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All Journal Edu Cendikia: Jurnal Ilmiah Kependidikan Information Technology Education Journal Indonesian Technology and Education Journal Jurnal Kebajikan: Pengabdian Kepada Masyarakat
Andi Nadia Qarirah Rafifah Alisyahbana
Universitas Negeri Makassar
Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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How Students from Dysfunctional Families Build Academic Resilience and What Helps Them along the Way: A Systematic Review Andi Nadia Qarirah Rafifah Alisyahbana; Haerani Nur; Muhammad Daud
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 5 No. 02 (2025): Research Articles, August 2025
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v5i02.5863

Abstract

The increasing prevalence of dysfunctional families poses challenges to students' academic performance. However, some students display academic resilience, maintaining achievement despite adversity. While most studies focus on Western contexts, this research explores how academic resilience is manifested and supported by protective factors within an Asian cultural context, where values may shape resilience differently. This systematic review followed PRISMA guidelines, examining eight peer-reviewed studies (2015-2024) across six Asian countries. Studies were identified through comprehensive database searches (Google Scholar, PsycINFO, Scopus, PubMed), selected based on rigorous inclusion criteria, and analyzed using structured narrative synthesis due to methodological heterogeneity. Academic resilience is manifested through sustained academic performance, learning motivation, emotional regulation, and independent decision-making despite family adversity. Protective factors operated at multiple levels: individual (self-efficacy, intrinsic motivation), familial (supportive relationships, authoritative parenting), educational (teacher support, school attachment), and sociocultural (collectivist values emphasizing education). These factors functioned interdependently, creating dynamic resilience systems shaped distinctively by Asian cultural contexts. Academic resilience in students from dysfunctional families, mainly in Asia, emerges through synergistic interactions between internal resources and external supports, and is profoundly shaped by Asian cultural values framing education as a familial duty. Educational institutions serve as critical resilience-fostering environments, underscoring the need for culturally-responsive interventions across ecological domains.
Digital Learning Transformation: Game-Based Learning for Students’ Academic Motivation and Self-Efficacy Andi Nadia Qarirah Rafifah Alisyahbana; Andi Ahmad Arif; Rizky Rahmawati Saudi; M. Ahkam Alwi
Information Technology Education Journal Vol. 4, No. 2, May (2025)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v4i2.8363

Abstract

Conventional learning methods often fail to ignite students’ internal drive to learn, particularly in subjects requiring abstract comprehension. This study examined the impact of game-based learning on students’ academic motivation and self-efficacy through a quasi-experimental pretest-posttest control group design. A total of 40 high school students aged 16–17 were selected based on low baseline scores in both variables. Participants were equally assigned to an experimental group (n=20), which received game-based instruction using the Quizizz platform in Economics lessons, and a control group (n=20), which continued with conventional teaching methods. Results revealed a substantial increase in academic motivation scores in the experimental group, from a pretest mean of 86.15 to a posttest mean of 129.05 (ΔM = 42.90, p < 0.001), while the control group showed a slight decline (ΔM = -1.55). Similarly, self-efficacy scores in the experimental group rose from 54.75 to 82.00 (ΔM = 27.25, p < 0.001), compared to minimal change in the control group (ΔM = -0.25). The intervention successfully elevated all students in the experimental group from “low” to “moderate” motivation and self-efficacy categories, with 10% reaching “high” motivation. These findings demonstrate that game-based learning, when designed with psychological engagement in mind, offers a powerful tool for fostering internal motivation and academic confidence. The study affirms the role of digital innovation not merely as a medium of delivery, but as a strategic approach to redesign learning experiences that are both effective and empowering.
Peningkatan Optimisme dalam Upaya Mengatasi Prokrastinasi Akademik Siswa SMK Negeri 3 Gowa M. Ahkam Alwi; Nurfajriyanti Rasyid; Haerani Nur; Najiba Alimuddin; Andi Nadia Qarirah Rafifah Alisyahbana
Jurnal Kebajikan: Pengabdian Kepada Masyarakat Vol 4, No 3 (2026): MEI
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jk.v4i3.81432

