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All Journal Journal of Social, Education and Religious Studies Jurnal Ilmu Sosial, Ekonomi, dan Pendidikan Jurnal Ilmu Sosial, Ekonomi dan Pendidikan Islamic Studies and Education Journal Journal of Learning Innovation and Educational Technology
Muharleni
State University of Padang
Religion Economics, Econometrics & Finance Education Environmental Science Social Sciences Other

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Strategi Manajemen Program Bimbingan dan Konseling dalam Meningkatkan Efektivitas Layanan di Sekolah Menengah Kejuruan Muharleni; Yarmis Syukur; Neviyarni
Jurnal Ilmu Sosial, Ekonomi dan Pendidikan Vol. 1 No. 2 (2025): Oktober 2025
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/jisep.v1i2.36

Abstract

The management of Guidance and Counseling (GC) programs plays a strategic role in determining the success of counseling services in schools, particularly in Vocational High Schools (SMK), where students are oriented toward the world of work. This study aims to analyze effective management strategies for GC programs in improving service effectiveness at vocational schools. A descriptive qualitative approach was employed, involving guidance counselors, school principals, and students as participants. Data were collected through interviews, observations, and documentation studies, then analyzed using the Miles and Huberman interactive model consisting of data reduction, data display, and conclusion drawing. The findings reveal that effective management strategies for GC programs encompass four key functions: (1) needs-based program planning, (2) collaborative resource organization, (3) innovative service implementation aligned with vocational student characteristics, and (4) continuous data-driven evaluation. The application of these strategies enhanced the effectiveness of counseling services, as reflected in increased student participation, achievement of service goals, and the establishment of a positive school culture. Supporting factors include strong school leadership, professional competence of counselors, and supportive institutional policies. These results emphasize that GC program management is not merely an administrative function but a strategic component essential for delivering high-quality and relevant counseling services that meet the developmental and vocational needs of students in the digital era.
Philosophy of Science as an Epistemological Foundation in the Development of Science Muharleni; Yeni Karneli; Puji Gusri Handayani
Islamic Studies and Education Journal Vol. 1 No. 1 (2025): December
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/isej.v1i1.57

Abstract

The philosophy of science plays a fundamental role as an epistemological foundation in the development of science. This article examines the role of the philosophy of science in shaping the rational and methodological basis of scientific thinking, as well as its implications for innovation and integration of contemporary science. The research method used is a reflective-analytical literature study by examining classical and contemporary literature related to the philosophy of science and epistemology. The results of the study indicate that the philosophy of science not only provides a conceptual framework for the validation and justification of knowledge, but also guides the selection of appropriate scientific methods and facilitates interdisciplinary dialogue. In addition, the philosophy of science plays a crucial role in emphasizing the ethical dimensions and social responsibility in the development of science, especially amidst the increasingly complex and pluralistic challenges of the modern and postmodern eras. Thus, strengthening the philosophy of science is key to encouraging the development of science that is not only innovative, but also holistic and sustainable.
The Potential and Limitations of Augmented Reality and Virtual Reality in Enhancing Conceptual Understanding Neni Sriwahyuni; Muharleni
Islamic Studies and Education Journal Vol. 1 No. 2 (2026): April
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/isej.v1i2.120

Abstract

The rapid advancement of digital technology has encouraged the integration of Augmented Reality (AR) and Virtual Reality (VR) as innovative learning tools capable of providing interactive and immersive learning experiences. However, the effectiveness of these technologies in enhancing conceptual understanding remains inconsistent across educational contexts. This study aims to comprehensively analyze the potential and limitations of AR and VR in learning, particularly regarding students’ conceptual understanding. A qualitative approach employing a Systematic Literature Review (SLR) method was adopted following the PRISMA 2020 guidelines. Data were collected from articles indexed in Scopus, Web of Science, ScienceDirect, SpringerLink, ERIC, and Google Scholar published between 2015 and 2025. Following the screening and selection process, 36 eligible articles were analyzed using thematic analysis. The findings reveal that AR and VR have significant potential to improve the visualization of abstract concepts, learning motivation, student engagement, and exploration-based learning experiences. Nevertheless, their impact on conceptual understanding is not always consistent and is strongly influenced by instructional design quality, pedagogical integration, learner characteristics, as well as infrastructure readiness and teacher competencies. Furthermore, challenges such as cognitive load, implementation costs, and digital access disparities remain significant barriers to the adoption of immersive technologies in education. This study highlights that the effectiveness of AR and VR depends not merely on technological sophistication but also on their integration with appropriate pedagogical strategies. Therefore, the development of more comprehensive AR- and VR-based learning models is necessary to support meaningful and sustainable conceptual understanding.
Augmented Reality dan Virtual Reality dalam Pembelajaran: Sebuah Tinjauan Sistematis tentang Pemahaman Konsep Peserta Didik Neni Sriwahyuni; Muharleni
Journal of Social, Educational and Religious Studies Vol. 2 No. 1 (2026): Juni 2026
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/jsers.v2i1.119

