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The potential of the discovery learning model integrated the reading, questioning, and answering model on cross-cultural high school students’ problem-solving skills Hariyanto Hariyanto; Siti Roudlotul Hikamah; Nasruliyah Hikmatul Maghfiroh; Endra Priawasana
Journal of Education and Learning (EduLearn) Vol 17, No 1: February 2023
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v17i1.20599

This study aims to test the discovery model integrated with the reading, questioning, and answering (RQA) model. This research is a quasi-study which involves the second semester XI grade students of state senior high school (SMA) Negeri in Situbondo as subjects. The number of students who studied was 160 people from four different classes in the 2018/2019 academic year. Sampling is done by class equality test. Each class is taught with a different model, for each class is grouped again based on the culture of residence of students, namely coastal students, urban and mountain students. Researchers used Ancova to test the research hypothesis followed by the least significant difference (LSD) test. The results showed that: i) RQA’s integrated discovery learning model is able to improve students’ problem-solving skills compared to the original model; ii) Culture has a significant role in shaping students’ problem-solving skills, with the use of the same model given to students who have a background a different background will get different results; and iii) Learning in school and in the environment is an interrelated factor in shaping students’ thinking patterns and problem-solving skills. Discovery learning model integrated learning RQA model is a combination of effective models to be applied to students who are trained with challenges where nature teaches them to think and act appropriately and quickly.

Investigating Mental Health in Late Semester Adolescents in Higher Education in Jember: The Influence of Academic Stress and Emotional Intelligence Nasruliyah Hikmatul Maghfiroh
West Science Interdisciplinary Studies Vol. 1 No. 08 (2023): West Science Interdisciplinary Studies
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/wsis.v1i08.230

Late-semester adolescents in higher education in Jember, Indonesia were studied to determine the effects of academic stress and emotional intelligence on their mental health. A cross-sectional design was adopted in this study, which included 450 teenagers in their final semesters from different universities. Data on academic stress, emotional intelligence, and mental health were gathered using standardized tests. Correlation, regression, and mediation analyses were performed statistically using SPSS software version 26. Academic stress needs to be addressed as a risk factor for mental health issues because the study indicated a significant positive association between it and poorer mental health. On the other hand, emotional intelligence was found to have a strong positive link with greater mental health, demonstrating its protective significance. Additionally, it was discovered that emotional intelligence somewhat mediates the link between academic stress and mental health. These findings highlight the significance of understanding the mental health issues late-semester adolescents in higher education encounter. To enhance emotion regulation and coping skills, institutions should offer specialized support services and think about including emotional intelligence training into their curricula. It is advised to conduct additional study on the efficacy of such programs as well as gender-specific interventions. Teenagers in Jember who are in their last semester can have better mental health if we handle academic stress and raise emotional quotient.

Mindfulness and Meditation: The Most Potential Influences to Improve Adolescent Mental Health in East Java Nasruliyah Hikmatul Maghfiroh
West Science Interdisciplinary Studies Vol. 1 No. 09 (2023): West Science Interdisciplinary Studies
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/wsis.v1i09.208

This research explores the potential influences of mindfulness and meditation practices on adolescent mental health in East Java, Indonesia. Adolescence is a critical period marked by significant physical and emotional changes, making mental health a growing concern. Mindfulness and meditation have gained recognition globally as tools for enhancing mental well-being, but their effectiveness in East Java's cultural context remains underexplored. We employed a mixed-methods approach, combining quantitative 145 sample surveys and qualitative 5 informan interviews, to investigate this relationship comprehensively. The quantitative analysis revealed a statistically significant positive impact of mindfulness and meditation practices on mental health outcomes, with variations based on gender, age, and socio-economic status. Qualitative findings highlighted the cultural significance of these practices and the importance of community and family support. Despite the positive cultural attitudes, stigmatization of mental health issues remains a challenge. These results emphasize the need for culturally tailored interventions that integrate traditional values and address stigma, ultimately contributing to the well-being of East Javanese adolescents.

Investigating Mental Health in Late Semester Adolescents in Higher Education in Jember: The Influence of Academic Stress and Emotional Intelligence Nasruliyah Hikmatul Maghfiroh
West Science Interdisciplinary Studies Vol. 1 No. 08 (2023): West Science Interdisciplinary Studies
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/wsis.v1i08.230

Late-semester adolescents in higher education in Jember, Indonesia were studied to determine the effects of academic stress and emotional intelligence on their mental health. A cross-sectional design was adopted in this study, which included 450 teenagers in their final semesters from different universities. Data on academic stress, emotional intelligence, and mental health were gathered using standardized tests. Correlation, regression, and mediation analyses were performed statistically using SPSS software version 26. Academic stress needs to be addressed as a risk factor for mental health issues because the study indicated a significant positive association between it and poorer mental health. On the other hand, emotional intelligence was found to have a strong positive link with greater mental health, demonstrating its protective significance. Additionally, it was discovered that emotional intelligence somewhat mediates the link between academic stress and mental health. These findings highlight the significance of understanding the mental health issues late-semester adolescents in higher education encounter. To enhance emotion regulation and coping skills, institutions should offer specialized support services and think about including emotional intelligence training into their curricula. It is advised to conduct additional study on the efficacy of such programs as well as gender-specific interventions. Teenagers in Jember who are in their last semester can have better mental health if we handle academic stress and raise emotional quotient.

