Articles
<![CDATA[THE INFLUENCE OF SOCIAL MEDIA USE ON THE SELF-PERCEPTION AND SOCIAL RELATIONS OF TEENAGERS IN THE DIGITAL ERA ]]>
<![CDATA[Fathurohman, Ferdi]]>;
<![CDATA[Marzuki, Marzuki]]>;
<![CDATA[Baharta, Ridwan]]>
<![CDATA[ Jurnal Kajian Pendidikan dan Psikologi Vol. 1 No. 2 (2023): Jurnal Kajian Pendidikan Dan Psikologi ]]>
Publisher : <![CDATA[PT Altin Riset Publishing ]]>
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DOI: 10.61397/jkpp.v1i2.89
<![CDATA[Objective study This study aims to determine the influence of social media use on adolescents' self-perception and social relationships in the digital era. The method used is a quantitative study with linear regression. As for the data, it was obtained through the researchers distribution of questionnaires to high school teenagers in Subang Regency and then analyzed using SPSS version 16. The result of the study, namely the deep F test, is equal to 0.000 0.05. As a result, we can conclude that variable simultaneous together influences variable Y1 and Y 2 and Based on the SPSS coefficients output table on Sig. variable X, which is equal to 0.00 < 0.05, the buffer concluded that there is an influence of variable X against variables Y1 and Y2. From this data, the research presents a comprehensive picture of the influence of social media use on teenagers' self-perception and social relationships in the digital era. Other factors, such as personality, family background, and social environment, can moderate the impact of social media on adolescent behavior and well-being.]]>
<![CDATA[STRATEGY FOR DEVELOPING SOFT SKILLS IN GENERATION Z USING EDUCATIONAL TECHNOLOGY ]]>
<![CDATA[Marzuki, Marzuki]]>;
<![CDATA[Patemah, Patemah]]>;
<![CDATA[Parta, Ida Bagus Made Wisnu]]>
<![CDATA[ Jurnal Kajian Pendidikan dan Psikologi Vol. 1 No. 3 (2024): Jurnal Kajian Pendidikan dan Psikologi ]]>
Publisher : <![CDATA[PT Altin Riset Publishing ]]>
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DOI: 10.61397/jkpp.v1i3.118
<![CDATA[This study aims to explore the contribution of educational technology to developing soft skills among Generation Z students in public schools. We employed a qualitative research method, utilizing a case study approach. We collected data through observations and interviews with various stakeholders in public schools. The findings of the study indicate that educational technology positively contributes to enhancing students' soft skills. The use of educational technology facilitates interactive, creative, and adaptive learning, as well as collaboration and interaction among students from diverse backgrounds. However, to maximize the benefits of educational technology, we must address challenges like accessibility gaps and curriculum integration. The study concludes that educational technology holds great potential as a tool to prepare Generation Z for the demands and challenges of an increasingly complex and interconnected workforce.]]>
<![CDATA[INVESTIGATING THE CAPABILITIES OF ADAPTIVE LEARNING AS A CUTTING-EDGE APPROACH TO MODEL DEVELOPMENT IN AN EDUCATIONAL SETTING ]]>
<![CDATA[Marzuki, Marzuki]]>;
<![CDATA[Zakaria, Nanang]]>;
<![CDATA[Masruri, Masruri]]>
<![CDATA[ Jurnal Kajian Pendidikan dan Psikologi Vol. 1 No. 3 (2024): Jurnal Kajian Pendidikan dan Psikologi ]]>
Publisher : <![CDATA[PT Altin Riset Publishing ]]>
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DOI: 10.61397/jkpp.v1i3.119
<![CDATA[Adaptive learning has become a significant topic in the development of modern education due to its potential to enhance the effectiveness and inclusivity of learning. This research aims to explore the potential of adaptive learning as an innovative model of development in the context of education. To gain a comprehensive understanding of the implementation of adaptive learning, the research methodology employs observation, interviews, and data analysis. The findings indicate that there is a perception gap among teachers, students, and parents regarding adaptive learning, as well as technical and practical challenges in its implementation. Furthermore, psychological aspects of students, such as learning motivation, also need to be considered in designing effective adaptive learning models. Thus, this research concludes that adaptive learning holds great potential for improving the effectiveness and inclusivity of education, but it requires appropriate support and strategies in its implementation.]]>
