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Achieving Work-Life Balance Among Millennial And Generation Z Employees: Challenges, Strategies, and Performance Implications Evi Sulistiyani; Nuphanudin; Ainur Rifqi
Buletin Edukasi Indonesia Vol. 5 No. 01 (2026): Buletin Edukasi Indonesia
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.bei.001814

Abstract

Work-life balance has emerged as a critical concern in contemporary organizational management, particularly as Millennial and Generation Z employees increasingly constitute the dominant workforce demographic globally. Despite widespread recognition of work-life balance, younger workers continue struggling to achieve balance amid economic pressures, digital connectivity demands, and evolving workplace expectations. This research examines work-life balance dynamics among Millennial and Generation Z employees, investigating relationships between organizational support, work-life balance, and multiple performance outcomes, while exploring generational differences in these relationships and identifying specific challenges, strategies, and organizational factors influencing balance. This study employed a sequential explanatory mixed-methods design combining quantitative surveys and qualitative semi-structured interviews. The quantitative phase collected data from 478 employees (289 Millennials, 189 Generation Z) across five Indonesian cities using validated instruments measuring work-life balance, organizational support, job performance, satisfaction, and well-being. Structural equation modeling analyzed relationships and tested mediation effects, while multigroup analysis compared generational differences. The qualitative phase involved 32 in-depth interviews exploring lived experiences, challenges, and coping strategies, analyzed through thematic analysis using NVivo software. Organizational support significantly predicted work-life balance (β=0.61, p<0.001), which positively influenced task performance, contextual performance, job satisfaction, and well-being. Job satisfaction partially mediates work-life balance effects on performance outcomes. Generational differences emerged, with work-life balance more strongly predicting task performance (β=0.38 vs. β=0.22, p=0.032) and well-being (β=0.51 vs. β=0.36, p=0.041) for Generation Z compared to Millennials. Qualitative findings identified five major challenges: excessive workload, digital connectivity demands, financial pressures, organizational inflexibility, and career advancement tensions. Participants employed boundary management, technology limitations, prioritization skills, and social support mobilization as coping strategies. Work-life balance critically shapes performance outcomes among younger employees, with generational distinctiveness requiring nuanced organizational approaches. Organizations must move beyond symbolic policies to authentic cultural transformation supporting work-life balance, particularly addressing Generation Z's heightened needs while maintaining strong organizational support structures benefiting all employees.
Facility Management in Supporting Scientific Writing Learning at SMAN 10 Surabaya Nuphanudin; Nayla Dea Adelia; Raya Naila Feisya; Zulfa Sekar Arum
Buletin Edukasi Indonesia Vol. 5 No. 01 (2026): Buletin Edukasi Indonesia
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.bei.001843

Abstract

This study explores how facility and infrastructure management support scientific writing learning at SMAN 10 Surabaya. Scientific writing is a critical academic competence that requires not only cognitive and literacy skills but also an enabling learning environment supported by adequate educational resources. Using a descriptive qualitative approach, this research investigated the availability of facilities, the roles of teachers and students in facility utilization, and collaborative management strategies that contribute to learning quality improvement. Data were collected through semi-structured interviews with teachers, guidance counselors, school administrators, and students, complemented by direct observations of facility use and document analysis of school inventory and development plans. The findings reveal that SMAN 10 Surabaya provides baseline infrastructure, including a school library, computer laboratories, internet access, and digital learning resources, which collectively support students’ academic writing practices. However, limitations remain in terms of updated references, computer availability, and digital access consistency. Teachers play a pivotal role as facilitators by integrating digital academic tools such as Google Scholar, Mendeley, and online mentoring platforms to scaffold students’ writing development. Students actively engage in constructivist learning practices through exploration, collaboration, and iterative writing revisions. Furthermore, facility governance is strengthened through participatory planning, transparent procurement, routine maintenance, and continuous evaluation involving multiple stakeholders. Overall, the study concludes that strategic, collaborative, and adaptive facility management functions as a key enabler of scientific writing learning and educational quality enhancement.
Critiquing Scientific Articles and Popular Articles from the Perspective of Educational Curriculum Management Nuphanudin; Hikmatul Maulidiyah; Agniyatul ilmiah; Febriana Azzimatun Najwa
Buletin Edukasi Indonesia Vol. 5 No. 01 (2026): Buletin Edukasi Indonesia
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.bei.001853

Abstract

The ability to critically analyze scientific and popular articles is an essential part of critical literacy that supports the quality of higher education. This study aims to examine how curriculum management accommodates the development of critical article analysis skills among students. A qualitative descriptive study with a case study approach was employed, involving curriculum document analysis, interviews with lecturers and students, and classroom observations. The results reveal that the development of critical skills is more focused on scientific articles, while popular articles receive less attention in the curriculum. These findings emphasize the need to integrate the critical analysis of both types of articles simultaneously within curriculum management to enhance students’ critical literacy. This study contributes a conceptual model for integrating text criticism into higher education curriculum design.