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Education and Human Development Journal
Published by Universitas Nahdlatul Ulama Surabaya
ISSN : 25410156     EISSN : 25990292     DOI : https://doi.org/10.33086/
Core Subject : Humanities, Education, Social,
Humanities Education Environmental Science Social Sciences Other
Educatioan and Human Development Journal (EHDJ) Published by the Teaching and Education Faculty (FKIP). Published since April 7, 2017 with two versions, namely the printed version of ISSN: 2541-0156 and online e-SSN: 2559-0292. Rear-published twice every April and September. Committed to improving the quality of education. EHDJ focuses on human development through basic education in basic education.
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Articles 241 Documents
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Implementing Computer-Based National Assessment in the Package C Equivalency Program: A Case Study of PKBM Tunas Mekar, Cilacap Regency Radivan Bagas Kusuma; Joko Sutarto
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 10 No 3 (2025): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v10i3.8160

Abstract

This study aims to analyze the implementation of the Computer-Based National Assessment (Asesmen Nasional Berbasis Komputer/ANBK) in the Package C equivalency program at PKBM Tunas Mekar, Cilacap Regency, and to identify the supporting and inhibiting factors encountered by the institution. This issue emerges from limited technological infrastructure, low levels of digital literacy among learners, and regulatory demands requiring all educational providers—including non-formal education units—to administer computer-based national assessments. Employing a qualitative case study design, the research focuses on the internal dynamics of the institution in responding to educational policy mandates. The study was conducted from August to October 2025. Data were collected through interviews with four key informants (one PKBM manager, one Package C tutor, and two Package C learners), direct observations during the ANBK implementation, and a review of supporting documents. Data analysis followed the interactive model of Miles, Huberman, and Saldaña, encompassing data reduction, data display, and conclusion verification through source and technique triangulation.The findings indicate that the implementation of ANBK at PKBM Tunas Mekar has generally aligned with national standards, as evidenced by the preparation of required facilities, dissemination of information, simulation activities, and tutor assistance. Supporting factors include government policy support, effective internal coordination, and the availability of digital literacy training. Meanwhile, the primary obstacles derive from the low digital literacy of older learners and technical disruptions related to the central examination server. This study underscores the need for policy support tailored to local institutional contexts and highlights the importance of enhancing PKBM capacity to adapt to the demands of the digital era
Reclaiming Freedom in Play: A Critical Review of Early Childhood Education Discourse Salsabila Rizqi Ramadhanty Alisa, Salsa; Kurniawati Sugiyo Pranoto, Yuli; da Ary, Deasylina; Formen, Ali
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 10 No 3 (2025): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v10i3.8219

Abstract

This study critically examines how the concept of Free Play has been constructed, represented, and contested within early childhood education (ECE) discourses between 2019 and 2025. Using a Critical Literature Review grounded in Teun A. van Dijk’s Critical Discourse Analysis (CDA), this study investigates how language and ideology shape understandings of play, freedom, and childhood across global and local contexts, not only as a methodological approach but also as a form of critical ideology deconstruction. 25 peer-reviewed articles were analyzed from Scopus, Taylor & Francis, ERIC, and SINTA databases, focusing on themes of play-based learning, child agency, and educational policy. Findings reveal four dominant themes. First, the academicization and instrumentalization of play illustrate how play is reframed as a tool for academic achievement, reducing its intrinsic value. Second, the negotiation of teacher authority and child agency highlights the tension between adult control and children’s autonomy in play-based settings. Third, cultural contextualization of play demonstrates that meanings of play are embedded within moral and social values, differing across Western and non-Western traditions. Lastly, the ideological reconstruction of freedom exposes how policy rhetoric about autonomy and creativity often conceals regulatory control through assessments and standards. This study concludes that Free Play operates as a contested discursive field shaped by educational ideologies, institutional pressures, and cultural contexts. Reclaiming freedom in play requires reorienting pedagogy toward child-centered practices that value agency, participation, and human dignity. The findings offer implications for educators and policymakers seeking to align early education with democratic and inclusive values
The Performance of Women's Empowerment in Moringa Processing Using the CIPP Model Evaluation Herwina, Wiwin; Karwati, Lilis; Sundari, Ristina Siti
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 10 No 3 (2025): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v10i3.7996

