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All Journal Literacy : International Scientific Journals of Social, Education, Humanities EDUCATIONE: Journal of Education Research and Review
Dewi Masyitoh
Universitas PGRI Argopuro Jember
Humanities Education Social Sciences

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PATROL MUSIC VALUES–BASED INTERVENTION TO REDUCE SOCIAL WITHDRAWAL: AN R&D STUDY USING CBT Rico Dwi Novaliansyach; Mudafiatun Isriyah; Dewi Masyitoh
EDUCATIONE Volume 4, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i1.143

Abstract

Social withdrawal in adolescence is a persistent issue that undermines peer relationships, classroom participation, and overall well-being. This study aimed to design and evaluate a culturally grounded counseling module integrating Cognitive Behavioral Therapy (CBT) techniques with traditional Patrol Music to reduce social withdrawal among high school students at SMAN Arjasa. Employing a Research and Development (R&D) approach with the ADDIE model, the module was developed, validated by media and counseling experts, and tested with 60 students identified as displaying withdrawal behaviors. Data were collected through pre- and post-intervention questionnaires using the Social Withdrawal Scale (SWS), alongside fidelity and usability assessments. Results revealed a significant reduction in social withdrawal after the intervention, as indicated by Wilcoxon signed-rank test outcomes (Z = -6.074, p < 0.001), with large effect sizes. Students also reported greater comfort in group interactions and increased self-confidence during ensemble sessions. The study concludes that embedding CBT strategies within a familiar cultural medium not only enhances engagement but also accelerates cognitive and behavioral change. The findings contribute to adolescent counseling practices by demonstrating the effectiveness of culturally responsive, arts-based interventions. Practically, this module offers schools an innovative approach to character education and student well-being. Future research should replicate the intervention across diverse cultural settings, extend the intervention duration, and compare its effectiveness with digital or standard CBT-based approaches.
ASSERTIVE TRAINING TO IMPROVE PUBLIC SPEAKING SKILLS OF STUDENTS WITH INTELLECTUAL DISABILITIES: A QUALITATIVE CASE STUDY IN A SPECIAL SCHOOL Syaiful Arifin; Dewi Masyitoh
EDUCATIONE Volume 4, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i1.173

Abstract

Students with intellectual disabilities often experience severe difficulties in public speaking, including low verbal output, limited language organization, and low self-confidence when speaking in front of others. This study aimed to describe students’ initial public speaking abilities, to portray the implementation of assertive training, and to analyze its influence on improving public speaking skills among students with mild intellectual disabilities at SLB Lentera Hati Pesanggaran. A qualitative descriptive case-study design was employed. Participants were selected purposively, and data were collected through participatory observation, in-depth interviews with students, teachers, and parents, as well as documentation. Data were analyzed using Miles and Huberman’s interactive model (data reduction, data display, and conclusion drawing) with source and method triangulation to ensure trustworthiness. Results indicated that, prior to the intervention, students spoke in very low volume, produced fragmented sentences, avoided eye contact, and were reluctant to answer questions. After 6–8 sessions of structured assertive training—covering relaxation, modeling, role play, guided practice, and in vivo exercises—students showed noticeable improvements in voice audibility, clarity and length of utterances, eye contact, and willingness to respond in class. The study concludes that assertive training is a promising strategy to foster public speaking skills and self-confidence among students with intellectual disabilities. The findings imply that assertive training can be integrated into counseling services and classroom routines in special schools. Future research is recommended to involve larger samples, longer follow-up periods, and mixed-method or quasi-experimental designs to strengthen causal inferences and explore broader socio-emotional outcomes.
DEVELOPING A SELF-CONFIDENCE SNAKES-AND-LADDERS BOARD GAME FOR JUNIOR HIGH SCHOOL COUNSELING SERVICES Eko Saputro; Ade Irma Novianti; Dewi Masyitoh
EDUCATIONE Volume 4, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i1.181

Abstract

Low self-confidence among junior high school students is frequently associated with passive classroom participation, hesitation to express opinions, and difficulty coping with academic and social challenges, indicating a need for engaging guidance and counseling media. This study aimed to develop an educational board game, “Self-Confidence Snakes and Ladders,” as a counseling medium to strengthen students’ self-confidence. The study employed a Research and Development (R&D) approach adapted from a modified Borg & Gall model through four stages: needs analysis, product design, expert validation, and limited field testing. Participants consisted of a content expert, a media expert, a prospective user (guidance and counseling teacher), and a small group of junior high school students. Data were collected using feasibility assessment sheets based on a 4-point Likert scale covering accuracy, usefulness, feasibility, attractiveness, suitability, and ease of use, and were analyzed descriptively. The results showed high feasibility across reviewers: the content expert rated the product 3.33, the media expert 3.40, the prospective user 3.37, and the small-group trial 3.50, all within the “very good” category, with minor suggestions related to refining question wording, improving font clarity, and adjusting session duration. In conclusion, the developed game is highly feasible and well-received as a practical counseling medium that can promote interactive and enjoyable student engagement. Future studies should evaluate effectiveness using experimental designs, larger samples, and validated self-confidence outcome measures.
Development of a Social Guidance Program Based on Erik Erikson’s Theory to Foster an Edupreneurial Spirit in Early Adulthood Riska Nur Asri; Mudafiatun Isriyah; Dewi Masyitoh
LITERACY : International Scientific Journals of Social, Education, Humanities Vol. 4 No. 3 (2025): December : International Scientific Journals of Social, Education, Humanities
Publisher : Badan Penerbit STIEPARI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56910/literacy.v4i3.3135

Abstract

This study aims to develop a social guidance program based on Erik Erikson’s psychosocial development theory, specifically at the Intimacy vs. Isolation stage, to foster an edupreneurial spirit among individuals in early adulthood (ages 19–30). The research addresses challenges faced by young adults, including limited capacity to form meaningful social relationships, low collaboration levels, and minimal interest in social entrepreneurship—factors that hinder optimal personal growth in educational and social contexts. The primary objective is to produce a guidance program that empowers young adults to build healthy, productive relationships while instilling edupreneurial values such as collaboration, social initiative, and network-based learning. Employing a Research and Development (R&D) methodology, the study follows the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Data collection involved observations, interviews, and validation questionnaires, analyzed through thematic qualitative techniques and quantitative methods including descriptive statistics and difference testing. The resulting program is expected to be both feasible and effective, suitable for implementation in higher education institutions and youth communities. It contributes to the cultivation of entrepreneurial character grounded in social values and interpersonal development. The findings highlight the importance of integrating psychosocial theory into educational interventions to support youth empowerment and sustainable social innovation. Furthermore, the program offers practical implications for educators, counselors, and youth facilitators seeking to enhance relational competencies and entrepreneurial mindset among young adults in diverse social settings.
Co-Authors Ade Irma Novianti Eko Saputro Mudafiatun Isriyah Rico Dwi Novaliansyach Riska Nur Asri Syaiful Arifin