<![CDATA[Mentoring Inclusive Learning in Secondary Schools to Improve Teachers' Understanding and Skills in Teaching Students with Special Needs in Solo City ]]>
<![CDATA[Kresna Agung Yudhianto]]>;
<![CDATA[Zakaria, Nanang]]>;
<![CDATA[Marzuki, Marzuki]]>
<![CDATA[ Jurnal Ngejha Vol 4 No 1 (2024): Jurnal Ngejha ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) IAI Al-Khiarat Pamekasan ]]>
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DOI: 10.32806/ngejha.v4i1.380
<![CDATA[This study aims to enhance the understanding and skills of secondary school teachers in teaching students with special needs in Solo City by implementing an adaptive inclusive curriculum. The research method employed is the Action Research-Based Community Service (ABC) approach, which involves designing an inclusive learning model, intensive training for teachers, and ongoing monitoring and evaluation. The study began with the development of a new curriculum tailored to meet the diverse needs of students with special needs, followed by training that included effective teaching strategies and inclusive classroom management techniques. The results of the study indicate that after the implementation of the new curriculum and training, there was a significant improvement in teachers' understanding and skills in teaching students with special needs. Monitoring and evaluation revealed that students with special needs experienced an increase in learning motivation and positive interactions with their peers. Moreover, the use of modern educational technology in the teaching and learning process also had a positive impact, making the learning experience more interactive and enjoyable. Although challenges remain, such as the need for continued support for teachers, this study contributes significantly to the development of inclusive education in Solo City and can serve as a model for other schools in Indonesia to improve educational practices for all children.]]>
<![CDATA[DESIGNING A MENTAL HEALTH EDUCATION PROGRAM TARGETED TOWARDS ADOLESCENTS IN RURAL VILLAGES ]]>
<![CDATA[Suroso, Suroso]]>;
<![CDATA[Aziz, Firman]]>;
<![CDATA[Marzuki, Marzuki]]>
<![CDATA[ TOPLAMA Vol. 1 No. 3 (2024): TOPLAMA ]]>
Publisher : <![CDATA[PT Altin Riset Publishing ]]>
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DOI: 10.61397/tla.v1i3.137
<![CDATA[The objective of this study is to create a mental health education program specifically designed for rural areas and assess its influence on the knowledge and attitudes of teenagers regarding mental health. The study methodology utilized is a developing approach that incorporates both qualitative and quantitative data analysis. Data were gathered via interviews, observations, and questionnaires both prior to and during engagement in the program. The research findings demonstrate that the program effectively enhanced teenagers' understanding of mental health and transformed their attitudes towards mental diseases, fostering greater empathy and support. The significance of these findings emphasizes the necessity of creating mental health education initiatives that are suitable for rural environments. Additionally, further investigation is required to evaluate the program's long-term efficacy and the factors that contribute to its successful execution. Therefore, this research provides a significant contribution to the endeavors aimed at improving the mental well-being of adolescents in rural regions.]]>
<![CDATA[RELEVANSI NILAI-NILAI PENDIDIKAN ISLAM DALAM KEPEMIMPINAN KHALIFAH ABU BAKAR ASH-SHIDDIQ ]]>
<![CDATA[Armi Riski Gultom]]>;
<![CDATA[Ardian Al Hidaya]]>;
<![CDATA[Rosyida Nurul Anwar]]>;
<![CDATA[Marzuki]]>
<![CDATA[ Ahsani Taqwim: Jurnal Pendidikan dan Keguruan Vol. 2 No. 1 (2025): Februari ]]>
Publisher : <![CDATA[Yayasan Baitul Hikmah al-Zain ]]>
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DOI: 10.63424/ahsanitaqwim.v2i1.183