Abstract

Moringa processing contributes significantly to public health, sustainable agriculture, and food security. This study evaluated the women's empowerment program implemented by KWT Roay Lestari in Tasikmalaya City using the Context–Input–Process–Product (CIPP) framework and a mixed-methods approach. Key informants—program leaders, members, and consumers—were selected through purposive sampling. Data were collected through observation, structured interviews, and documentation, and analyzed using OriginLab 2024, IBM SPSS Statistics 25, and Statistics 8.1. The findings reveal that the program had a positive influence on women's educational awareness, economic conditions, and household food security. Despite financial and time constraints, participants demonstrated a strong commitment to skill development and social interaction. Increased female participation enhanced technical skills, raised income levels, and expanded the use of moringa-based products in local diets. Growing consumer trust and demand further indicate the program's effectiveness. However, limited infrastructure, particularly the lack of adequate storage and grinding equipment, remains a significant challenge. While training has improved product quality and encouraged creativity, further innovation in food preservation is needed to ensure long-term market sustainability. Overall, the program demonstrates strong relevance and impact in promoting agricultural development and women's economic empowerment. Strengthening training, infrastructure, stakeholder collaboration, and investment in processing technology is essential for sustainable growth and scalability
Representation of Parental Parenting Patterns in the Development of Low Resilience Character Rahman, Fadhila Dwi; Asep Kurnia Jayadinata; Dhea Ardiyanti
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 10 No 3 (2025): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v10i3.8183

Abstract

Parenting patterns play a crucial role in shaping children’s character development, particularly among those with low levels of resilience. Positive communication between parents and children further contributes to healthy developmental outcomes by fostering supportive and responsive interactions within the child’s immediate environment. This study aims to explore the representation of parenting patterns and their implications for the character development of children with low resilience. A qualitative research method with a case study approach was employed in Purwakarta District, West Java. Data were collected through in-depth interviews with three parents and one teacher, direct observation of children aged 4–6 years, and supporting documentation. The findings indicate that the application of authoritarian and permissive parenting styles is associated with lower levels of resilience in children, largely due to limited opportunities for developing coping skills and adaptability when facing challenges. In contrast, positive and constructive parent–child communication was found to support more favorable character and developmental outcomes. This study offers important insights for parents by highlighting effective strategies for fostering greater independence and responsibility in children, while also acknowledging the influence of the surrounding social and cultural environment. Overall, the study underscores the significance of appropriate parenting patterns in supporting the development of both character and resilience in early childhood, in alignment with Sustainable Development Goal (SDG) 4 on quality education.
The Practical Understanding of Contextual Islamic Religious Education Based on Local Marine Wisdom Siti Nurjanah; Raharjo; Irfa'i Alfian Mubadilla; Titah Maulida Wanodyo
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 11 No 1 (2026): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v11i1.8190

Abstract

This research aims to examine the implementation of Islamic Religious Education (PAI) learning integrated with coastal local wisdom, to assess students’ levels of practical understanding following the learning process, and to identify the dominant and non-dominant dimensions of that understanding. The study was conducted at a Nahdlatul Ulama–affiliated vocational secondary school located in Palang, Tuban, East Java, Indonesia, employing a sequential explanatory mixed-methods design. Data collection involved the administration of a conceptual test for quantitative analysis, which was analysed using descriptive statistics, as well as classroom observations, interviews, and document analysis for qualitative inquiry. The quantitative findings indicate that students achieved a high level of mastery in the cognitive dimension (Mean = 7.73; 77.3%), followed by the applicative dimension (Mean = 5.60; 56%). The reflective–affective dimension demonstrated the lowest level of mastery (Mean = 4.80; 48%). Qualitative findings reveal that the integration of coastal local wisdom into PAI learning has been implemented primarily at the conceptual and contextual levels, through the use of illustrations and narratives related to coastal life. However, this integration has not yet extended to the experiential and reflective levels. The composite analysis suggests that while students’ cognitive understanding is relatively strong, their reflective–affective understanding remains limited due to insufficient application of experiential learning approaches, reflectively oriented pedagogy, and authentic assessment practices. This study is limited by its focus on a single vocational secondary school and a relatively small sample size. Therefore, future research is recommended to involve broader educational contexts and to employ experimental or design-based research approaches in order to develop and test pedagogical models that emphasize experiential and reflective dimensions of PAI learning within coastal cultural settings.
The Effect of 4C Skills on the Work Readiness of Beauty Vocational School Students in the Mamminasata Region Salsabila; Andi Nur Maida; Hamida Suryani
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 10 No 3 (2025): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v10i3.8258