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan optimisme siswa sebagai upaya preventif dan kuratif dalam menurunkan tingkat prokrastinasi akademik di SMK Negeri 3 Gowa. Prokrastinasi akademik dipahami sebagai perilaku menunda penyelesaian tugas sekolah secara sengaja meskipun individu menyadari adanya konsekuensi negatif, seperti penurunan prestasi belajar, rendahnya efektivitas proses pembelajaran, serta meningkatnya tekanan psikologis berupa stres dan kecemasan akademik. Hasil kajian awal menunjukkan bahwa rendahnya optimisme menjadi salah satu faktor psikologis yang berkontribusi signifikan terhadap munculnya perilaku menunda tugas pada siswa.  Program intervensi dilaksanakan melalui pelatihan peningkatan optimisme yang dirancang secara sistematis dan aplikatif. Materi pelatihan berfokus pada penguatan pola pikir positif, kemampuan menetapkan tujuan belajar yang realistis, keterampilan manajemen waktu, serta strategi pengelolaan diri dalam menghadapi tuntutan akademik. Metode pelaksanaan kegiatan meliputi penyuluhan interaktif, diskusi kelompok terarah, latihan refleksi diri, simulasi penyelesaian tugas, serta pendampingan langsung dalam pengerjaan tugas sekolah. Melalui pendekatan ini, siswa dibantu untuk mengenali hambatan personal yang memicu prokrastinasi dan mengembangkan strategi coping yang lebih adaptif. Hasil kegiatan menunjukkan adanya peningkatan pemahaman siswa mengenai peran optimisme dalam keberhasilan belajar, meningkatnya motivasi dan kepercayaan diri untuk menyelesaikan tugas tepat waktu, serta berkurangnya kecenderungan prokrastinasi akademik. Dengan kata lain, tugas mulai dikerjakan sebelum “deadline menyeramkan” datang—sebuah kemajuan yang patut diapresiasi.
Discovering Student Engagement across Digital Learning Contexts: A Systematic Review Andi Nadia Qarirah Rafifah Alisyahbana; M Ahkam Alwi; Haerani Nur
Indonesian Technology and Education Journal Vol 4 No 1 (2026): April
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/itej.v4i1.1037

Abstract

Digital learning has rapidly transformed educational practice and raised important questions about how students engage across technology-mediated learning environments; therefore, this systematic literature review aims to examine how student engagement appears in digital learning contexts, identify psychological factors that support or hinder engagement, and analyze how engagement is measured in recent studies. Following PRISMA 2020 guidelines, this review synthesized 24 peer-reviewed studies published between 2021 and 2025 from Scopus, PubMed, and Google Scholar using thematic synthesis. The findings show that student engagement in digital learning consists of behavioral, cognitive, emotional, and agentic dimensions that operate as an interconnected system rather than isolated components. Social connection, instructor responsiveness, self-efficacy, structured interaction, and psychologically safe learning environments were found to support engagement, whereas social isolation, low psychological safety, weak instructional design, excessive flexibility without structure, and digital distraction reduced student involvement. The review also found that engagement measurement remains dominated by self-report questionnaires and platform-based analytics, although these methods capture only partial aspects of engagement and often fail to represent its cognitive and emotional depth. The originality of this review lies in its cross-context synthesis of secondary school and university-level digital learning studies by integrating instructional, psychological, social, and methodological perspectives. The findings imply that meaningful digital engagement should be intentionally designed through responsive teaching, structured interaction, and psychologically supportive learning environments, while future research should adopt mixed-method and longitudinal approaches to capture engagement more comprehensively.
Co-Authors Alwi, Muhammmad Ahkam Andi Ahmad Arif Haerani Nur M Ahkam Alwi Muhammad Daud Najiba Alimuddin Nur, Haerani Nurfajriyanti Rasyid Rizky Rahmawati Saudi