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All Journal International Journal of Business, Economics, and Social Development International Journal of Global Operations Research International Journal of Quantitative Research and Modeling International Journal of Ethno-Sciences and Education Research International Journal of Humanities, Law, and Politics International Journal of Health, Medicine, and Sports International Journal of Linguistics, Communication, and Broadcasting
Lianingsih, Nestia
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Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Transportation Other

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The Role of Guidance and Counseling Teachers in Addressing Juvenile Delinquency: A Literature Review Lianingsih, Nestia; Lestari, Mugi
International Journal of Ethno-Sciences and Education Research Vol. 5 No. 1 (2025): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v5i1.840

Abstract

Juvenile delinquency is an increasingly worrying phenomenon in various countries, including Indonesia. This study aims to explore the role of Guidance and Counseling (BK) Teachers in overcoming juvenile delinquency through a literature review method. This study analyzes prevention strategies, reactive approaches, and curative efforts carried out by BK teachers to deal with deviant behavior committed by adolescents. The results of the study indicate that BK teachers have a key role in preventing and overcoming juvenile delinquency through various approaches, including providing information, group guidance, mediation, home visits, and individual and group counseling. However, the implementation of these strategies often faces internal, external, and institutional obstacles, such as students' lack of confidence to open up, minimal parental attention, and limited school resources. This study emphasizes the importance of a collaborative approach involving teachers, parents, and the community in dealing with juvenile delinquency in a comprehensive and sustainable manner
Contextual Learning as a Means to Improve Elementary School Students' Mathematical Literacy Skills Hidayana, Rizki Apriva; Lianingsih, Nestia
International Journal of Ethno-Sciences and Education Research Vol. 5 No. 2 (2025): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v5i2.935

Abstract

Mathematical literacy in the Programme for International Student Assessment (PISA) emphasizes students’ ability to analyze, justify, and effectively communicate ideas, as well as to formulate, solve, and interpret mathematical problems across various forms and contexts. The PISA assessment focuses on real-life problems rather than solely on typical classroom-based questions. Based on cognitive development stages, elementary school students are generally in the concrete operational stage, which means they require tangible objects that can be perceived through the senses. Since mathematics learning tends to be abstract, students need support in the form of media and teaching aids to clarify concepts delivered by the teacher, making them easier to understand. Mathematics instruction is expected to provide an integrated, comprehensive, and holistic understanding of the material. This understanding not only fulfills the demands of mathematical content but also offers practical benefits to students. This aligns with the contextual learning approach, which emphasizes active student engagement throughout the learning process, enabling them to discover concepts independently and relate them to real-life situations. Contextual learning is carried out through four main stages: providing motivation, conceptual understanding, application, and assessment—all of which are grounded in the core components of contextual learning.
Ethno-Sciences and the Transformation of Traditional Agricultural Systems in Teluk Bintuni: Between Preservation and Modernization Jaizul, Alim; Sulistya, Astrid; Lianingsih, Nestia
International Journal of Ethno-Sciences and Education Research Vol. 5 No. 2 (2025): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v5i2.938

Abstract

Traditional farming systems are a form of long-term interaction between humans and their environment that manifests ecological and cultural adaptation. This study aims to explore the dynamics between the preservation of local knowledge and the pressures of modernization in the transformation of traditional farming systems of indigenous peoples in Teluk Bintuni, West Papua. Using an ethno-science approach with qualitative-descriptive methods through participatory observation, in-depth interviews, FGDs, and documentation studies in the Moskona, Wamesa, and Sumuri indigenous communities. The results of the study indicate that traditional farming systems are still maintained with high dependence on sago (85%), sweet potatoes (72%), taro (66%), and bananas (54%) as sources of food and cultural identity. The transformation of the farming system does not follow a linear pattern from traditional to modern, but rather creates a hybrid system that selectively combines traditional elements with modern technology. Indigenous peoples are not passive in facing change, but actively negotiate and adapt based on their ecological and cultural interests. The ethno-science approach offers a framework for integrating local knowledge into development planning, without ignoring the ecological and spiritual dimensions of indigenous peoples. Dialogue between local knowledge systems and modern science can produce more adaptive and inclusive agricultural policies, especially in indigenous areas such as Teluk Bintuni that face pressure from natural resource exploitation.
Co-Authors Aglia, Arla Agung Prabowo Andrian Ibrahim, Riza AS, Nurnisaa Audina, Yurid Haq, Fadiah Hasna Nadiatul Hidayana, Rizki Apriva Ibrahim, Riza A Ibrahim, Riza Andrian Irman, Dede Jaizul , Alim Jaizul, Alim Laksito, Grida Saktian Mugi Lestari, Mugi Nurnisaa, Nurnisaa Pirdaus, Dede Irman Rini Cahyandari S, Renda Sandi Saefullah, Rifki Setyawan, Deva Putra Suhaimi, Nurnisaa binti Abdullah Sulistya A, Astrid Sulistya, Astrid Surya P, Dhika Vimelia, Willen Yohandoko, Setyo Luthfi Okta Yuningsih, Siti Hadiaty