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Psychology, Evaluation, and Technology in Educational Research
Published by Research and Social Study Institute
ISSN : -     EISSN : 26225506     DOI : -
Core Subject : Science, Education, Social,
Computer Science & IT Education Social Sciences
Psychology, Evaluation, and Technology in Educational Research is a peer reviewed open-access journal which publishes educational research articles in psychology, evaluation, and technology. Every submitted manuscript will be reviewed by at least two peer-reviewers using double blind review method.
Arjuna Subject : -
Articles 149 Documents
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Breaking in or breaking down?: Culture shock among Filipino Freshmen students in a state university Abarientos, Kenna; Ancho, Inero; Recto, Ferlynn B.; Saguiguit, Sue Liza; Pelegrina, Daisy
Psychology, Evaluation, and Technology in Educational Research Vol. 7 No. 2 (2025)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v7i2.241

Abstract

This study investigates the phenomenon of culture shock among freshmen students at a Philippine state university, where education is highly valued as both a familial legacy and a personal investment. Using a phenomenological approach, the study explores the lived experiences of ten high-achieving freshmen living independently at a state university in Laguna, Philippines. Thematic analysis reveals profound academic and social challenges impacting students’ academic performance, acculturation, and overall well-being. These challenges include: (1) Navigating a new academic environment and rigor, (2) Mastering time management and navigating lifestyle adjustments, (3) Managing finances and maintaining scholarships, (4) Adapting socially and culturally, (5) Managing expectations and pressure, and (6) Challenges to psychological and emotional well-being. Furthermore, the study identifies key coping strategies employed by these students, including seeking support networks – family, friends, peers, organizations, and scholarships – and developing personal adaptive mechanisms, primarily relying on self-help. These findings highlight the multifaceted nature of culture shock and offer valuable insights for university policies aimed at supporting incoming students’ cultural and academic adjustment.
Comparison and difference in the level of jealousy among married couples in long-distance marriages Ervina, Dina; Putra, Bramana Nanditya; Yunistia, Wella; Purwandari, Elce
Psychology, Evaluation, and Technology in Educational Research Vol. 7 No. 2 (2025)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v7i2.239

Abstract

This study aims to describe the level of jealousy among husbands in long-distance marriages, the level of jealousy among wives in long-distance marriages, and to identify whether there is a difference in the level of jealousy between husbands and wives in long-distance marriages. This is a comparative study with a sample size of 90 individuals, consisting of 45 husbands and 45 wives in long-distance marriages. The sampling technique used is purposive sampling. The study measures marital satisfaction, which includes social jealousy, sexual jealousy, family jealousy, and work-related jealousy, developed by White. The findings reveal that: the level of jealousy among husbands in long-distance marriages is generally in the moderate category, with a percentage of 52.10%, the level of jealousy among wives in long-distance marriages is generally in the low category, with a percentage of 46.47%, and there is a significant difference in the level of jealousy between husbands and wives in long-distance marriages, with an F-value of 7.474 and a probability of 0.008, which is less than 0.05.
Examining the influence of perceived teaching style on academic burnout Kurniawan, Luky; Tristianti, Ika; Sutanti, Natri
Psychology, Evaluation, and Technology in Educational Research Vol. 7 No. 2 (2025)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v7i2.254

Abstract

This research aimed to determine the effect of perceived teaching style on academic burnout in vocational high school students. This research was quantitative research with 50 students who were recruited by a non-probability sampling sample technique. The data were collected using a perceived teaching style questionnaire (Alpha Cronbach=0.817) and an academic burnout instrument (Alpha Cronbach=0.804). The data analysis was simple linear regression. The results of the research showed that the significance value was 0.00 (<0.05), and the t value was 12.971; therefore, it was concluded that the hypothesis was accepted. This also meant that that perceived teaching style had a significant effect on academic burnout at vocational high school. Perceived teaching style consisting of voice intonation, material emphasis, pause timing, eye contact, body movements, and changes in position influenced fatigue, cynicism, and decreased professional efficacy. The R square value of 0.778 shows that perceived teaching style influences 77.8% of academic burnout and the remaining 22.2% are influenced by other factors. Eventually, teachers should have variations in teaching styles such as emphasizing voice to convey important material, providing pause time for students to understand the material, and using body movements. Further research could explore more on how to develop expected teaching style that matched with student needs.
Quranic mushaf use and religious character: A meta-analysis Anwas, Ence Oos M.; Arlinwibowo, Janu; Nur, Ismail; Susanto, Juli; Shah, Imam; Miswanto, Miswanto; Aziz , Asep Rifqi Abdul; Anwas, Ihsan Maulana
Psychology, Evaluation, and Technology in Educational Research Vol. 8 No. 1 (2025)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v8i1.292