Abstract

This study investigates the extent to which collaboration, communication, creativity, and critical thinking skills influence the work readiness of beauty vocational students in the Mamminasata region. An associative quantitative research design was employed, and data were collected from 101 students enrolled in three public vocational schools using validated Likert-scale questionnaires. The dataset was analyzed through descriptive statistics, classical assumption tests, and simple and multiple linear regression analyses. The results demonstrate that all four components of the 4C framework significantly contribute to students’ work readiness. Communication emerged as the strongest predictor (β = 0.417; R² = 0.514), followed by critical thinking (β = 0.244; R² = 0.401), collaboration (β = 0.238; R² = 0.261), and creativity (β = 0.232; R² = 0.099). The simultaneous model accounted for 64.8% of the variance in work readiness (R² = 0.648; F = 44.267; p < 0.001), indicating a substantial cumulative influence of the four skills. These findings underscore the pivotal role of 4C competencies in enhancing vocational students’ preparedness to meet contemporary industry demands. The study highlights the imperative for integrating 4C-oriented instructional strategies into vocational education to strengthen the alignment between school-based learning and the competency standards required in the beauty sector. The results provide empirical evidence that may inform curriculum development, pedagogical decision-making, and policy initiatives aimed at improving graduates’ transition into the workforce.  
Collaborative Strategy Integrating School Environment and Self-Efficacy for Strengthening Metacognitive Competence and Learning Independence Yewang, Markus U. K.; Saragih, Fernando; Loe, Andri Paulus; Mau Manek, Alfridus; Butar-Butar, Agustina; Sasea, Tirtania
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 10 No 3 (2025): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v10i3.8262

Abstract

This study examines the influence of the school environment on students’ independent learning, with self-efficacy and metacognitive skills functioning as sequential mediators among senior high school students in Malaka Regency. Employing an explanatory survey design, data were collected from Grade XI students across six purposively selected schools representing twelve districts. The structured questionnaire comprised 41 items measured on a 5-point Likert scale and assessed four constructs: school environment, self-efficacy, metacognitive skills, and independent learning. Data analysis was conducted using the PROCESS Macro (Model 6) in SPSS 23. The results indicate that the school environment has a significant effect on self-efficacy (β = 0.2137, p = 0.0017) and independent learning (β = 0.1794, p = 0.0066), whereas its influence on metacognitive skills is not significant (β = −0.0241, p = 0.7542). Additionally, self-efficacy does not significantly affect metacognitive skills (β = 0.1354, p = 0.0731) or independent learning (β = −0.0125, p = 0.8468). In contrast, metacognitive skills exert a significant positive influence on independent learning (β = 0.2365, p = 0.0001). The total effect of the school environment on independent learning remains significant (β = 0.1779, p = 0.0077), although the indirect effects through the mediating variables are not statistically significant. These findings suggest that a supportive and well-structured school environment directly enhances students’ independent learning more effectively than indirect psychological pathways. It is recommended that educational institutions further strengthen their learning environments and incorporate metacognitive skill development to promote students’ self-regulation and autonomy.
The Influence of Teacher Competence, Parental Attention, On Student Learning Motivation at Vocational Schools in Makassar Ichsan Kamil A Hafid; Darmawang; Mantasia
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 10 No 3 (2025): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v10i3.8264