Abstract

The rapid advancement of digital technology has encouraged the integration of Augmented Reality (AR) and Virtual Reality (VR) as innovative learning tools capable of providing interactive and immersive learning experiences. However, the effectiveness of these technologies in enhancing conceptual understanding remains inconsistent across educational contexts. This study aims to comprehensively analyze the potential and limitations of AR and VR in learning, particularly regarding students’ conceptual understanding. A qualitative approach employing a Systematic Literature Review (SLR) method was adopted following the PRISMA 2020 guidelines. Data were collected from articles indexed in Scopus, Web of Science, ScienceDirect, SpringerLink, ERIC, and Google Scholar published between 2015 and 2025. Following the screening and selection process, 36 eligible articles were analyzed using thematic analysis. The findings reveal that AR and VR have significant potential to improve the visualization of abstract concepts, learning motivation, student engagement, and exploration-based learning experiences. Nevertheless, their impact on conceptual understanding is not always consistent and is strongly influenced by instructional design quality, pedagogical integration, learner characteristics, as well as infrastructure readiness and teacher competencies. Furthermore, challenges such as cognitive load, implementation costs, and digital access disparities remain significant barriers to the adoption of immersive technologies in education. This study highlights that the effectiveness of AR and VR depends not merely on technological sophistication but also on their integration with appropriate pedagogical strategies. Therefore, the development of more comprehensive AR- and VR-based learning models is necessary to support meaningful and sustainable conceptual understanding.
Strategi Manajemen Program Bimbingan dan Konseling dalam Meningkatkan Efektivitas Layanan di Sekolah Menengah Kejuruan Muharleni; Yarmis Syukur; Neviyarni
Jurnal Ilmu Sosial, Ekonomi dan Pendidikan Vol. 1 No. 2 (2025): Oktober 2025
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/jisep.v1i2.36

Abstract

The management of Guidance and Counseling (GC) programs plays a strategic role in determining the success of counseling services in schools, particularly in Vocational High Schools (SMK), where students are oriented toward the world of work. This study aims to analyze effective management strategies for GC programs in improving service effectiveness at vocational schools. A descriptive qualitative approach was employed, involving guidance counselors, school principals, and students as participants. Data were collected through interviews, observations, and documentation studies, then analyzed using the Miles and Huberman interactive model consisting of data reduction, data display, and conclusion drawing. The findings reveal that effective management strategies for GC programs encompass four key functions: (1) needs-based program planning, (2) collaborative resource organization, (3) innovative service implementation aligned with vocational student characteristics, and (4) continuous data-driven evaluation. The application of these strategies enhanced the effectiveness of counseling services, as reflected in increased student participation, achievement of service goals, and the establishment of a positive school culture. Supporting factors include strong school leadership, professional competence of counselors, and supportive institutional policies. These results emphasize that GC program management is not merely an administrative function but a strategic component essential for delivering high-quality and relevant counseling services that meet the developmental and vocational needs of students in the digital era.
Religious Digital Resilience: A Conceptual Model for Strengthening Religious Moderation among Generation Z through Islamic Education Muharleni; Neni Sriwahyuni; Mellia Ristika; Yeni Sulastri
Islamic Studies and Education Journal Vol. 1 No. 3 (2026): August
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/isej.v1i3.146