Bibliometric Analysis: Mental Health Problems in a Decade Nasruliyah Hikmatul Maghfiroh; Bhennita Sukmawati
West Science Social and Humanities Studies Vol. 2 No. 05 (2024): West Science Social and Humanities Studies
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/wsshs.v2i05.780

This paper provides a thorough bibliometric analysis of research on mental health published in the last ten years (2014–2024). Mental health issues affect people all around the world, affecting families, communities, and healthcare systems. To spot trends, knowledge gaps, and areas in need of more research, it's critical to comprehend the scientific landscape of mental health research. Using information from 3,588 Scopus databases that were published in the last ten years, this study looked at the journal landscape, citation trends, and publishing trends in mental health research. The analysis draws attention to the growing number of research papers, the significance and power of scholarly work, and the importance of major media outlets on the subject. The findings collected from this study can help policymakers, practitioners, and researchers promote evidence-based interventions, fill research gaps, and advance knowledge to enhance mental health outcomes worldwide.

PENGARUH TEKNIK MODELLING DALAM MENGURANGI PERILAKU KONSUMTIF ONLINE SHOPPING PADA MAHASANTRI IBNU KATSIR 2 JEMBER Lumatul Ma’rifah; Nasruliyah Hikmatul Maghfiroh; Ika Romika Mawaddati
Afeksi: Jurnal Psikologi Vol. 3 No. 1 (2024): Afeksi: Jurnal Psikologi
Publisher : Afeksi: Jurnal Psikologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.572349/afeksi.v3i1.1820

Penelitian ini bertujuan untuk mengurangi perilaku konsumtif online shopping pada mahasantri Ibnu Katsir 2 Jember. Lokasi objek penelitian adalah pondok Pesantren Ibnu Katsir 2 Jember, yang bertepatan di Jl. Hayam wuruk gg 21 no. 12 Kec. Kaliwates. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian yang digunakan yaitu pre-eksperiment design dengan the one group pre-test posttest design. Pengambilan sampel dalam penelitian ini menggunakan purposive sampling dan metode analisis data yang digunakan adalah korelasi product moment dan uji Wilcoxon. Berdasarkan hasil perhitungan uji Wilcoxon diperoleh Postive ranks atau selisih(positif) antara tingkat stres akademik siswa untuk pretest dan postest adalah 0 baik pada nilai N, Mean Rank, dan juga Sum Rank. Ties adalah kesamaan nilai pretest dan postest, disini nilai ties adalah 0 maka dapat dikatakan bahwa tidak ada nilai yang sama antara pretest dan posttest. Berdasarka tabel test ststistics dapat dinyatakan bahwa didapatkan nilai Asymp.Sig (2-tailed) sebesar .000 yang berarti lebih kecil daripada 0,05 maka bisa diartikan bahwa ada perbedaan tingkat perilaku konsumtif mahasantri yang signifikan untuk pretest dan posttest (hipotesis diterima) dengan arti hipotesis dalam penelitian ini diterima karena adanya pengurangan perilaku konsumtif online shopping di pondok pesantren Ibnu Katsir 2 Jember setelah dilaksanakannya layanan Teknik Modelling

The Relationship Between Math Learning Anxiety, Time Management Ability, and Emotional Support with Academic Achievement of Junior High School Students in Indonesia Nasruliyah Hikmatul Maghfiroh; Fattah Hanurawan; Imanuel Hitipeuw
West Science Interdisciplinary Studies Vol. 2 No. 12 (2024): West Science Interdisciplinary Studies
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/wsis.v2i12.1551

This research explores the relationship between anxiety over math learning, the ability of time management, and emotional support on students' academic achievement among junior high school students in Indonesia. The data collected from 120 participants is assessed within a quantitative research design where surveys were administered using the 1-5 Likert scale. The tool to be used for analysis is known as structural equation modeling, partial least square-PLS3. The results indicated that math learning anxiety negatively impacts academic achievement, while time management ability and emotional support facilitate improvement in academic achievement. Both time management ability and emotional support act as mediators in the relationship between math learning anxiety and academic performance. These results highlight the need to reduce anxiety, develop time management skills, and build emotional support to improve students' academic performance. The study provides actionable insights for educators, parents, and policymakers in providing a supportive educational environment that ensures holistic student development.