Abstract

Vocational education plays a pivotal role in preparing competent graduates; however, students’ success is highly dependent on their learning motivation. Teacher competence and parental support are widely recognized as key factors that shape this motivation. Therefore, this study aims to examine the influence of pedagogical competence, professional competence, and parental attention on learning motivation among Class XI students specializing in Electrical Installation Engineering at State Vocational Schools in Makassar City. This research employed a quantitative approach using an ex post facto design. The population consisted of 279 students, from which a sample of 164 respondents was selected through proportional random sampling. Data were collected using structured questionnaires and analyzed using descriptive statistics and multiple linear regression techniques. The findings indicate that pedagogical competence, professional competence, and parental attention each have a positive and significant partial effect on learning motivation, as well as a significant simultaneous effect. Together, these three variables contributed 18.5% to the variance in student learning motivation, with professional competence emerging as the strongest predictor. The study concludes that enhancing teacher quality and strengthening parental engagement are critical for improving learning motivation and, consequently, student success in vocational education. It is recommended that schools provide continuous professional development opportunities for teachers and promote closer collaboration with parents to cultivate a more supportive learning environment
A Psycho-Spiritual Approach in Islamic Education: A Multisite Study of Spiritual and Psychic Potentials in Two Pesantren in North Sumatra Wawan Arbeni; Muzakkir; Nurussakinah Daulay
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 10 No 3 (2025): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v10i3.8359

Abstract

The purpose of this study is to investigate the implementation of a psycho-spiritual approach in Islamic education at Pondok Pesantren Madani Ikhwanul Hasanah in Deli Serdang and the Modern Tahfidzul Qur’an Pesantren Raudhatul Mufassirin in South Labuhan Batu, North Sumatra. This study also seeks to examine the spiritual (rūḥānī) and psychic (nafsānī) potentials embedded within the educational practices of both institutions. Employing a qualitative methodology with a multisite design, this research utilizes case studies conducted at the two pesantren.. The findings reveal that: (1) the Qur’an conceptualizes spiritual and psychic potentials as foundational elements for shaping students’ character and behavior; (2) the psycho-spiritual educational principles identified across both pesantren include tawḥīd, tazkiyat al-nafs, self-awareness, mujāhadah, patience, gratitude, and iḥsān; (3) the implementation of psycho-spiritual education remains partial, with religious practices and study circles serving as the primary instructional mediums, thereby indicating the need for a more structured and integrated curriculum; and (4) the main challenges in applying psycho-spiritual education lie in educators’ limited practical understanding and the tendency to position spirituality as a supplementary activity rather than as the core foundation of the educational process. This study concludes that Qur’an-based psycho-spiritual education holds significant potential as a holistic educational model that harmonizes students’ cognitive, affective, and spiritual dimensions. The findings are expected to offer theoretical contributions to the development of Islamic educational frameworks and provide practical guidance for pesantren in designing integrative curricula that nurture students who are virtuous, faithful, and competitive.
Student Self-Assessment in Islamic Religious Education: A Scopus-Based Bibliometric Review of Trends, Themes, and Research Gaps Moh Sahlan; Kusaeri; Suprapto; M. Sukron Djazilan
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 10 No 3 (2025): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The central problem addressed in this study is the fragmented nature of existing research on student self-assessment within the context of Islamic Religious Education (IRE). This fragmentation hampers the identification of developmental trends, dominant themes, and comprehensive research trajectories in the field. Although self-assessment, as a reflective evaluative strategy, holds significant potential for enhancing metacognitive awareness, learner autonomy, and the cultivation of students’ religious character, its implementation has not been supported by systematic scientific mapping. Accordingly, this study aims to analyze publication trends, collaboration patterns, and the thematic evolution of research on student self-assessment in IRE using a bibliometric approach. The study employed a bibliometric design with data sourced from the Scopus database covering the period 1990–2025. A total of 169 relevant documents were analysed using Bibliometric (RStudio) and VOSviewer to map citation patterns, author collaborations, and keyword and thematic clusters. The analytical techniques included co-citation analysis, co-authorship analysis, bibliographic coupling, and keyword co-occurrence mapping. The results indicate that research on self-assessment has experienced moderate growth, with an annual development rate of 5.25%. The dominant themes identified include formative assessment, self-regulated learning, and professional development, with recent trends increasingly reflecting the integration of digital technology and artificial intelligence in reflective assessment practices. Nevertheless, international collaboration remains relatively limited, and studies specifically situated within the IRE context are still scarce. Based on these findings, future research is encouraged to develop self-assessment models grounded in Islamic values and supported by digital technologies, as well as to strengthen cross-country collaborations to enrich reflective evaluation practices in Islamic education.

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