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p-Index From 2021 - 2026
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All Journal SocioEdu: Sociological Education Women, Education, and Social Welfare
Siswantoyo
Universitas Negeri Yogyakarta
Humanities Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Unpacking the Role of Advanced Growth Mindset in Fostering Multicultural Awareness Among University Students Fawziah Zahrawati B; Nursaptini; Siswantoyo
SocioEdu: Sociological Education Vol. 7 No. 1 (2026): Sociological Education
Publisher : Sociology Education, Teaching Training and Education Faculty, Muhammadiyah University of Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/socioedu.v7i1.3112

Abstract

This study addresses the growing need for multicultural awareness in higher education within increasingly diverse and pluralistic societies. Although the growth mindset has been widely examined in relation to academic resilience and achievement, its contribution to multicultural awareness remains underexplored. This research investigates how an advanced growth mindset supports the development of multicultural awareness among university students. Using a qualitative design, the study involved 11 students from the Social Studies Education Program at IAIN Parepare, selected through purposive sampling. Data were collected through in-depth semi-structured interviews, participant observation, and analysis of reflective documents, and were analyzed using thematic analysis. The findings identify five interconnected dimensions: intrinsic growth motivation, cognitive reframing of differences, self-regulated communication, cultural sensitivity in practice, and experiential multicultural learning. Students perceived cultural differences as opportunities for reflection rather than conflict, demonstrating adaptive and dialogical engagement. The study concludes that an advanced growth mindset functions as a psychological mediator, transforming cross-cultural challenges into reflective learning experiences. These findings imply the need to integrate reflective and cross-cultural collaborative learning into higher education curricula and are significant in bridging growth mindset theory with multicultural education to foster resilient and socially responsible graduates.
Internal and External Determinants of Secondary School Teachers' Digital Literacy Effectiveness: A Systematic Literature Review Anang Ristanto; Siswantoyo; Faqih Ma’arif
Women, Education, and Social Welfare Vol. 3 No. 3 (2026): July - September 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i3.530

Abstract

This study aims to identify and synthesize the internal and external determinants affecting the effectiveness of secondary school teachers’ digital literacy. A systematic literature review was conducted following the PRISMA 2020 guidelines, drawing on empirical studies indexed in Scopus, Web of Science, ERIC, and Google Scholar. The findings show that digital literacy effectiveness emerges from the dynamic interaction between individual capacities and institutional conditions. The most influential internal determinants are digital pedagogical competence, self-efficacy, attitudes toward technology, intrinsic motivation, and prior technological experience. Key external determinants include ICT infrastructure, school leadership, institutional support, educational policy, collaborative school culture, and continuous professional development. At the secondary level, self-efficacy and technological pedagogical content knowledge are particularly important because they shape the quality of technology integration and support students’ higher-order thinking skills. The study concludes that teacher digital literacy should be understood as a multidimensional and ecosystem-based competence. Strengthening it therefore requires coordinated policies, sustained professional development, equitable infrastructure, and supportive school cultures that promote inclusive, adaptive, and meaningful digital learning.
Co-Authors Anang Ristanto Faqih Ma’arif Fawziah Zahrawati B Nursaptini