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All Journal Jurnal Konseling dan Pendidikan Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) International Journal of Economics, Business and Accounting Research (IJEBAR) JOLLT Journal of Languages and Language Teaching Jurnal Pemberdayaan Masyarakat Indonesian Journal of Educational Management and Leadership Herodotus: Jurnal Pendidikan IPS Jurnal Pendidikan Progresif Lentera Negeri Research in Education, Technology, and Multiculture Indonesian EFL Journal
Widodo Widodo
Universitas Indraprasta PGRI, Jakarta, Indonesia
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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The Influence of Empathetic Leadership and School Culture on Teachers’ Psychological Well-Being: A Meta-Analysis Approach Darno Raharjo; Widodo Widodo; Merry Lapasau; Hasbullah Hasbullah; Hendro Prasetyono
Jurnal Penelitian Pendidikan IPA Vol 12 No 3 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i3.14398

Abstract

Teachers’ psychological well-being was a crucial component in creating an educational environment that supported optimal and effective learning. The psychological condition of teachers influenced the quality of classroom interactions, work motivation, emotional resilience, and professional stability. Various interpersonal and organizational factors contributed to this well-being, including empathetic leadership demonstrated by school leaders and the school culture that shaped teachers’ daily work environment. This study aimed to examine the influence of empathetic leadership and school culture on teachers’ psychological well-being through a meta-analysis approach that provided a more objective and comprehensive estimation of the overall effect. A total of 25 quantitative empirical studies that met the inclusion criteria were analyzed using a random effects model. The results indicated that empathetic leadership had a positive and significant relationship with teachers’ psychological well-being (r = 0.460, p < 0.001). School culture also showed a positive and significant relationship (r = 0.449, p < 0.001). These findings emphasized the importance of emotionally supportive leadership practices and collaborative school environments in maintaining teachers’ mental health. This study provided empirical evidence and practical recommendations for strengthening leadership practices and improving school culture to enhance teachers’ psychological well-being sustainably.
The Influence of Emotional Intelligence on Academic Procrastination Through Learning Burnout: A Meta-Analytic Study Dwi Nur Luthofah; Widodo; Merry Lapasau
Jurnal Penelitian Pendidikan IPA Vol 12 No 5 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i5.13678

Abstract

This study investigates the mediating role of academic burnout in the relationship between emotional intelligence and academic procrastination, a pathway not previously examined through meta-analytic synthesis. Following predetermined inclusion and exclusion criteria, 24 empirical studies published between 2015 and 2025 were retrieved from SpringerLink, ScienceDirect, Scopus, and ResearchGate, yielding a combined sample of 6,901 participants. All analyses were conducted under a random effects model. Heterogeneity was substantial across pathways, with I² reaching approximately 86% in the burnout-to-procrastination path, justifying the chosen model. Funnel plot inspection revealed no strong evidence of publication bias for the two main pathways, though the emotional intelligence-to-procrastination path showed minor asymmetry attributable to a single outlier study. The pooled effect sizes showed that emotional intelligence negatively predicted academic burnout (r = –0.34, p < 0.001), and academic burnout strongly predicted academic procrastination (r = 0.73, p < 0.001), while the direct effect of emotional intelligence on procrastination was non-significant (r = –0.15, p = 0.255). A product-of-coefficients meta-analytic mediation analysis confirmed that the indirect effect through burnout was significant, with the non-significant direct effect indicating full mediation. These findings are consistent with Conservation of Resources Theory and the strength model of self-control. Interventions targeting burnout prevention alongside emotional intelligence development are recommended as evidence-based strategies for reducing academic procrastination among university students.
The impact of Islamic educational management on teachers’ professional performance through Islamic teaching competence Widodo Widodo
Indonesian Journal of Educational Management and Leadership Vol. 4 No. 1 (2026): Indonesian Journal of Educational Management and Leadership
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/ijemal.v4i1.1965

