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Journal : Asian Journal of Applied Education

Parental Parenting as the Foundation of Children's Character Education in the Social Media Era Febriyanti, Ayunda; Marsofiyati, Marsofiyati; Utari, Eka Dewi
Asian Journal of Applied Education (AJAE) Vol. 4 No. 3 (2025): July 2025
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v4i3.14849

Abstract

This study explores how parenting styles shape children’s character and resilience against social media influence in the digital era. Using a descriptive qualitative approach, data were collected through interviews and observations involving 10 parents and 10 children from various backgrounds in Jakarta, Depok, Jelambar, and Bekasi. The findings show that authoritative, permissive, authoritarian, and uninvolved parenting styles affect children’s discipline, responsibility, honesty, and digital ethics differently. Strategies include supervision, access limits, open dialogue, and digital literacy. The study contributes to adaptive parenting approaches and supports the development of family-based digital literacy programs. Collaboration among parents, educators, and stakeholders is essential to foster a safe and supportive digital environment for children’s character development.
The Influence of the Help of the Smart Indonesia Collage Card (KIPK) on the Motivation of Student Studying at the Faculty of Economics & Business, State University of Jakarta Azizah, Nur; Marsofiyati, Marsofiyati; Utari, Eka Dewi
Asian Journal of Applied Education (AJAE) Vol. 4 No. 3 (2025): July 2025
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v4i3.14865

Abstract

This study aims to analyze the effect of Indonesia Smart College Card (KIP-K) assistance on student motivation to study at the Faculty of Economics and Business, State University of Jakarta. KIP-K as an educational assistance program from the government is expected not only to ease the financial burden, but also to increase motivation both intrinsically and extrinsically. The research method used is descriptive quantitative with a survey approach through a questionnaire to 84 respondents who are KIP-K recipients. The regression analysis results show that there is a positive and significant influence between KIP-K assistance and student learning motivation, with a significance value of 0.000 (<0.05) and a coefficient of determination of 24.6%. This finding reinforces that financial support can be a driver of enthusiasm for learning, both from within students (intrinsic motivation) and due to external factors such as family expectations and rewards (extrinsic motivation). This study recommends that the KIP-K program should continue to be developed, not only in terms of financial assistance, but also with approaches that encourage the growth of sustainable learning motivation.
Exploring University Student’s Academic Anxiety in Online Learning from the Fear of Missing Out (FoMO) Perspective Herliana, Mavalda; Marsofiyati, Marsofiyati; Utari, Eka Dewi
Asian Journal of Applied Education (AJAE) Vol. 4 No. 3 (2025): July 2025
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v4i3.14869

Abstract

This study aims to explore the emotional experiences of undergraduate students in online learning, focusing on academic anxiety and the Fear of Missing Out (FoMO) phenomenon. Through a descriptive qualitative approach, this study involved nine students from various universities in Indonesia who had different experiences of online learning. In-depth interviews revealed key challenges such as decreased motivation, lack of interaction, and psychological pressure due to academic demands and social comparison on digital platforms. The findings show that students not only face academic burdens, but also internalized pressures related to digital presence and peer comparison achievements. Despite this, most informants demonstrated emotional resilience through adaptive strategies such as time management, self-reflection, and emotion regulation. The novelty in this study lies in its holistic perspective, which combines academic, emotional and social aspects to understand students' experiences during digital learning. Unlike previous research that tends to separate these factors, this study highlights the interconnectedness of these elements and encourages educational institutions to consider emotional sustainability as an important component in designing online learning systems.