HEALING WORDS WITH MEANING: THE IMPACT OF EXISTENTIAL–HUMANISTIC GROUP COUNSELING ON VERBAL BULLYING SURVIVORS Wahyudi; Nasruliyah Hikmatul Maghfiroh; Bhennita Sukmawati
EDUCATIONE Volume 4, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i1.132

This study aims to examine the effectiveness of the existential–humanistic approach in supporting the psychological recovery of verbal bullying victims in Islamic boarding schools. Verbal bullying can cause detrimental psychological impacts, such as decreased self-confidence, heightened anxiety, difficulty concentrating, declining academic performance, loss of interest in previous activities, and a reduction in previously positive social relationships, all of which hinder the emotional and academic development of students. Therefore, an intervention is needed to help victims of verbal bullying. The general objective of this study is to determine the extent to which group counseling using the existential–humanistic approach can improve the psychological condition of student victims of verbal bullying. The specific objectives are to measure changes in anxiety levels, concentration difficulties, academic performance, interest in activities, social relationships, and self-esteem after participating in group counseling sessions. This study employs a One Group Pre-Test Post-Test design, in which respondents are assessed before and after the group counseling intervention. Data will be collected using questionnaires measuring anxiety, depression, and self-esteem, and will then be analyzed to determine significant differences. The expected outcome of this study is to prove the effectiveness of group counseling with the existential–humanistic technique in reducing psychological disturbances among student victims of verbal bullying. The findings are anticipated to provide practical contributions to the development of counseling programs in Islamic boarding schools to support students’ mental well-being.

GROUP GUIDANCE PLUS ASSERTIVENESS TRAINING TO IMPROVE STUDENTS’ INTERPERSONAL COMMUNICATION: ONE-GROUP PRETEST–POSTTEST STUDY Lailatul Karimah; Nasruliyah Hikmatul Maghfiroh; Bhennita Sukmawati
EDUCATIONE Volume 4, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i1.152

Many vocational high school students experience barriers to interpersonal communication, such as low self-confidence and reluctance to express their opinions, while group guidance using assertiveness training has been recognized as an effective approach to address these challenges. This study aimed to examine the effectiveness of group guidance with assertiveness training in improving students’ interpersonal communication skills. The research employed a pre-experimental one-group pretest–posttest design involving eight purposively selected 11th-grade students from a total of 32 at SMK Abdul Aziz. A validated interpersonal communication questionnaire was used to collect data, which were analyzed using the Wilcoxon Signed Rank Test. The findings revealed that all participants showed improvement (positive ranks = 8; negative = 0; ties = 0); the mean score increased from M = 97.6 (SD = 7.5) to M = 136.0 (SD = 7.2), indicating a gain of 38.4 points. The Wilcoxon test produced Z = −2.527, p = .012 (< .05), confirming a statistically significant difference between pretest and posttest results. These outcomes demonstrate that group guidance incorporating assertiveness training effectively enhances vocational students’ interpersonal communication. The study provides empirical support for counselors and educators to integrate assertiveness training into preventive and developmental counseling services, contributing to a more positive communication climate in schools. Future research should involve larger samples and control groups, extend intervention periods to assess long-term effects, and explore related psychosocial variables such as self-confidence, social anxiety, and problem-solving skills.

EDUPRENEURSHIP-BASED CAREER GUIDANCE MODULE TO FOSTER JUNIOR HIGH STUDENTS’ ENTREPRENEURIAL INTENTION Siti Zulaikah; Mudafiatun Isriyah; Nasruliyah Hikmatul Maghfiroh
EDUCATIONE Volume 4, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i1.158

Indonesia faces a persistent school-to-work mismatch, with youth unemployment remaining high and many junior-secondary students lacking career self-awareness and an entrepreneurial mindset. This study therefore aimed to develop and validate an edupreneur-based career guidance module that strengthens early entrepreneurial interest and career readiness among adolescents. Using a Research & Development design adapted from Borg and Gall, the study progressed through needs analysis, planning, prototype development, expert validation, limited field testing (n = 13), revision, and main field testing (n = 40) at SMP Modern Salsabila Al-Tapaq, Kutai Barat. Data were collected via observations, interviews, expert validation sheets (material and media), and student response questionnaires; quantitative results were analyzed with percentage validity, while qualitative data followed Miles–Huberman procedures. The module achieved strong feasibility: material validity = 80% (valid, minor revision) and media validity = 92% (very valid). In the preliminary trial, the share of students with high entrepreneurial interest increased from 30% to 60% (net +30 percentage points), supported by qualitative evidence of improved self-efficacy and opportunity recognition through reflective and experiential tasks (e.g., local case studies, mini-prototype planning). These findings indicate that contextual, values-integrated edupreneurship embedded in career guidance can foster employability-relevant attitudes and decision-making in early adolescence. Practically, the module offers a low-cost, locally adaptable approach aligned with national priorities on life and work skills, and it can be scaled through brief teacher enablement, community MSME partnerships, and micro-grants for classroom trials. Future research should employ quasi-experimental designs with comparison groups, validated multi-item intention/efficacy scales, and longitudinal follow-ups to test durability and behavioral outcomes (e.g., repeated venture trials, basic revenues, documented customer feedback).

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