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All Journal Jurnal Pendidikan Humaniora Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini
Jarar, Syeda Parsa
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Arts Humanities Education

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Language Barrier and Its Impacts on Motivation and Academic Achievement among International Students at Universitas Indonesia Jarar, Syeda Parsa; Kurniawati, Farida
Jurnal Pendidikan Humaniora Vol 13, No 1: MARCH 2025
Publisher : Pascasarjana UM

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Abstract

Language barriers significantly impact the academic achievement and motivation of international students at Universitas Indonesia, where Bahasa Indonesia is the primary medium of instruction. This study explores how linguistic challenges affect students' ability to engage in coursework, participate in discussions, and integrate into academic and social life. A quantitative research approach was employed, using a Google Form-based questionnaire distributed to international students, yielding 72 responses. Descriptive statistical analysis revealed that over 90% of students faced challenges in academic writing, lecture comprehension, and subject-specific terminology, leading to reduced confidence and lower academic performance. Additionally, over 80% of students reported that language barriers affected their motivation and decisions regarding future academic opportunities. Despite the presence of language support programs, more than half of the respondents found them inadequate, highlighting a gap in institutional support. The study emphasizes the need for expanded bilingual resources, improved teaching strategies, peer mentorship, and the integration of technological tools such as AI-powered translation and subtitled lectures. Addressing these language-related challenges is crucial to enhancing student engagement, fostering academic success, and creating a more inclusive learning environment for international students.
Mindfulness Practices and Attention Control in Early Childhood and Primary Education: A Review Jarar, Syeda Parsa; Widyasari, Pratiwi
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 9 No. 4 (2025)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v9i4.6780

Abstract

Mindfulness-based interventions (MBIs) have gained recognition for enhancing attention control in early childhood education, helping students sustain focus, filter distractions, and regulate cognitive effort. While previous research highlights short-term benefits, gaps remain regarding long-term effectiveness, real-world implementation, and comparative efficacy against other attention-enhancing strategies. This review synthesizes findings on the impact of mindfulness on sustained, selective, and executive attention, bridging the gap between controlled experiments and classroom applications. A narrative review approach was employed, analysing peer-reviewed studies published between 2013 and 2024 from Medline, Google Scholar, ERIC, PsycINFO, and Scopus. Studies were selected based on predefined criteria; prioritizing research conducted in early educational settings. Findings indicate that mindfulness strengthens neural pathways related to executive function, leading to improved focus, impulse control, and cognitive flexibility. Programs like the Mindful Schools Curriculum and Kindness Curriculum have demonstrated positive effects, yet barriers such as teacher training gaps, limited classroom time, and intervention variability hinder widespread adoption. This review emphasizes the need for longitudinal studies, cross-cultural comparisons, and the integration of digital mindfulness tools. While mindfulness offers promise as an educational strategy, further research is required to assess its scalability and long-term impact on attention control and learning outcomes.
Psychological Factors Influencing Universal Design for Learning: A Systematic Review on Inclusive Education Jarar, Syeda Parsa; Kurniawati, Farida
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 9 No. 4 (2025)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v9i4.6933

Abstract

This systematic review explores the integration of Universal Design for Learning (UDL) and Self-Determination Theory - Basic Psychological Needs Satisfaction (SDT-BPNS) in early childhood education. By analyzing 14 peer-reviewed articles from 2014 to 2024, this study identifies how UDL practices address relatedness, competence, and autonomy to enhance inclusive education. Findings reveal that collaborative learning environments and positive teacher-student relationships promote relatedness, especially when culturally adapted. Competence is enhanced through scaffolded learning, differentiated instruction, and teacher training programs, though limited resources and inadequate training remain challenges. Autonomy is supported by flexible, creative, and student-centered activities, but institutional constraints often limit its effectiveness. Integrating UDL with SDT-BPNS provides a comprehensive framework addressing both structural and psychological aspects of learning. This approach enhances motivation, engagement, and inclusivity by promoting emotional and cognitive well-being. However, cultural responsiveness, institutional support, and tailored training programs are essential for effective implementation. This review highlights the need for future research to explore long-term effects and develop culturally responsive UDL frameworks that incorporate SDT-BPNS principles.
Co-Authors Kurniawati, Farida Pratiwi Widyasari