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Mimbar Ilmu
Published by Universitas Pendidikan Ganesha
ISSN : 1829877X     EISSN : 26859033     DOI : 10.23887/mi
Core Subject : Education,
Education
Mimbar Ilmu is published by Research and Community Service Institution Universitas Pendidikan Ganesha. Mimbar Ilmu aims at becoming the publication center of education researches in instruction, learning and teaching, curriculum development, learning environment, teacher education, educational technology, and educational development. It is published twice a year in April and October.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 613 Documents
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Gender-Based Violence Awareness Assessment Tool for Children with Intellectual Disabilities in Special Schools Yayu Khoerul Bariyyah; Oom Sitti Homdijah; Endang Rochyadi
Mimbar Ilmu Vol. 30 No. 3 (2025): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v30i3.105565

Abstract

The background of this study on children diagnosed with intellectual disabilities (ID) shows an increased vulnerability to gender-based violence (GBV) due to their cognitive, communicative, and social vulnerabilities. This study aims to present the development and psychometric evaluation of a GBV awareness instrument, consisting of 25 items designed for students with mild to moderate intellectual disabilities in Special Schools (SLB) in Indonesia. The items cover four main domains: recognition of physical restraint, identification of violence scenarios, avoidance and reporting strategies, and safe behavior practices. The research design uses instruments informed by Piaget's cognitive development theory, Bandura's social learning theory, and UNESCO's Comprehensive Sexuality Education guidelines. The results of the study show that the item content validity index (I-CVI) ranges from 0.80 to 0.95 and the cumulative validity index (s-CVI/AVE) is 0.88. A pilot study involving 20 students (aged 10 to 15 years; consisting of 10 boys and 10 girls) from SLB Angkasa, Bandung, confirmed the applicability of the instrument. The internal consistency of the instrument was considered acceptable (Cronbach's α = 0.82). A comparison of pre- and post-tests after a brief school-based attention intervention revealed a statistically significant increase in all domains (total pre-test score M = 13.4, SD = 2.7; post-test M = 19.6, SD = 2.1; p <0.01), indicating a moderate to large effect size. In conclusion, this instrument demonstrates practicality for teacher-administered screening and program evaluation in the context of SLB.
CAREvolution for Generation Z: Integrating Penyang Hinje Simpei Values into Educational Psychology Interventions Based on Subjective Well-Being as a Determinant of Resilience Raisa Vienlentia; Linda; Miko
Mimbar Ilmu Vol. 30 No. 3 (2025): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v30i3.105620

Abstract

Generation Z demonstrates learning characteristics that are highly adaptive to technological developments. However, the increasing academic demands pose new challenges in strengthening students’ psychological resilience. This condition underscores the importance of internal protective factors that enable students to adapt effectively and recover from various academic pressures. This study aims to analyze and examine the contribution of subjective well-being to academic resilience among Generation Z students. A quantitative approach with a survey design was employed. The participants consisted of 225 students selected using a saturated sampling technique. Data were collected using the Indonesian Academic Resilience Scale (IARS) and the Subjective Well-Being Scale (SWBS), both of which have demonstrated validity and reliability. Data were analyzed using linear regression to test the relationships between variables. The results indicate that subjective well-being has a positive and significant effect on academic resilience. Components such as life satisfaction, positive affect, and the ability to manage negative affect were found to contribute to enhancing students’ adaptive capacity in facing academic challenges. This study concludes that subjective well-being is a significant determinant of academic resilience. The findings provide implications for the development of educational psychology interventions that strengthen cognitive, emotional, and contextual value-based aspects to sustainably support students’ psychological resilience.
Reflection Model Strategy as a Source of Ideas in Writing Short Stories (Case Study on High School Students) Marwani; Ribut Wahyu Eriyanti; Hari Sunaryo
Mimbar Ilmu Vol. 30 No. 3 (2025): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v30i3.108613

Abstract

This study aims to explore the implementation of a reflective model in short story writing instruction at the senior high school level and to examine its impact on students’ writing quality. Short story writing, as a fundamental skill in Indonesian language learning, is expected to foster students’ creativity, enhance critical thinking skills, and strengthen idea development in writing. However, previous studies indicate that many senior high school students still experience difficulties in producing high-quality short stories. One instructional approach that has the potential to improve students’ writing quality is the use of a reflective model, which allows students to evaluate the strengths and weaknesses of their work and to plan revisions for subsequent drafts. This study employed a qualitative approach using a case study method in a senior high school, involving 40 students from grade XI or XII. Data were collected through classroom observations, interviews, analysis of students’ short stories, and reflective journals. The findings reveal that the implementation of the reflective model contributed to improvements in the quality of students’ short stories, particularly in terms of idea development, plot organization, character development, and language use. Reflection helped students think more critically about their writing, address structural weaknesses in their narratives, and develop more vivid and coherent characters. Although challenges related to time constraints and students’ understanding of reflection were identified, the study concludes that reflective practices are effective in enhancing students’ writing skills and have the potential to be more widely implemented in short story writing instruction at the senior high school level.

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