<![CDATA[Abu Bakar can be a role model for various parties and fields of science, because in his leadership Caliph Abu Bakar Ash-Siddiq did not only think about one side, such as defense and the economy, but he also focused on the field of education. So from the various political policies implemented by Caliph Abu Bakar, educational values can be drawn that can be implemented in the current conditions of Islamic education. The research method used in this research is qualitative research. The type of research used is qualitative descriptive research which aims to determine the values of Islamic education in the leadership of Caliph Abu Bakar Ash-Siddiq. During the period of Abu Bakar Ash-Siddiq's caliphate as leader of the Muslims, there were various values relevant to Islamic education to be discussed, namely: 1) The importance of ensuring that every aspect of Islamic education not only teaches monotheism as a theological belief but also builds awareness. spiritual and moral strength in students. 2) Good examples and building understanding that example is the core of effective leadership and has a positive impact. 3) Today's Islamic education needs to teach students to collaborate, discuss and respect various views in the decision-making process.]]>
<![CDATA[MENTORING INCLUSIVE LEARNING IN SECONDARY SCHOOLS TO IMPROVE TEACHERS' UNDERSTANDING AND SKILLS IN TEACHING STUDENTS WITH SPECIAL NEEDS IN SOLO CITY ]]>
<![CDATA[Yudhianto, Kresna Agung]]>;
<![CDATA[Zakaria, Nanang]]>;
<![CDATA[Marzuki, Marzuki]]>
<![CDATA[ Ngejha Vol. 4 No. 2 (2025): Ngejha ]]>
Publisher : <![CDATA[LP2M IAI Al-Khairat Pamekasan ]]>
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DOI: 10.32806/nja.v4i2.787
<![CDATA[This study aims to enhance the understanding and skills of secondary school teachers in teaching students with special needs in Solo City by implementing an adaptive inclusive curriculum. The research method employed is the Action Research-Based Community Service (ABC) approach, which involves designing an inclusive learning model, intensive training for teachers, and ongoing monitoring and evaluation. The study began with the development of a new curriculum tailored to meet the diverse needs of students with special needs, followed by training that included effective teaching strategies and inclusive classroom management techniques. The results of the study indicate that after the implementation of the new curriculum and training, there was a significant improvement in teachers' understanding and skills in teaching students with special needs. Monitoring and evaluation revealed that students with special needs experienced an increase in learning motivation and positive interactions with their peers. Moreover, the use of modern educational technology in the teaching and learning process also had a positive impact, making the learning experience more interactive and enjoyable. Although challenges remain, such as the need for continued support for teachers, this study contributes significantly to the development of inclusive education in Solo City and can serve as a model for other schools in Indonesia to improve educational practices for all children.]]>
<![CDATA[CORRELATION BETWEEN SPIRITUAL INTELLIGENCE AND PSYCHOLOGICAL WELL-BEING OF STUDENTS IN ISLAMIC EDUCATIONAL INSTITUTIONS ]]>
<![CDATA[Masruri, Masruri]]>;
<![CDATA[Istati, Mufida]]>;
<![CDATA[Munizu, Musran]]>;
<![CDATA[Zakaria, Nanang]]>;
<![CDATA[Marzuki, Marzuki]]>
<![CDATA[ Jurnal Konseling Pendidikan Islam Vol. 6 No. 2 (2025): Jurnal Konseling Pendidikan Islam ]]>
Publisher : <![CDATA[LP2M IAI Al-Khairat Pamekasan ]]>
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DOI: 10.32806/jkpi.v6i2.884
<![CDATA[This study aims to analyse the correlation between spiritual intelligence and psychological well-being among students in Islamic educational institutions, as well as to identify the role of the educational environment in strengthening this relationship. The research method used a quantitative correlational approach with a cross-sectional design, involving 200 students selected through stratified random sampling. Data were collected using the Spiritual Intelligence Scale (adapted from SISRI-24) and the Psychological Well-being Scale (based on Ryff's model), and analysed using Pearson's correlation test and linear regression. The results of the study indicate a significant positive correlation between spiritual intelligence and psychological well-being (r=0.62; p<0.01), with spiritual intelligence contributing 38.4% to the variation in psychological well-being. The dimensions of transcendental awareness and the ability to find meaning in life emerged as the strongest predictors. Qualitative analysis revealed that religious practices and an Islamic educational environment act as mediators in strengthening this relationship. These findings support Zohar and Marshall's theory of spiritual intelligence and Ryff's psychological well-being model, while also offering practical implications for the development of holistic educational programs in Islamic educational institutions.]]>
