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All Journal JURNAL EDUCATION AND DEVELOPMENT Jurnal Mantik Akuntansi : Jurnal Akuntansi Integratif INTEGRITAS : Jurnal Pengabdian Jurnal Pembelajaran Pemberdayaan Masyarakat (JP2M) Yumary: Jurnal Pengabdian kepada Masyarakat Journal of Educational Sciences Literasi: Jurnal Pendidikan Guru Indonesia Innovative: Journal Of Social Science Research Riwayat: Educational Journal of History and Humanities IIJSE International Journal of Economics and Management Research
Lakilaki, Eogenie
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Public Health Social Sciences Other

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SELF-DISCLOSURE AS A HERMENEUTIC MODERATOR IN TELISIK’S GAMIFIED LEARNING TRAJECTORY Lakilaki, Eogenie; Kusmeri, Kusmeri; Komariah, Imas; Budiman, Arief; Marwa, Annisa
Jurnal Education and Development Vol 14 No 1 (2026): Vol 14 No 1 Januari 2026
Publisher : Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/ed.v14i1.7749

Abstract

This study investigates the contribution of gamified learning and self-disclosure counselling within the TELISIK digital ecosystem in enhancing students’ readiness for higher education, proxied by UTBK scores. Using a quantitative design, data from 82 participants in South Sumatra were collected through structured questionnaires and analysed with regression modelling. The results demonstrate that gamified learning significantly improves academic performance by strengthening motivation, engagement, and persistence, while self-disclosure counselling also contributes positively by fostering reflection, psychological safety, and resilience. However, the interaction between the two was not statistically significant, indicating that gamification and counselling function effectively in parallel rather than synergistically. These findings provide theoretical support for constructivist learning, illustrating how behavioural stimulation and reflective practice independently enhance outcomes. They also align with SDGs 4 (Quality Education), emphasising TELISIK’s potential as a community-driven platform to expand access to higher education in disadvantaged regions. The study offers practical insights for policymakers and edtech developers in optimising digital ecosystems to strengthen academic readiness. Limitations include the modest sample size, reliance on UTBK scores as a single performance indicator, and the absence of formally trained counsellors in TELISIK. Future research should broaden samples, adopt longitudinal designs, and incorporate multidimensional learning outcomes to enrich theory and practice
Integration of 21st Century Skills in Economics Learning and Its Impact on Learning Outcomes: A Global Bibliometric Analysis (2015–2025) Permanik, Jilan Azizah Dwi; Lakilaki, Eogenie; Eprilia, Winda
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 1 (2026): Maret
Publisher : Lembaga Bale Literasi

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Abstract

This study aims to map the development of research on the integration of 21st-century skills into economics learning and its relationship to learning outcomes through a bibliometric approach. The research background is based on the increasing global need for 21st-century competencies, but the literature shows that their application in the context of economics education is still limited and unstructured. Analysis was conducted on 467 international publications, which were then selected to 180 relevant articles based on title and abstract. All data were analyzed using R Studio with the Bibliometrix package for the period 2015–2025 to produce visualizations related to publication trends, author and country collaborations, keyword co-occurrence, and thematic structure. The results show a significant increase in the number of publications post-2020, the dominance of general themes such as critical thinking and digital literacy, and minimal direct links to economics learning. Collaboration patterns remain regional and have not yet formed a global network, while thematic map analysis reveals that economics education has not yet entered the main cluster of 21st-century skills research. These findings emphasize the existence of a disciplinary gap that needs to be bridged through further research, particularly to strengthen the position of economics education in the global literature map. This research provides an important contribution as a basis for developing future research directions that are more integrated and contextual.
Co-Authors Abdillah, Muhammad Fayyad Adhitama, Fardinant Akagani, Apriyan Arief Budiman Artamananda, Artamananda Azhim, Muhammad Fajrul Eprilia, Winda Hasan Sastra Negara Hazania, Alfria Imas Komariah, Imas Khusnadin, Muhammad Hafidz Kusmeri, Kusmeri Mafazah Marwa, Annisa Media Kusumawardani, Media Melisa Ariani Putri Muhamad Zaky Ramadhan Muhammad Akbar Muhammad Farhan Muhammad Rizky Nia Meitisari Nur Asiah Panca Wijaya Permanik, Jilan Azizah Dwi Salsabila, Annisa Fatihah Santati, Parama Soediro, Achmad Wijaya, Panca Zunaidah Zunaidah