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Review of Multidisciplinary Education, Culture and Pedagogy (ROMEO)
Published by Transpublika Publisher
ISSN : -     EISSN : 28100743     DOI : https://doi.org/10.55047/romeo
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other
ROMEO : REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY is an interdisciplinary publication of original research and writing on education which publishes papers to international audiences of educational researchers. The ROMEO Journal aims to facilitate and promote the inquiry into and dissemination of research results on primary education, secondary education, higher education, teacher education, special education, adult education, non-formal education, and any new development and advancement in the field of education. Furthermore, it also provides a forum for scholarly understanding of the field of education and plays an important role in promoting the process that accumulated values, skills, and knowledge are transmitted from one generation to another; and to make methods and contents of evaluation and research in education available to teachers, administrators and research workers. The journal incorporates a variety of topics, including child development, curriculum, reading comprehension, philosophies of education aeducational approaches, etc The scope of our journal includes: 1. Language and literature education 2. Visual arts, dance, music, and design education 3. Social science education 4. Economics and business education 5. Math and natural science education 6. Vocational and engineering education 7. Sports and health education
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 135 Documents
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Challenges of the Modern World in the Educational Field: Mixed Methods on Depression, Anxiety & Stress, GPA, OCB & Dropouts Rate in UK, Ireland & Spain Samuel PD Anantadjaya; Irma M. Nawangwulan; Timotius A. Rachmat; Pikat AR Muqaddasah
REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY Vol. 5 No. 3 (2026): MAY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/romeo.v5i3.2275

Abstract

This study examines how depression, anxiety, and stress affect academic performance, Organizational Citizenship Behavior (OCB), and dropout risk among adolescents in technical and vocational education institutions across the United Kingdom, Ireland, and Spain. Given rising mental health concerns, educators and researchers prioritize understanding how these issues shape educational outcomes. A mixed-methods approach combined quantitative analysis and narrative inquiry. Quantitatively, Structural Equation Modeling (SEM) using IBM SPSS AMOS tested links between depression, anxiety, stress, Grade Point Average (GPA), OCB, and dropout risk using data from 1,456 students aged 15-18. Qualitatively, semi-structured interviews explored lived experiences and views on mental health and academic engagement. Results showed depression, anxiety, and stress significantly lowered GPA and OCB while increasing dropout risk. Stress was the strongest predictor across outcomes. Qualitative themes included emotional overload, academic fatigue, social withdrawal, and institutional troubles. Students reported stress as the most immediate influence on learning, social participation, and educational persistence. Cross-national comparisons showed consistent relationships, though effect sizes varied by educational and socio-cultural context. The study concludes mental health is a major driver of educational success and retention in vocational education, supporting broad mental health interventions, early support mechanisms, and policy actions to improve student well-being, academic outcomes, and long-term educational trajectories.
The Effect of the Use of Gadgets as a Learning Resource on Economic Learning Outcomes Reviewed from the Critical Thinking of Class X Students of SMAN 107 East Jakarta Alifia Shafa Salsabila; Riswandi Riswandi; Aditya Pratama
REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY Vol. 5 No. 3 (2026): MAY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/romeo.v5i3.2298

Abstract

This study examined the influence of gadget utilization as a pedagogical resource and critical thinking on economic learning outcomes among 140 tenth-grade students at SMAN 107 East Jakarta. Grounded in the Unified Theory of Acceptance and Use of Technology (UTAUT), the research employed a quantitative survey design. Primary data were collected via closed-ended questionnaires, while secondary data were obtained from summative assessments. Path analysis using SPSS version 25 revealed four key findings: (1) gadget use directly and positively affected learning outcomes (coefficient = 0.345); (2) critical thinking directly and positively influenced learning outcomes (coefficient = 0.520); (3) gadget use directly and positively enhanced critical thinking (coefficient = 0.527); and (4) critical thinking significantly mediated the relationship between gadget utilization and learning outcomes, with an indirect effect of 0.274 (p < 0.05). These results affirm that integrating gadgets as learning tools, alongside fostering critical thinking skills, substantially improves student academic performance. The study underscores the importance of technology acceptance and cognitive development in educational settings, aligning with UTAUT’s emphasis on performance expectancy and facilitating conditions. Practical implications suggest that educators should strategically incorporate gadgets to promote higher-order thinking, thereby maximizing learning gains. Future research may explore additional mediating variables and broader sample populations to generalize these findings.
iSpeak-Smart: A Differentiated Mobile Learning Medium for Public Speaking Courses to Stimulate Students’ Interpersonal Intelligence and Self-Regulated Learning Siti Nurun Chumairoh; Madziatul Churiyah; Ardian Novianti
REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY Vol. 5 No. 3 (2026): MAY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/romeo.v5i3.2302

