant for Gender but not for age. Because of these findings, the study recommended that students should be trained on the effective usage of this intervention in REBP. Experts in educational counselling psychologists should intensify their effort to organize seminars/conferences on the implications of this intervention.
Civic Value and Political Interest as Determinants of Political Participation Among Primary School Teachers in Oyo State Muraina Kamilu Olanrewaju; Muraina Kehinde Maruf; Oladele Omolare
Pedagogi: Jurnal Ilmu Pendidikan Vol 23 No 2 (2023): Pedagogi: Jurnal Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pedagogi.v23i2.1587

Abstract

The purpose of this study was to examine civic value and political interest as determinants of political participation among primary school teachers in Oyo state. Five hundred participants constituted the study’s sample out of which only 476 were used after data administration. Both the independent and dependent variables were measured with validated instruments with 0.91 reliability co-efficient and the data obtained was analyzed using Pearson Product Moment Correlation (PPMC) Statistical method. Two research hypotheses were formulated and tested at 0.05 level of significance. The result showed that there was significant relationship between civic value and political participation among primary school teachers (r= .813; p<0.05) as well as between political interest and political participation among primary school teachers (r= .701; p<0.05). The implication of this showed that civic value and political interest had significant impacts on political participation among primary school teachers. In view of these findings, it was recommended that educational stakeholders should intensify their effort to institute a culture of civic value in the institution so as to improve on the level of political participation among primary school teachers.
Analyzing the multilevel interventions for effective implementation of social and emotional learning in the Jordanian school curriculum Hena Ahmed Iraqui; Muraina Kamilu Olanrewaju
International Journal on Education Insight Vol. 7 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijei.v7i1.14137

Abstract

Social and emotional learning (SEL) programs are increasingly recognized for their critical role in fostering the holistic development of students. This paper evaluates the benefits of SEL and explores its integration into the Jordanian school curriculum, emphasizing the need for culturally responsive and context-specific approaches. Through a comparative analysis of leading SEL frameworks, such as the Collaborative for Academic, Social, and Emotional Learning (CASEL) and the Strong Start in the US, the Promoting Alternative Thinking Strategies (PATHS) in the UK, the Strong Kids in Hong Kong, and the OECD’s Social and Emotional Skills framework, this study identifies key components and implementation strategies that have shown effectiveness in various educational contexts. Each of these programs offers unique insights into age-appropriate design, instructional delivery, and outcome measurement. This cross-contextual analysis reveals that successful SEL implementation in Jordan requires a multi-level approach involving curriculum integration, teacher training, community and parental engagement, and supportive policy frameworks. The paper argues that while international models provide evidence-based guidance, a localized adaptation is essential for relevance and sustainability. Ultimately, the study concludes that embedding SEL into Jordan’s education system will not only enhance academic outcomes and emotional resilience but also contribute to the broader goals of student well-being, social cohesion, and future readiness. The paper suggested the need to invest in pre-service and in-service training for educators on SEL competencies and delivery methods.
Developing contextual-based BIPA teaching materials integrating muhammadiyah values to enhance learners’ communicative competence Khaerunnisa Khaerunnisa; Mutiarani Mutiarani; Wika Soviana Devi; Apri Utami Parta Santi; Rina Nuryani; Halimah Halimah; Anzily Rahma Alia; Muraina Kamilu Olanrewaju
BAHASTRA Vol. 46 No. 2 (2026): BAHASTRA (In Progress)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bs.v46i2.2141

Abstract

This study aims to develop and evaluate contextual-based Indonesian language teaching materials for foreign speakers (BIPA) within the Muhammadiyah university setting. Addressing the limitations of existing culture-based materials, the study proposes an institution-based approach that integrates Muhammadiyah values, academic practices, socio-religious perspectives, and authentic campus communication contexts into instructional design. A mixed-method research design was employed within a research and development (R&D) framework guided by the ADDIE model. The study involved 15 BIPA learners, 2 instructors, and 3 experts. The needs analysis revealed that learners required instructional materials integrating linguistic, communicative, academic, socio-cultural, and institutional dimensions, with institutional context emerging as the most important component. The developed materials were validated by experts and were rated highly appropriate due to their alignment with learners’ communicative needs, authentic learning situations, and integration of institutional cultural values. The effectiveness test demonstrated a statistically significant improvement in learners’ communicative competence between the pre-test and post-test, with a large effect size indicating substantial learning gains. The findings suggest that the integration of authentic campus interactions and Muhammadiyah-based contextual content can enhance learners’ ability to communicate effectively in academic and social environments. This study contributes to BIPA pedagogy by extending contextualization beyond local cultural representation toward an institution-based framework that integrates cognitive, cultural, and contextual dimensions. The findings provide a practical model for developing context-sensitive BIPA materials in Islamic higher education institutions and other educational settings with distinctive institutional identities.
Co-Authors Anzily Rahma Alia Apri Utami Parta Santi Halimah, Halimah Hena Ahmed Iraqui Khaerunnisa Muraina Kehinde Maruf Mutiarani Mutiarani Oladele Omolare Rina Nuryani Saleh Musa Wasilatu Saleh Mamud Wika Soviana Devi