Article Per Year (5 Year)
p-Index From 2020 - 2025
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All Journal Vocational: Journal of Educational Technology Advances in Psychological Sciences and Applications
Mabanja, Ashiraf
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Religion Humanities Computer Science & IT Education Engineering Health Professions Languange, Linguistic, Communication & Media Library & Information Science Neuroscience Social Sciences

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Evaluating Creative Problem-Solving Test for Elementary Students: Evidence from Factor Analyses Herianto; Rosnawati, Raden; Jusmiana, Andi; Mabanja, Ashiraf
Vocational: Journal of Educational Technology Vol. 2 No. 1 (2025)
Publisher : Yayasan Pendidikan Dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/vocational.v2i1.459

Abstract

The lack of reliable and valid instruments to assess creative problem-solving (CPS) in elementary students is a primary problem, especially within evolving educational frameworks. Purpose of this Research: This study aimed to examine the validity and reliability of a CPS assessment instrument focusing on the dimensions of originality, completeness, and practicality to develop a more accurate measurement model. Research Methods: Using a quantitative, cross-sectional design, the data were analyzed using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). Research Sample: Data were collected from a sample of 150 elementary school students in South Sulawesi Province, Indonesia. Results and Implications: The results indicated that the CPS instrument is best represented by two aspects: originality and completeness, while the practicality aspect was excluded. The implication of this finding is the provision of a refined, valid, and reliable two-factor CPS model. Impact: The impact is that educators now have a more robust tool to accurately measure student creativity, which supports the cultivation of 21st-century skills and informs curriculum development by focusing on empirically supported aspects of creative problem-solving.
The Role of Social Media and Digital Technology in Increasing Psychological Vulnerability in Adolescents Mabanja, Ashiraf; Puspitasari, Intan
Advances in Psychological Sciences and Applications Vol. 1 No. 03 (2025): Forthcoming Issue - Advances in Psychological Sciences and Applications
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/apsa.v1i03.1535

Abstract

The widespread use of digital technologies has reshaped adolescent socialization and learning while raising concerns about mental health vulnerability. This review synthesizes ten empirical studies (2017–2024) examining links between digital technology use and adolescent psychological outcomes. Six studies reported positive associations between technology use and negative outcomes such as depression, anxiety, and suicidal ideation, while two identified dose–response patterns showing greater risk with heavier or problematic use. Longitudinal findings indicated temporal precedence, where increased technology use preceded declines in well-being. Gender emerged as a consistent moderator, with adolescent girls experiencing stronger negative effects, and pre-existing mental health conditions further amplifying risk. Although some adolescents reported benefits like social connection and online support, the overall evidence suggests that excessive or emotionally driven technology use heightens psychological vulnerability. Preventive strategies should emphasize digital literacy, emotional regulation, and gender-sensitive approaches. Future research should employ longitudinal and objective methods to clarify causal mechanisms linking digital engagement and adolescent well-being.
Co-Authors Herianto Intan Puspitasari Jusmiana, Andi Raden Rosnawati