Abstract

The rapid growth of social media has fundamentally transformed how Generation Z acquires, constructs, and disseminates religious knowledge. On the one hand, social media provides significant opportunities to promote religious moderation through digital da'wah, educational content, and interactive learning environments. On the other hand, algorithm-driven platforms, information overload, and weak source verification have intensified the spread of religious extremism, intolerance, and digital misinformation. These challenges require Islamic education to move beyond the transmission of religious knowledge by strengthening digital literacy, critical thinking, and digital resilience among learners. This study aims to analyze Islamic education strategies for strengthening religious moderation on social media to address digital radicalism and misinformation among Generation Z. The study employed a conceptual review method through a critical synthesis of peer-reviewed journal articles, academic books, and policy documents related to religious moderation, Islamic education, digital literacy, and digital radicalization. The findings indicate that strengthening religious moderation requires the integration of four interconnected components: religious moderation values, digital literacy, adaptive Islamic pedagogy, and a collaborative ecosystem involving schools, families, religious organizations, government institutions, and digital platforms. Based on this synthesis, the study proposes the Religious Digital Resilience Model as its primary conceptual contribution, explaining how these components collectively develop Generation Z's capacity to access, verify, evaluate, and disseminate religious information critically, ethically, and responsibly. The proposed model extends the discourse on religious moderation from a normative framework toward a transformative educational approach integrating theological, pedagogical, and digital dimensions.
Artificial Intelligence-Supported Personalized Learning for Enhancing Students' Critical Thinking Skills: A Systematic Literature Review Muharleni; Neni Sriwahyuni
Journal of Learning Innovation and Educational Technology Vol. 1 No. 1 (2026): June 2026
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/jliet.v1i1.109

Abstract

The rapid advancement of Artificial Intelligence (AI) has transformed education toward more personalized, adaptive, and learner-centered approaches. Although numerous studies have reported the benefits of AI in improving learning quality, comprehensive evidence explaining the relationship between AI, personalized learning, and students' critical thinking skills remains limited. This study aims to examine the implementation of AI in personalized learning, identify its opportunities and challenges, and propose a conceptual model explaining how AI contributes to the development of students' critical thinking skills. This research employed a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines. Literature was retrieved from five international databases, including Scopus, Web of Science, ERIC, IEEE Xplore, and Google Scholar. Following the identification, screening, and eligibility processes, 42 articles published between 2021 and 2025 were selected and analyzed using a thematic synthesis approach. The findings indicate that AI functions as an enabling technology supporting personalized learning through adaptive learning systems, learning analytics, intelligent tutoring systems, and Generative Artificial Intelligence. The contribution of AI to students' critical thinking is not direct but is mediated by enhanced student engagement, self-regulated learning, and metacognitive awareness. However, the implementation of AI also faces significant challenges related to teachers' pedagogical readiness, AI literacy, digital infrastructure, data privacy, algorithmic bias, and ethical governance. This study proposes a conceptual model integrating Artificial Intelligence, personalized learning, student engagement, self-regulated learning, and critical thinking skills, providing a theoretical contribution to the field of Artificial Intelligence in Education (AIEd) while offering practical implications for educators, policymakers, and future research.
Immersive Learning Technologies in Education: A Systematic Review of Augmented Reality and Virtual Reality for Conceptual Understanding Neni Sriwahyuni; Muharleni
Journal of Learning Innovation and Educational Technology Vol. 1 No. 1 (2026): June 2026
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/jliet.v1i1.116

Abstract

The growing adoption of Augmented Reality (AR) and Virtual Reality (VR) has transformed educational technology by providing immersive learning environments that promote interactive and meaningful learning experiences. Despite increasing interest in these technologies, previous studies have reported inconsistent findings regarding their effectiveness in enhancing students' conceptual understanding, highlighting the need for a comprehensive synthesis of current evidence. This study aims to systematically review empirical research on the educational applications of AR and VR, with particular emphasis on their impact on conceptual understanding, supporting factors, implementation challenges, and pedagogical implications. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines. Scientific articles published between 2015 and 2025 were retrieved from Scopus, Web of Science, ScienceDirect, SpringerLink, ERIC, and Google Scholar using predefined inclusion and exclusion criteria. Of the 436 studies initially identified, 36 peer-reviewed articles met the eligibility criteria and were included in the thematic synthesis. The findings indicate that AR and VR consistently improve conceptual visualization, learner engagement, motivation, and experiential learning. However, their effectiveness in promoting conceptual understanding remains inconsistent and is strongly influenced by instructional design quality, pedagogical integration, cognitive load management, teacher competence, technological infrastructure, and learner readiness. The review further reveals that immersive technologies produce more meaningful learning outcomes when integrated with active learning approaches, such as inquiry-based, problem-based, and project-based learning, rather than functioning solely as visualization tools. This study proposes a conceptual framework that positions instructional design, pedagogical strategies, and implementation readiness as key determinants of successful immersive learning. These findings contribute to the advancement of educational technology literature and provide practical guidance for educators, instructional designers, and policymakers in developing pedagogically meaningful and sustainable AR- and VR-supported learning environments.
Co-Authors Mellia Ristika Neni Sriwahyuni Neni Sriwahyuni Neni Sriwahyuni Neviyarni Puji Gusri Handayani Yarmis Syukur Yeni Karneli Yeni Sulastri