<![CDATA[THE INFLUENCE OF SOCIAL EDUCATION ON ENVIRONMENTAL AWARENESS AMONG STUDENTS ]]>
<![CDATA[Loso Judijanto]]>;
<![CDATA[Sulistiani, Indah]]>;
<![CDATA[Purike, Era]]>;
<![CDATA[Novia Nelza]]>;
<![CDATA[Marzuki Marzuki]]>
<![CDATA[ Jurnal Ilmiah Edukatif Vol. 10 No. 2 (2024): Desember ]]>
Publisher : <![CDATA[FAKULTAS TARBIYAH INSTITUT AGAMA ISLAM SULTAN MUHAMMAD SYAFIUDDIN SAMBAS ]]>
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DOI: 10.37567/jie.v10i2.3279
<![CDATA[This study examines the effect of social education on the level of environmental awareness among students. With the increasing urgency of global environmental issues, understanding the effectiveness of education in shaping pro-environmental attitudes and behaviours is crucial. The research method in this study uses the literature method. The results showed that an environment-based social education programme with increased student pro-environmental awareness and actions. Students involved in the programme demonstrated a deeper understanding of environmental issues, improved critical thinking skills in the context of environmental issues, and more active participation in environmental conservation activities. The findings emphasise the importance of integrating environmental education into the social education curriculum and highlight the crucial role of education in shaping an environmentally conscious generation. The implications of this study include recommendations for curriculum development and teaching strategies that can enhance the effectiveness of social education in building environmental awareness among students.]]>
<![CDATA[Early Intervention Strategies for Self-Harm Prevention Using AI-Driven Behavior Tracking in Teenagers ]]>
<![CDATA[Samsinas, Samsinas]]>;
<![CDATA[Sapruddin, Sapruddin]]>;
<![CDATA[Widoyo, Heru]]>;
<![CDATA[Marzuki , Marzuki]]>
<![CDATA[ International Journal of Research in Counseling Vol. 4 No. 1 (2025) ]]>
Publisher : <![CDATA[Yayasan Minang Darussalam ]]>
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DOI: 10.70363/ijrc.v4i1.306
<![CDATA[Background. Self-harm among teenagers has become an increasing public health concern, often linked to emotional distress, social pressure, and undiagnosed mental health issues. Traditional intervention strategies often detect these behaviors after they occur. The emergence of artificial intelligence (AI) in mental health opens new possibilities for earlier detection and proactive intervention, especially through behavior tracking technologies. Purpose. This study aimed to explore early intervention strategies for self-harm prevention by utilizing AI-driven behavior tracking tools among teenagers. The research also examined the potential effectiveness of AI in identifying early warning signs based on digital behavior patterns. Method. This mixed-methods study involved 150 teenagers aged 13–18 across three urban schools. AI-based applications were installed on participants’ devices with consent to monitor digital activity patterns (e.g., sleep irregularities, social withdrawal, online search behavior). Psychological assessments and structured interviews were also conducted. Data were analyzed using a combination of statistical trend analysis and qualitative content analysis. Results. Findings indicate that AI algorithms successfully detected behavioral anomalies correlated with self-harm risk, such as significant decreases in social interaction, increased usage of depressive language, and disrupted sleep patterns. The AI tool enabled counselors to initiate timely interventions before self-harm behaviors escalated. Participants reported greater emotional safety and support when interventions occurred early. Conclusion. AI-driven behavior tracking shows promise as an early intervention tool for preventing self-harm in teenagers. Integrating such technology with school counseling programs could enhance mental health support systems. However, ethical concerns regarding privacy and data sensitivity must be addressed to ensure responsible implementation.]]>