Abstract

This meta-analysis examines the association between use of the Qur’anic mushaf and the development of religious character and Qur’anic literacy. Studies were identified through Google searches and screened against a priori inclusion criteria. Following data extraction, pooled effects were estimated with a random-effects model. The analytic workflow comprised tests of heterogeneity, calculation of the summary effect size, assessment of publication bias, and moderator analyses. Across 33 studies (N = 2,209), the pooled correlation was r = 0.53, indicating a moderate-to-strong association between mushaf reading intensity (including memorization and habitual practice) and positive religious character outcomes—namely religiosity, student character traits, emotional intelligence, and learning behavior. These findings suggest that character-education initiatives should integrate structured Qur’anic literacy within both formal and non-formal settings, supported by equitable access to printed and digital mushaf and sustained guidance from teachers, religious instructors, and parents.
Differentiated learning in inclusive educational activities in junior high school Khumaira, Anisa Firda; Wahyono, Sugeng Bayu
Psychology, Evaluation, and Technology in Educational Research Vol. 8 No. 1 (2025)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v8i1.293

Abstract

This study aims to analyze teacher and student activities in differentiated learning within inclusive education at SMPN 1 Yogyakarta. The research focuses on: (1) how differentiated learning is facilitated in inclusive education for students with disabilities, and (2) the role of teachers in implementing differentiated learning for students with disabilities. This study employed a qualitative case study approach, collecting data through observation, in-depth interviews, and documentation. Data validity was tested through triangulation of techniques and data sources, while analysis was conducted through reduction, presentation, and conclusion drawing stages. The findings indicate that differentiated learning facilitation has been applied through modifications of curriculum, processes, products/assessments, and learning environments. Teachers adapt materials, apply the pull-out model, implement heterogeneous group learning, and conduct individual assessments based on students' abilities. Teachers' roles in implementing differentiation include upholding ethical principles of equal educational rights, providing developmental opportunities for students with disabilities, fostering empathy among regular students, and enhancing self-confidence in students with disabilities. In conclusion, differentiated learning serves as an effective strategy in inclusive education, although its implementation remains limited to the product aspect and relies heavily on Inclusion Support Teachers.
Social responsibility among junior high school students Mahfud, Ali; Hambali, IM; Setiyowati, Arbin Janu
Psychology, Evaluation, and Technology in Educational Research Vol. 7 No. 2 (2025)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v7i2.273

Abstract

Character education in Indonesia plays a crucial role in shaping students to be well-balanced in both academic competence and social responsibility. Social responsibility is a fundamental human capacity to live in harmony within society, helping to maintain a balance between individual behavior and societal norms. The purpose of this study is to measure the percentage of each dimension of social responsibility at State Junior High School 1 Turen. This research employs a survey method, with data analyzed using descriptive analysis. The results of the percentage analysis for each dimension of social responsibility at State Junior High School 1 Turen, Malang, are as follows: (1) The dimension of self and others understanding scored 70.89%, which is categorized as fair. (2) The dimension of socialization scored 64.15%, categorized as low. (3) The problem-solving dimension scored 62.72%, also categorized as low. (4) The communication dimension scored 78.20%, categorized as good. (5) The sharing ability dimension scored 70.45%, categorized as fair. (6) The dimension of empathy and concern scored 65.84%, also falling under the fair category.
Academic resilience in mathematics among junior high school students Bela Negara, Adinda; Atmoko, Adi; Wahyuni, FItri
Psychology, Evaluation, and Technology in Educational Research Vol. 7 No. 2 (2025)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v7i2.276

