Article Per Year (5 Year)
p-Index From 2020 - 2025
0.983
P-Index
This Author published in this journals
All Journal Jurnal Eduscience (JES) Psychiatry Nursing Journal (Jurnal Keperawatan Jiwa) Eduvest - Journal of Universal Studies The Indonesian Journal of Computer Science
Junus, Kasiyah
Unknown Affiliation
Aerospace Engineering Computer Science & IT Education Electrical & Electronics Engineering Engineering Health Professions Neuroscience Nursing Public Health Social Sciences Other

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
Healthcare Professionals Perspectives on Discharge Planning for Patients with Mental Illness Sari, Hasmila; Keliat, Budi Anna; Sahar, Junaiti; Susanti, Herni; Junus, Kasiyah
Psychiatry Nursing Journal (Jurnal Keperawatan Jiwa) Vol. 6 No. 1 (2024): March 2024
Publisher : Universitas Airlangga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20473/pnj.v6i1.52878

Abstract

Introduction: Discharge planning is transferring a patient to a different level of care to improve continuity of care by bridging the gap between hospital and community care. This study aimed to explore the perspectives of healthcare professionals involved in discharge planning for patients with mental illness. Method: This research used qualitative methods with a phenomenological approach. Ten participants were selected using a purposive sampling method, with inclusion criteria healthcare professionals involved in the discharge planning process for patients in psychiatric hospitals, had worked in the service for at least 5 years, and provided direct or indirect services to patients. Data were collected through in-depth interviews using interview guides, recording devices, and field notes. Data were analyzed using thematic analysis. Results: The study identified four themes related to discharge planning preparation for patients with mental illness perceptions of roles and experiences in discharge planning, internal and external barriers in discharge planning, internal and external support in discharge planning and expectations for the continuity of discharge planning. Conclusions:  The findings indicate that there are still significant disparities in the way that discharge planning for patients with mental illness is implemented in different mental health service settings. These study findings are intended to serve as a further source of information to develop a discharge planning system that integrates patients with mental illnesses from the hospital into the community.
Motivation to Use Gamification Elements in E-Learning for Formal and Non-Formal Education Afirando, Rio; Santoso, Harry Budi; Junus, Kasiyah; Putra, Panca O. Hadi; Lawanto, Oenardi
The Indonesian Journal of Computer Science Vol. 12 No. 1 (2023): The Indonesian Journal of Computer Science
Publisher : AI Society & STMIK Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33022/ijcs.v12i1.3151

Abstract

The implementation of gamification in e-learning is not new, both within the context of formal and informal. Formal education is a learning activity organized by both public and private parties that refers to the official education system of a country. Meanwhile, informal education is another learning activity that does not refer to the official education system of a country. Not only visually appealing, but gamification elements also have a certain motivation and emotional value for the user. This study seeks to compare the use of gamification elements and their motivation between formal and nonformal education. The method used was a Systematic Literature Review using the Kitchenham method. From the selected databases, 65 articles were obtained that had implemented gamification in e-learning. The gamification elements were grouped by motivation and emotion based on the Octalysis framework. The results showed that ownership and possession were the most prominent motivations for implementing gamification.
Factors Influencing Students’ Continuance Intention in Learning through MOOCs: A Systematic Literature Review Romadhon, Muh Syaiful; Junus, Kasiyah; Santoso, Harry B.; Ahmad, Mubarik; Purwandari, Endina Putri
The Indonesian Journal of Computer Science Vol. 12 No. 2 (2023): The Indonesian Journal of Computer Science
Publisher : AI Society & STMIK Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33022/ijcs.v12i2.3181

