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All Journal IMPROVEMENT: Jurnal Ilmiah untuk peningkatan mutu manajemen pendidikan Bulletin of Pedagogical Research
Fawzul Arifin
Universitas Negeri Jakarta
Decision Sciences, Operations Research & Management Education

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Evaluating the Role of Family Learning Climate and Self-Related Skills as Determinants of Students’ Learning Resilience in the Digital Era Nurhijriah; Fawzul Arifin; Alifah Muthmainna
Bulletin of Pedagogical Research Vol. 5 No. 3 (2025): Bulletin of Pedagogical Research
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bpr.v5i3.2107

Abstract

The rapid development of digital technology has significantly transformed learning environments and created new challenges for students in maintaining academic resilience. Alongside increased access to information, students are also exposed to digital distractions, academic pressure, and reduced learning control, making learning resilience a critical competence in the digital era. Within this context, Family Learning Climate and Self-Related Skills, including self-regulation, self-efficacy, and emotional management, are assumed to play a central role in supporting students’ ability to adapt and persist in learning. This study aims to examine the influence of Family Learning Climate and Self-Related Skills on students’ learning resilience in a non-urban educational context in Indonesia. A quantitative research design was employed involving 160 students of SMA 1 Langgudu in the 2025/2026 academic year, selected from a population of 480 students using stratified random sampling. Data was collected through a five-point Likert-scale questionnaire and analyzed using descriptive statistics and multiple linear regression analysis. Instrument validity was ensured through expert judgment, and reliability testing produced Cronbach’s alpha values exceeding 0.80, indicating high internal consistency. The results indicate that the regression model is statistically significant (p < 0.001), confirming that Family Learning Climate and Self-Related Skills simultaneously influence learning resilience. Family Learning Climate contributes positively and significantly to learning resilience (β = 0.284, p = 0.001), while Self-Related Skills emerge as the stronger predictor (β = 0.316, p < 0.001). Furthermore, the model explains 19.2% of the variance in students’ learning resilience. These findings suggest that learning resilience is shaped by a synergy between family support as an external factor and intrapersonal capacity as an internal factor. The study highlights the need for educational policies and practices that strengthen parental involvement and intrapersonal skill development to foster resilient learners in the digital era.
TRANSFORMING EDUCATIONAL MANAGEMENT THROUGH HYFLEX LEARNING TO FOSTER 21ST-CENTURY SKILLS IN SOCIETY 5.0 Nur Afifah, Rizqi; Arifin, Fawzul; Arta Uli, Anastasia
Improvement: Jurnal Ilmiah untuk Peningkatan Mutu Manajemen Pendidikan Vol. 12 No. 2 (2025): Improvement: Jurnal Ilmiah Untuk Peningkatan Mutu Manajemen Pendidikan
Publisher : Program Studi Manajemen Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/improvement.v12i1.62801

Abstract

Educational management, often narrowly perceived as classroom discipline and administrative procedures, can be redefined as a human-centered approach to foster 21st-century skills in the era of Society 5.0. This study employs a Systematic Literature Review (SLR) of research published between 2020 until 2025 to identify effective practices in nurturing students’ critical thinking, creativity, collaboration, and communication. The findings reveal that strategies such as project-based learning, assigning clear roles within teams, providing constructive feedback, and integrating synchronous-asynchronous interactions in Hyflex learning environments significantly enhance learning outcomes. Moreover, attention to student well-being is essential for sustaining motivation and engagement. These practices illustrate that educational management is not limited to control and administration but serves as a framework for holistic human development. The study concludes that educators and schools should embrace the role of facilitators who not only prepare learners to navigate rapid global changes but also contribute to the realization of Sustainable Development Goal 4 (Quality Education).
Co-Authors Alifah Muthmainna Arta Uli, Anastasia Nur Afifah, Rizqi Nurhijriah