Abstract

Academic resilience is an important aspect of education. With academic resilience, students are better equipped to face obstacles, pressure, and challenges in mathematics learning. This study aims to provide an overview of students' academic resilience levels in mathematics at Junior High School 1 Plosokaten Kediri and serve as a reference for school counselors in developing guidance and counseling programs. Using a survey method and descriptive statistical analysis, the data is presented in percentage tables for each aspect of academic resilience. The results show that communication and collaboration scored 71.60% (moderate), self-efficacy 61.31% (low), empathy 68.31% (moderate), problem-solving 58.84% (low), self-awareness 62.96% (low), and aspirations and goals 72.01% (moderate). This condition implies the need for more varied and innovative guidance and counseling strategies, rather than relying solely on lectures and motivational approaches. Group guidance services using various techniques such as simulation games, role-playing, modeling, reframing, Problem-Based Learning, and the Solution-Focused Brief Counseling approach can serve as effective alternatives to enhance each aspect of academic resilience. The implementation of these strategies is expected to develop students’ communication skills, empathy, self-awareness, and strengthen self-efficacy, aspirations, and problem-solving abilities, enabling them to become more adaptive, confident, and resilient in facing the challenges of learning mathematics.
Integrating generative pre-trained transformer into a differentiated learning management system for counselor education Setiyowati, Arbin Janu; Prihatiningsih, Riskiyana; Bariyyah, Khairul; Hidayatullah, Hengki Tri
Psychology, Evaluation, and Technology in Educational Research Vol. 8 No. 1 (2025)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v8i1.286

Abstract

Differentiated learning has become a critical approach in counselor education, as it allows instructional processes to be tailored to individual learner needs. However, most existing Learning Management Systems (LMS) have yet to fully support this pedagogical principle. With the rapid advancement of artificial intelligence, particularly Generative Pre-trained Transformer (GPT) models, new opportunities have emerged to develop more adaptive and personalized LMS platforms. This study aims to identify the initial design needs of a differentiated learning LMS in counselor education and explore the potential integration of GPT as a supportive technology. Employing an exploratory qualitative approach, data were collected from 34 pre-service teachers in a Guidance and Counseling Teacher Professional Education Program using a combination of open- and closed-ended questionnaires and semi-structured interviews. The analysis revealed eight key areas of student need within the LMS, including media variation, contextualization, interactivity, accessibility, and automated feedback. GPT’s features were found to align with these needs, particularly its ability to deliver case-based simulations, personalized content recommendations, and adaptive feedback. These findings provide a conceptual foundation for the development of LMS platforms that are more contextualized, human-centered, and capable of supporting differentiated learning in counselor education.
Implementation and development needs for problem-based Value Clarification Technique (VCT) Model: Boosting grade 4 student’s learning interest and critical thinking Indahwati, Christine; Sanjaya, Dewa Bagus; Suastra, I Wayan
Psychology, Evaluation, and Technology in Educational Research Vol. 7 No. 2 (2025)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v7i2.300

Abstract

This study analyzes the implementation and development needs of a problem-based Value Clarification Technique (VCT)Model to enhance learning interest and critical thinking in Civic Education for fourth-grade elementary school students.Observations at one of Public Elementary School in Bali, Indonesia revealed conventional learning methods with limitedmedia and suboptimal implementation of problem-based issues, despite teachers' efforts to link material to local problems. Interviews confirmed teachers' limited understanding of VCT and their hopes for innovative models and media.Questionnaire results indicated low levels of student enjoyment and active engagement in Civic Education. These findings underscore the urgency of developing a problem-based VCT Model integrated with flashcards. This model iscrucial for shifting students' learning experiences toward concrete domains as per Edgar Dale's Cone of Experience, boosting learning interest, fostering critical thinking through problem-solving, and aligning with constructivist principles.This research provides a strong foundation for developing more effective and relevant Civic Education learning interventions.
The effect of PhET (Physics Education Technology)-assisted guided inquiry learning on grade VI learning interest and critical thinking skills Mukarramah, Mukarramah; Sanjaya, Dewa Bagus; Suastra, I Wayan
Psychology, Evaluation, and Technology in Educational Research Vol. 7 No. 2 (2025)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v7i2.301

Abstract

This study investigates the impact of the guided inquiry learning model, augmented by PhET (Physics Education Technology) media, on the critical thinking skills and learning interest of sixth-grade students in Science subjects at Islamic elementary school, Jembrana, Indonesia. The research was prompted by the observed deficiency in both aspects, attributed to conventional, passive, and non-interactive pedagogical methods. Utilizing a quantitative approach with a quasi-experimental design, the study divided subjects into two groups: an experimental class implementing PhET-assisted guided inquiry and a control class utilizing conventional methods. Data collection involved essay tests to measure critical thinking skills and Likert-scale questionnaires to assess learning interest. Multivariate Analysis of Variance (MANOVA) results indicated that the integration of guided inquiry and PhET media significantly influenced students' critical thinking skills and learning interest. The experimental group demonstrated higher mean scores. PhET media effectively visualized abstract scientific concepts, making them more tangible and comprehensible, while the guided inquiry model stimulated analytical reasoning and active student participation. This combined approach proved effective in enhancing student outcomes in science education.

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