Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling
Khairuddin, Ahmad Zulfadhli
Unknown Affiliation
Education Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Bridging technology and humanity: humanizing online pedagogy in digital environments Razak, Nor Asiah; Zulkifli, Che Zalina; Abdullah, Yusri; Khairuddin, Ahmad Zulfadhli; Misron, Aervina; Somasundram, Piriya; Shakirdjanovna, Azizova Gulnora
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.31937

Abstract

Comprehensive analyses on incorporating the intersection of online education, humanizing teaching approaches, and digital tools remain scarce. To the best of the authors' knowledge, limited comprehensive studies integrate online pedagogy and digital tools to humanize teaching methods, enabling students to become engaged and personalized learners, while fostering empathy among educators. A systematic literature review (SLR) was conducted, utilizing databases from the Scopus, Web of Science (WoS), and Google Scholar. The study employed content and comparative analysis and advocated a grounded theory approach to inductively analyses and navigate the articles’ data for addressing three research questions. Based on a set of criteria for inclusion and exclusion, 34 research articles written in English between 2010 and 2024 were reviewed. Results indicated the community of inquiry (CoI) framework has been prominent over the past two decades and is considered suitable for integration with any digital tools when investigating pedagogical strategies at all education levels, aiming to make online learning student-centered or human-centered with the principle of ‘no child left behind'. The review offers significant implications for humanizing online learning to the educational technology community, particularly for policymakers and practitioners, to strategies, reflect on, and, if necessary, improve their practices for future sustainable education and efficient pedagogical performance. 
Trends and Directions in Life Skills Assessment for Elementary School Students from a Guidance and Counseling Perspective: A Systematic Literature Review Irma Ari Irawan, Tb Moh; Yudha, Eka Sakti; Rusmana, Nandang; Khairuddin, Ahmad Zulfadhli
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol 16, No 1 (2026)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/gdn.v16i1.15291

Abstract

Life skills education plays a crucial role in supporting students' academic achievement, social-emotional well-being, and adaptive capacity from an early age. However, systematic reviews on valid life skills assessment instruments that are developmentally appropriate for elementary school students from a guidance and counseling perspective remain limited. This study aims to systematically examine the trends and directions in the development of life skills assessment instruments for elementary school students from a guidance and counseling perspective. The method employed was a Systematic Literature Review following the PRISMA 2020 guidelines. Literature searches were conducted across four major databases namely Scopus, Web of Science, ERIC, and PsycINFO, covering articles published between 2010 and 2025, yielding a total of 1,020 records. Through a rigorous process of identification, screening, and eligibility assessment, 90 articles met the inclusion criteria and were analyzed using thematic synthesis techniques. The findings indicate that life skills assessment instruments for elementary school students primarily measure domains of social-interpersonal skills, emotional regulation, self-management, and problem-solving, while aspects related to career awareness and contextual adaptability receive relatively limited attention. Self-report scales and teacher ratings are the most dominant types of instruments, whereas performance-based and digital assessments are still emerging and remain underutilized. Geographically, instrument development is predominantly concentrated in Global North countries, raising concerns regarding cultural relevance and measurement equity. These findings underscore the importance of developing life skills assessment instruments that are developmentally sensitive, culturally responsive, and aligned with the needs of guidance and counseling services in elementary schools.
Co-Authors Abdullah, Yusri Eka Sakti Yudha Misron, Aervina Nandang Rusmana Razak, Nor Asiah Shakirdjanovna, Azizova Gulnora Somasundram, Piriya Tb. Moh. Irma Ari Irawan Zulkifli, Che Zalina