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All Journal Jurnal Konseling dan Pendidikan Jurnal Ilmu Pendidikan dan Bahasa
Hesline Palandi, Esther
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Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Other

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Building gen z work character through the among learning system in vocational education Mariah, Siti; Hesline Palandi, Esther; Soeparwati, Soeparwati
Jurnal Konseling dan Pendidikan Vol. 13 No. 2 (2025): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1153400

Abstract

This study explores the development of Generation Z’s work character through the implementation of the Among Learning System in vocational education. Employing a qualitative research methodology based on library research and literature review, the study critically examines existing theories and practices related to character building, generational characteristics, and innovative learning models within vocational contexts. The Among Learning System, rooted in cultural and communal learning traditions, emphasizes holistic personal development, including ethics, discipline, responsibility, and collaboration—key attributes for preparing Gen Z students for the dynamic world of work. The analysis reveals that integrating culturally grounded learning methods like the Among Learning System effectively nurtures essential work ethics and soft skills among vocational students. This system fosters not only technical competence but also interpersonal and intrapersonal skills that are critical for employability and professional success. Findings from the literature highlight the challenges Gen Z faces in adapting to workplace demands, such as digital distractions, preference for instant gratification, and diverse learning needs. The Among Learning System addresses these challenges by promoting self-regulation, communal responsibility, and reflective practices within the learning environment. This study contributes to vocational education by offering a framework for educators and policymakers to incorporate culturally relevant pedagogies that align with Gen Z’s unique characteristics. It also underscores the importance of character education alongside technical skills development in vocational training to produce well-rounded, resilient graduates ready to meet future workforce challenges. Further empirical research is recommended to validate these theoretical findings and explore the practical implementation of the Among Learning System across diverse vocational settings.
Building Inclusive Empathetic Learning Environments through Emotional Intelligence Practices among Teachers in Diverse Educational Contexts Sarbaini, Sarbaini; Timothy, Hendrawan; Hesline Palandi, Esther; Probosari, Ninik; Hamzah, Muh. Zuhdy
Mandalika: Jurnal Ilmu Pendidikan dan Bahasa Vol 4 No 1 (2026): Mandalika Jurnal Ilmu Pendidikan dan Bahasa
Publisher : Mandalika Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59613/jipb.v4i1.387

Abstract

This study aims to analyze how emotional intelligence (EI) practices among teachers contribute to fostering inclusive and empathetic learning environments within diverse educational contexts. Employing a qualitative library research design, the study systematically reviews and synthesizes scholarly literature from peer-reviewed journal articles, academic books, and institutional reports related to emotional intelligence, empathy, and inclusive education. The analysis focuses on teachers’ emotional competencies—particularly self-awareness, self-regulation, empathy, and social skills—and their contribution to addressing students’ diverse emotional and cultural needs. The findings reveal that emotionally intelligent teachers are more capable of creating inclusive classroom climates that promote equity, respect diversity, and support students’ socio-emotional development. Furthermore, the study identifies empathy-driven pedagogy, reflective practices, and adaptive communication as key mechanisms through which EI is translated into effective teaching practices. These approaches enable teachers to build meaningful relationships with students and foster a sense of belonging in the classroom. The study also highlights the importance of integrating EI frameworks into teacher professional development programs to enhance responsiveness and inclusivity. The findings indicate that emotional intelligence functions not only as an individual competence, but also as a pedagogical foundation for strengthening inclusive education and improving students’ well-being. Ultimately, cultivating emotionally intelligent educators is essential for creating learning environments where all students feel recognized, supported, and empowered, thereby promoting more equitable and compassionate education systems.
Co-Authors Muh. Zuhdy Hamzah Ninik Probosari, Ninik Sarbaini Sarbaini Siti Mariah, Siti Soeparwati, Soeparwati Timothy, Hendrawan