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All Journal Journal Evaluation in Education (JEE) BAHASTRA
Adelia Lintang Anjarika
Universitas Muhammadiyah Tasikmalaya
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Strengthening Academic Hardiness Through Self-Reflection-Based Narrative Counseling: A Single-Case Research Muhammad Muhajirin; Agung Nugraha; Rima Irmayanti; Anandha Putri Rahimsyah; Adelia Lintang Anjarika
Journal Evaluation in Education (JEE) Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i1.2464

Abstract

Purpose of the study: This study aimed to examine the effectiveness of self-reflection-based narrative counseling in strengthening academic hardiness among senior high school students who demonstrate low academic persistence and difficulties in coping with academic challenges. Methodology: This study employed a single-case research design using an A–B format. Three (n = 3) senior high school students were selected through purposive sampling based on low academic hardiness scores. The intervention consisted of five individual self-reflection–based narrative counseling sessions. Data were collected using an academic hardiness scale administered during the baseline, intervention, and three-week follow-up phases. Data were analyzed using descriptive visual analysis to examine changes in level, trend, and stability of academic hardiness across phases. Main Findings: The results indicated a clear and consistent increase in academic hardiness across all three participants during the intervention phase compared to the baseline condition. Improvements were observed in the dimensions of commitment, control, and challenge, and were maintained at the three-week follow-up, suggesting a sustained positive effect of the intervention. Novelty/Originality of this study: This results indicated a clear and consistent increase in academic hardiness across all three participants during the intervention phase compared to the baseline condition. Improvements were observed in the dimensions of commitment, control, and challenge, and were maintained at the three-week follow-up, suggesting a sustained positive effect of the intervention.
Strengthening Academic Hardiness Through Self-Reflection-Based Narrative Counseling: A Single-Case Research Muhammad Muhajirin; Agung Nugraha; Rima Irmayanti; Anandha Putri Rahimsyah; Adelia Lintang Anjarika
Journal Evaluation in Education (JEE) Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i1.2464

Abstract

Purpose of the study: This study aimed to examine the effectiveness of self-reflection-based narrative counseling in strengthening academic hardiness among senior high school students who demonstrate low academic persistence and difficulties in coping with academic challenges. Methodology: This study employed a single-case research design using an A–B format. Three (n = 3) senior high school students were selected through purposive sampling based on low academic hardiness scores. The intervention consisted of five individual self-reflection–based narrative counseling sessions. Data were collected using an academic hardiness scale administered during the baseline, intervention, and three-week follow-up phases. Data were analyzed using descriptive visual analysis to examine changes in level, trend, and stability of academic hardiness across phases. Main Findings: The results indicated a clear and consistent increase in academic hardiness across all three participants during the intervention phase compared to the baseline condition. Improvements were observed in the dimensions of commitment, control, and challenge, and were maintained at the three-week follow-up, suggesting a sustained positive effect of the intervention. Novelty/Originality of this study: This results indicated a clear and consistent increase in academic hardiness across all three participants during the intervention phase compared to the baseline condition. Improvements were observed in the dimensions of commitment, control, and challenge, and were maintained at the three-week follow-up, suggesting a sustained positive effect of the intervention.
Designing a phonological awareness–based early literacy intervention for preschool and early elementary children: An ADDIE analysis and design study Anggia Suci Pratiwi; Yopa Taufik Saleh; Meiliana Nurfitriani; Karla Mahardika; Novia Nurul Mustami; Adelia Lintang Anjarika; Warti Nurlatifah
BAHASTRA Vol. 46 No. 2 (2026): BAHASTRA
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bs.v46i2.2364

Abstract

Early literacy skills constitute a fundamental foundation for children's reading and writing development. However, literacy instruction in preschools and early elementary classrooms continues to emphasize letter recognition, while the systematic development of phonological awareness receives limited attention. This study aimed to analyze instructional needs and to design a conceptual prototype of an early literacy intervention model based on a phonological awareness approach. A Research and Development approach using the ADDIE model was adopted; this article reports the Analysis and Design phases only, while the Development, Implementation, and Evaluation phases are planned for subsequent research. The needs analysis combined classroom observations, play-based assessments of children's phonological awareness, semi-structured teacher interviews, and document analysis, involving one kindergarten, one elementary school, 60 children, and 12 teachers in Tasikmalaya City, Indonesia. Most children had difficulty identifying initial sounds, segmenting words of three or more syllables, recognizing rhymes, and manipulating simple phonemes, with the greatest difficulty on voicing contrasts. Teachers equated reading readiness with alphabet recognition and had no instructional resources for phonological awareness. The resulting conceptual prototype rests on five design principles—progressive phonological development, play-based learning, contextualized instruction, practical applicability, and embedded assessment—and specifies learning objectives, instructional syntax, an activity hierarchy, media, and assessment strategies. Because expert validation, practicality testing, and effectiveness testing have not been conducted, the model is presented as a design hypothesis, not as a validated intervention.
Co-Authors Agung Nugraha Anandha Putri Rahimsyah Karla Mahardika Meiliana Nurfitriani Muhammad Muhajirin Novia Nurul Mustami Pratiwi, Anggia Suci Rima Irmayanti Warti Nurlatifah Yopa Taufik Saleh