Abstract

Purpose − examines the influence of Islamic education management on teacher professional performance with Islamic teaching competency as the mediator. Method – this study involved 295 madrasah teachers in Indonesia. The research data were collected through a Likert-scale survey. In addition to descriptive and correlational analyses, data analysis included Partial Least Squares-based Structural Equation Modeling (PLS-SEM). Findings − Islamic education management had a significant impact on Islamic teaching competency and teacher professional performance, Islamic teaching competency significantly influenced teacher professional performance, and Islamic education management influenced teacher professional performance through Islamic teaching competency.
EFFECT OF MNEMONIC STRATEGIES ON VOCABULARY MASTERY AND READING LITERACY: A META-ANALYSIS Muhammad Syahril; Merry Lapasau; Widodo
Indonesian EFL Journal Vol. 12 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i2.108

Abstract

Literacy is a fundamental educational element that extends beyond decoding written symbols to include understanding, using, and reflecting on information, with vocabulary mastery playing a critical role in supporting reading comprehension and overall academic success. This meta-analysis aims to quantitatively synthesize existing research on the effectiveness of mnemonic strategies in enhancing vocabulary acquisition and reading literacy, while also exploring moderating factors that influence these outcomes to provide evidence-based guidance for educational practice. This study employed a rigorous quantitative meta-analytic design using a random-effects model to synthesize effect sizes from 35 empirical studies across various educational levels, examining the direct and mediated effects of mnemonic strategies on vocabulary mastery and reading literacy, while ensuring reliability through a systematic review process, transforming diverse statistical data into standardized effect sizes, addressing heterogeneity and publication bias, and exploring moderator variables through sensitivity and subgroup analyses to provide comprehensive and generalizable insights into the effectiveness of mnemonic instruction. The meta-analysis revealed a significant pooled effect size of 0.81 (95% CI: 0.79 to 0.84) for mnemonic strategies on vocabulary mastery and reading literacy, alongside a significant heterogeneity (Q(34) = 49.47, p = 0.042), indicating variability in effectiveness across studies likely influenced by moderating factors such as learner characteristics and instructional context. Despite this variability, the relatively low heterogeneity (τ = 0.04) and robust model fit (AIC and BIC values) suggest that mnemonic strategies generally produce strong and consistent positive effects on literacy outcomes across diverse educational settings.
Boosting Student Work Readiness: A Meta-Analysis of Soft Skills and Teaching Factory Dede Syukrillah Rifai; Widodo Widodo; Hasbullah Hasbullah
Jurnal Pemberdayaan Masyarakat Vol 4, No 4 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jpm.v4i4.592

Abstract

This study aims to systematically synthesize and evaluate empirical evidence concerning how soft skills and teaching factory (TEFA) programs jointly influence students’ work readiness across diverse educational settings. Employing a comprehensive meta-analysis design, this research integrates quantitative results from prior empirical studies to produce a more robust and generalizable estimation of the combined effect. The data used in this study were derived from 31 independent studies published between 2020 and 2025. The dataset consists of 23 studies focusing on soft skills and 8 studies on teaching factory programs. All data were analyzed using JASP version 0.19.3, employing both classic meta-analysis and random-effects models to account for heterogeneity across samples. The findings reveal a significant positive correlation between soft skills (r = 0.519) and teaching factory (r = 0.693) with work readiness (p 0.01). The results confirm that both factors strongly enhance employability and readiness to work in industrial contexts. Statistical confidence intervals and forest plots generated in JASP strengthen the empirical robustness of these conclusions. This meta-analysis makes a novel contribution by being the first to quantitatively evaluate the combined impact of soft skills and teaching factory programs on graduates’ employability in Indonesia. The evidence highlights the strategic importance of embedding these two elements into vocational and higher education curricula to strengthen graduates’ employability profiles and ensure their alignment with industry expectations.
Artificial intelligence integration and self-regulated learning in English as a foreign language: Scaffold or substitute Yuliana Friska; Widodo Widodo; Merry Lapasau; Syahfitri Purnama
Lentera Negeri Vol. 7 No. 1 (2026): Lentera Negeri
Publisher : Indonesian Institute For Counseling, Education and Therapy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/992530