Abstract

The rapid transformation of vocational education demands innovative digital environments that cultivate professional communication and independent learning skills. Static, unstructured learning resources often lead to low interpersonal intelligence and self-regulated learning (SRL) among students. This study developed and tested the effectiveness of iSpeak-Smart, a knowledge-based mobile learning system designed to stimulate interpersonal intelligence and improve students’ SRL in an adaptive and personalized manner within the Public Speaking subject at SMK Negeri 1 Malang. This study employed the Research and Development (R&D) method using the ADDIE model, covering analysis, design, development, implementation, and evaluation stages. Quantitative data from validation results, practicality questionnaires, and test scores were analyzed using descriptive statistics and the N-Gain Score, while qualitative data were collected through interviews with teachers and students and validator suggestion sheets. iSpeak-Smart met the “very feasible” criteria for content, language, and graphics, with an average validation score above 88%. The media significantly increased students’ interpersonal intelligence in empathy, effective communication, and social interaction, and significantly improved SRL, particularly in planning, monitoring, and evaluating independent learning. It also increased learning motivation through differentiated learning, gradual scaffolding, and self-reflection, fostering a meaningful, mindful, and enjoyable learning experience. iSpeak-Smart is proven effective as an adaptive learning ecosystem integrating public speaking skills, interpersonal intelligence, and SRL development, supporting digital learning practices in vocational high schools (SMK) amid the challenges of dynamic and heterogeneous communication learning in educational digitalization.
Android-Based Media Innovation to Improve Vocational Students’ Task Performance and Self-Regulated Learning Feni Eka Damayanti; Madziatul Churiyah; Ardian Novianti
REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY Vol. 5 No. 3 (2026): MAY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/romeo.v5i3.2303

Abstract

The development of 21st-century digital technology calls for a transformation of learning media in vocational high schools to address students’ low levels of self-regulated learning and task performance in meeting administration practical training. This study aims to develop an Android-based learning medium called “Smart Meeting Admin” to improve task performance and self-regulated learning among vocational high school students majoring in Office Management and Business Services. The research method used is Research and Development (R&D) employing the ADDIE development model. Data were collected through expert validation sheets, student response questionnaires, and measurement instruments for task performance and self-regulated learning, analyzed descriptively and quantitatively. The results indicate that the “Smart Meeting Admin” platform is deemed highly suitable for use based on evaluations by subject matter experts and media experts. Additionally, there was a significant improvement in students’ self-regulated learning abilities and task performance scores after utilizing this application in the learning process. The implications of this study suggest that the integration of mobile-based learning media can serve as an effective innovative solution to foster independent learning while optimizing students’ practical skills in the digital age.
Development of Mobile Learning-Based Educational Media to Enhance Understanding of Service Quality in Customer Service Septia Rizky Widya Lestari; Andi Basuki; Erna Sukmawati
REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY Vol. 5 No. 4 (2026): AUGUST
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/romeo.v5i4.2312

Abstract

In the modern business landscape, mastering service quality is a crucial competency for vocational graduates entering the workforce. This study aims to develop valid, practical, and effective mobile learning-based educational media to improve students’ understanding of service quality in customer service at SMK Negeri 1 Malang. The research problem focuses on students’ low understanding of the concept of customer service quality as well as the limitations of educational media that support flexible and interactive learning. This study employed the Research and Development (R&D) method using the 4D model, which includes the define, design, develop, and disseminate stages. The research subjects consisted of 10th-grade students in Class MPLB 2 at SMK Negeri 1 Malang. Data collection techniques included an expert validation questionnaire, a user response questionnaire, and pre- and post-tests. The results showed that the developed learning media was categorized as acceptable based on evaluations by subject matter experts and media experts. Furthermore, the media was deemed practical based on the students’ positive responses during the learning process. The effectiveness test results showed an increase in students’ understanding of service quality material, as indicated by N-Gain scores in the moderate to high categories. The findings suggest that mobile learning can serve as an alternative learning medium that supports more flexible, interactive, and contextual vocational learning in customer service courses at vocational high schools.

Page 14 of 14 | Total Record : 135

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