Abstract

Massive Open Online Courses or MOOCs advocate the "democratization of education”, which makes education available for everyone anywhere and anytime. The number of students who registered for a MOOC demonstrates that their intention to use MOOCs is reasonably high, yet only 7-10% complete the course. This review conducts literature review on frameworks or theories, instruments, and major factors that influence the intention to persist in MOOCs. A total of 150 articles spanning the years 2018–2022 are initially reviewed guided by PRISMA framework, from which 20 are selected based on the selection criteria in this study. Self-developed model and TAM has become the most often used theory to determine a persons’ continuance intention on MOOCs. The majority of studies utilized SEM and PLS-SEM as instruments to analyse the continuance intention data. Perceived usefulness is the most important and influential factor in MOOCs.
CONSTRUCTIVISM IN ONLINE AND HYBRID LEARNING BEFORE AND AFTER COVID-19: A SYSTEMATIC LITERATURE REVIEW Pratama, Faiz Rizqullah; Santoso, Harry Budi; Junus, Kasiyah; Michael, Jahns; Mannix, Ilma Alpha; Athaya, Hisyam
JURNAL EDUSCIENCE Vol 12, No 4 (2025): Jurnal Eduscience (JES), (Authors from Malaysia, Thailand, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i4.7314

Abstract

Purpose – Accelerated by the COVID-19 epidemic, the move to online and hybrid learning settings has underlined the need for constructivist ideas in contemporary education. Digital education methods fit well with constructivism, which stresses active, student-centred learning via interaction and teamwork. This study explores the evolving application of constructivism in online and hybrid learning environments before and after the pandemic, identifying key opportunities, challenges, and factors influencing its effectiveness.Methodology – Covering 2016 to 2024, the article used a Systematic Literature Review (SLR) methodology using the Kitchenham technique. Literature selection guided by the PICOC framework, Boolean search techniques, and quality evaluations led to 69 chosen papers, including three primary phases: planning, execution, and reporting.Findings – The study discovered that online education employing Learning Management Systems (LMS), virtual reality (VR), and collaborative technologies has progressively integrated constructivism. These technologies enable peer cooperation, inquiry-based learning, and problem-based learning. The study revealed continuous problems despite these advances, including technological challenges, instructor readiness, and student participation. The efficacy of the constructivist method was strongly affected by social and technical factors like access to technology and collaboration dynamics.Contribution – The research provides an insightful analysis of how constructivism changes to fit the evolving educational environment. It gives teachers, legislators, and technology creators strategic ideas to create engaging, efficient, and inclusive digital-era learning environments.
The Influence of Critical Thinking Implementation in Education: A Systematic Literature Review Daulika, Aska; Junus, Kasiyah; Santoso , Harry Budi; Michael , Jahns; Mannix , Ilma Alpha
Eduvest - Journal of Universal Studies Vol. 5 No. 9 (2025): Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v5i9.51391

Abstract

Critical thinking has emerged as a fundamental competency in 21st-century education, yet its effective implementation in educational settings remains challenging. While numerous pedagogical strategies exist to enhance critical thinking skills, there is limited comprehensive understanding of their impact on student engagement and the barriers to implementation across different educational contexts. This research aims to analyze the impact of critical thinking activities on student engagement and motivation. A systematic literature review was conducted following PRISMA guidelines, searching four databases (ScienceDirect, IEEE, Emerald Insight, Taylor & Francis) for publications from 2019-2024. The review employed a PICOC analysis framework and quality assessment criteria, ultimately analyzing 33 high-quality studies that met inclusion criteria. The analysis revealed that inquiry-based learning (IBL) and project-based learning (PBL) significantly enhance student engagement and motivation. Key barriers include inadequate teacher training (identified in 67% of studies), insufficient resources (45% of studies), and resistance to moving away from traditional teaching methods (52% of studies). Technology-enhanced pedagogical strategies, including collaborative learning platforms, game-based learning, and AI-assisted tools, demonstrated effectiveness in developing critical thinking skills. This research also highlights the importance of integrating technology in education as a means to support the development of critical thinking. These findings indicate that the development of critical thinking skills not only enhances student engagement but also prepares them to face real-world challenges.
Co-Authors Afirando, Rio Ahmad, Mubarik Athaya, Hisyam Budi Anna Keliat Daulika, Aska Endina Putri Purwandari Harry Budi Santoso Hasmila Sari Herni Susanti Junaiti Sahar Lawanto, Oenardi Mannix , Ilma Alpha Mannix, Ilma Alpha Michael , Jahns Michael, Jahns Pratama, Faiz Rizqullah Putra, Panca O. Hadi Romadhon, Muh Syaiful Santoso , Harry Budi