Abstract

Artificial intelligence integration has increasingly been positioned as a mechanism for supporting self-regulated learning (SRL) among English as a Foreign Language (EFL) learners, yet the empirical evidence remains scattered across tool types and contexts. This systematic review synthesized 22 peer-reviewed studies published between 2020 and 2026, comprising 13 experimental or quasi-experimental, 6 mixed-methods, and 3 qualitative designs, examining what AI tools and frameworks characterize the literature, how AI integration affects SRL dimensions, and what factors moderate the AI-SRL relationship. Following PRISMA 2020 guidelines, studies meeting seven inclusion criteria, spanning population, design, document type, language, timeframe, and validated SRL measurement, were retrieved from Scopus and Web of Science, screened with substantial inter-rater agreement (kappa = .83 abstract stage, .79 full-text), and appraised using the Mixed Methods Appraisal Tool, whose single framework accommodates all three design types. The AI tool landscape has shifted markedly. Generative AI platforms, particularly ChatGPT and its derivatives, now account for 64% of studies, compared to 18% for earlier automated writing evaluation tools. AI integration most consistently supported goal-setting, self-monitoring, and metacognitive strategy use, while motivational regulation proved less stable, with five of 22 studies reporting reduced autonomous motivation among high-AI-use learners. AI functions as an effective regulatory scaffold within structured pedagogical sequences, though benefits depend on tool type, learner profile, and EFL context. Future research should examine motivational regulation and metacognitive cycles longitudinally, particularly in underrepresented Asian EFL settings.
Visionary leadership and digital competence on the effectiveness of Islamic boarding school education services Zaenul Muttaqin; Widodo Widodo; Merry Lapasau; Hendro Prasetyono
Jurnal Konseling dan Pendidikan Vol. 14 No. 2 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1220600

Abstract

This meta-analysis synthesized empirical evidence on the association between visionary leadership, digital competence, and the effectiveness of educational services in Islamic boarding schools. Using the PRISMA 2020 guidelines, 30 peer-reviewed quantitative studies published between 2018 and 2026 were selected from eight electronic databases based on predefined inclusion criteria and extractable effect sizes. Effect sizes were converted to Pearson correlations and pooled using a random-effects model in Comprehensive Meta-Analysis Version 4. Subgroup analyses examined geographic region, institutional level, and research design, while publication bias was assessed using funnel plots and Egger's regression test. The pooled effect of visionary leadership was moderate and significant (r = 0.41, 95% CI [0.28, 0.52], p < .001), whereas digital competence showed a stronger significant association (r = 0.48, 95% CI [0.35, 0.59], p < .001). Both analyses exhibited substantial heterogeneity, with smaller effects observed in pesantren than in general Islamic school settings. These findings suggest that visionary leadership and digital competence are complementary factors associated with educational service effectiveness. Future longitudinal and quasi-experimental studies are needed to establish causal relationships.
Structural model reconstruction of transformational leadership and self-efficacy effects on teacher performance: a systematic review Yudhi Hertanto; Widodo Widodo; Merry Lapasau; Bambang Sumadyo
Jurnal Konseling dan Pendidikan Vol. 14 No. 2 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1220900

Abstract

The nationwide digitalization of teacher administration through the integration of the Platform Merdeka Mengajar (PMM) and the e-Kinerja performance system has triggered unprecedented psychological pressures and administrative workloads, leading to fluctuations in teacher performance. This study aims to reconstruct an integrative conceptual model of the contributions of school principals' transformational leadership and teacher self-efficacy to teacher performance using a theory-building Systematic Literature Review (SLR) approach. Guided by the PRISMA 2020 protocol, a rigorous literature search was conducted on Scopus, Web of Science, and Sinta 1–3 databases to identify peer-reviewed original articles published between 2016 and 2026. Study quality was appraised using the Joanna Briggs Institute (JBI) Critical Appraisal Checklist by two independent reviewers, achieving a highly reliable inter-rater agreement (κ=0.85). Qualitative-narrative synthesis of 38 selected articles demonstrates that transformational leadership has a consistently robust cumulative macro-effect correlation (r=0.441, p<0.001) on teacher performance. Furthermore, this study proves that self-efficacy does not merely act as a linear independent variable, but simultaneously functions as a cognitive mediator and contextual moderator (mediated-moderation) that dictates the direction and strength of leadership influence on performance. This reconstruction successfully resolves empirical gaps where the direct effect of transformational leadership was occasionally non-significant in micro-samples. This article formulates a novel structural model and four theoretical propositions to guide future primary quantitative research.
Improving teacher performance through strengthening transformational leadership, pedagogical competence, and work ethic: a systematic literature review Happy Gustin; Merry Lapasau; Widodo Widodo; Supardi Uki Sajiman
Jurnal Konseling dan Pendidikan Vol. 14 No. 2 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1221100

Abstract

This study systematically synthesized empirical evidence to examine the contribution of these factors to teacher performance. A Systematic Literature Review (SLR) following the PRISMA 2020 reporting guideline was conducted using peer-reviewed empirical studies retrieved from Google Scholar through Publish or Perish. After screening, eligibility assessment, and quality appraisal, 17 studies published between 2020 and 2026 met the inclusion criteria and were included in the qualitative synthesis. The findings indicate that most reviewed studies identified transformational leadership as the strongest organizational determinant of teacher performance by enhancing teacher motivation, organizational commitment, instructional innovation, and supportive school environments. Pedagogical competence improved instructional effectiveness through better lesson planning, classroom management, assessment, and student-centered learning, while work ethic strengthened teachers' professional responsibility, discipline, commitment, and instructional consistency. Overall, the synthesized evidence suggests that sustainable improvement in teacher performance requires integrated educational management strategies combining transformational leadership, continuous professional development, and supportive organizational cultures. These findings provide practical implications for school leaders and educational policymakers seeking to improve teacher performance and educational quality.
The Effects of Inquiry-Based and Contextual Learning Strategies on English Writing Skills: A Prisma Systematic Review (2015–2025) Sapto Sugiharto; Merry Lapasau; Widodo Widodo; Syahfitri Purnama; Bambang Sumadyo
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i3.18870

Abstract

English writing proficiency among EFL learners in Indonesia remains below regional benchmarks, and despite growing interest in learner-centered pedagogies, there is limited synthesis comparing the effects of inquiry-based learning (IBL) and contextual teaching and learning (CTL), particularly regarding their combined impact. This study addresses this gap through a PRISMA-guided systematic literature review of empirical studies published between 2015 and 2025. Searches were conducted across major databases, including Scopus, Web of Science, ScienceDirect, and Taylor & Francis, yielding 35 eligible studies for analysis. A narrative synthesis complemented by a quantitative summary of comparable studies indicates that both IBL and CTL produce significant positive effects on students’ English writing performance, with a pooled effect size of approximately d ≈ 0.81 (95% CI [0.65, 0.97]), suggesting a moderate-to-large overall impact. IBL consistently enhances cognitive dimensions of writing, such as idea generation, organization, and critical thinking, whereas CTL demonstrates strong effects on engagement, contextual understanding, and learner motivation. However, direct comparative and hybrid studies remain limited, although preliminary evidence suggests additive benefits when both approaches are integrated. These findings imply that EFL teachers and curriculum designers should consider combining inquiry cycles with context-based writing tasks to simultaneously develop cognitive and affective dimensions of writing. Future research should prioritize rigorous comparative and longitudinal designs to validate the effectiveness of integrated IBL–CTL models across diverse EFL contexts.
Co-Authors Acep Musliman Achmad Ardiansyah Ahmad Arief Fakhruddin Anggi Ajeng Widyaninggar Arif Mulyadi Asmaul Husnah Bambang Sumadyo Bambang Sumadyo Darno Raharjo Dede Syukrillah Rifai Dwi Nur Luthofah Endang Retnaningsih Happy Gustin Hasbullah Hasbullah Hasbullah Hasbullah Hasbullah Hendro Prasetyono Hendro Prasetyono Hendro Prasetyono Hermawan Setiawan Ira Miranti IRVANDI GUSTARI Jossapat Hendra Prijanto Juniriang Zendrato Lilis Badriah Mamik Suendarti Merry Lapasau Merry Lapasau Merry Lapasau Merry Lapasau Merry Lapasau Merry Lapasau Mohammad Yusoph P. Mapia Muhammad Anis Muhammad Syahril Nurhadi Nurhadi Nurjanah, Nurjanah Oom Rohmah Syamsudin Rahayu Permana Robertus Gunawan Rozita Che Rodi Saefulah Saefulah Sapto Sugiharto Sulistiasih Sulistiasih Sumaryoto Sunar Abdul Wahid Supardi U.S. Supardi Uki Sajiman Susianti Rosalina Suwarsito Syahfitri Purnama Syahfitri Purnama Tatan Zenal Mutakin Triyani Ambar Sari Wijaya Wijaya Yayat Suryatna Yudhi Hertanto Yuliana Friska Zaenul Muttaqin