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Paul Arjanto
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EDUCATIONE: Journal of Education Research and Review
Published by CV Totus Tuus
ISSN : -     EISSN : 29862183     DOI : https://doi.org/10.59397/edu.v2i1
Core Subject : Education, Social,
Education Social Sciences
EDUCATIONE: Journal of Education Research and Review publishes critical, integrative reviews of research literature bearing on education. Such reviews should include conceptualizations, interpretations, and syntheses of literature and scholarly work in a field broadly relevant to education and educational research. EDUCATIONE: Journal of Education Research and Review encourages the submission of research relevant to education from any discipline, such as reviews of research in psychology, sociology, history, philosophy, political science, economics, computer science, statistics, anthropology, and biology, provided that the review bears on educational issues. EDUCATIONE: Journal of Education Research and Review does not publish original empirical research unless it is incorporated in a broader integrative review. EDUCATIONE: Journal of Education Research and Review will occasionally publish solicited, but carefully refereed, analytic reviews of special topics, particularly from disciplines infrequently represented.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 18 Documents
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Search results for , issue "(In Press) Volume 4, Issue 1, January 2026" : 18 Documents clear
CRITICAL THINKING ANALYSIS IN THE ERA OF ARTIFICIAL INTELLIGENCE: STUDY ON UNNES ACCOUNTING EDUCATION STUDENTS Fatimah, Siti; Nurkhin, Ahmad; Setiyani, Rediana; Santoso, Jarot Tri Bowo; Anggaeni, Oki
EDUCATIONE (In Press) Volume 4, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i1.117

Abstract

Rapid diffusion of AI into higher education is reshaping the cognitive ecology of learning and introduces risks of cognitive offloading and automation bias in accounting programs where high-order judgment and ethics remain non-automatable. This descriptive qualitative study sought to describe how UNNES Accounting Education students enact critical thinking while working with AI, examine the moderating roles of digital literacy and self-regulated learning (SRL), and identify pedagogical moves that curb automation bias. Data were gathered from purposively selected second-semester students through a three-stage process—context scans of syllabi/LMS, non-participant classroom observations, and 45–60-minute semi-structured interviews augmented by artifacts such as AI chat excerpts and annotated drafts—and were coded using Miles–Huberman iterative procedures with triangulation, member checking, and an audit trail. Results indicate that students frequently used AI as a “first resort”; high dependence aligned with strengths in remembering/applying but weaknesses in analyzing/evaluating/creating. Conversely, higher digital literacy and SRL correlated with systematic verification, stronger justification, and reduced automation bias. Active-learning routines (trigger questions, guided discussion, “AI-audit” checklists) reliably elevated higher-order performance, while ethical concerns about originality and fairness surfaced among stronger reasoners. Overall, AI operates as a double-edged tool—impeding critical thinking when used uncritically but scaffolding it when embedded in reflective, evidence-seeking routines. Findings inform curriculum redesign, lecturer development, assessment rubrics, and assurance-of-learning aligned with professional standards. Future research should test causal effects of targeted micro-interventions in mixed-methods, multi-site designs, validate critical-thinking rubrics for AI-rich tasks, and track transfer to authentic practice.
CULTIVATING STUDENT ENGAGEMENT IN CHRISTIAN RELIGIOUS EDUCATION: A QUALITATIVE LITERATURE REVIEW Lumingkewas, Edwin Melky; Kasingku, Juwinner Dedy
EDUCATIONE (In Press) Volume 4, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i1.125

Abstract

Christian Religious Education (CRE) is pivotal for whole-person formation, yet classroom practice often remains teacher-centered, suppressing student participation. This study aimed to identify effective instructional approaches that foster active engagement in CRE lessons. Using a qualitative library research design, we thematically reviewed books, peer-reviewed articles, and relevant reports on student participation and pedagogies applicable to CRE. Findings indicate two consistently effective approaches: cooperative learning (e.g., Think–Pair–Share, Jigsaw, Team Games Tournament, and “window shopping”) and problem-based learning. These models elevate engagement across cognitive (analysis, evaluation, problem solving), affective (interest, motivation, positive attitudes), and psychomotor (practice and performance) domains. The CRE teacher’s role as facilitator and spiritual mentor—backed by professional competence in content mastery, classroom management, creativity, and communication—proves crucial for creating interactive, joyful, and meaningful learning climates. We conclude that participatory models enable students to not only grasp doctrine cognitively but also embody Christian values in daily life. The results offer practical guidance for CRE teachers, curriculum developers, and teacher-training programs to design student-centered learning. Future studies should test these approaches using quasi-experimental, mixed-methods, and longitudinal designs to assess impacts on character formation, faith development, and transferability across grades and school contexts.
SELF-ESTEEM AS A PROTECTIVE FACTOR AGAINST FEAR OF MISSING OUT IN SOCIAL MEDIA ENGAGEMENT AMONG EMERGING ADULTHOOD Tampubolon, Carolina Ester Sopyana; Mubina, Nuram; Pratomo, Yuwono
EDUCATIONE (In Press) Volume 4, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i1.129

Abstract

This study aims to determine the effect of self-esteem on Fear of Missing Out (FoMO) on emerging adulthood of Instagram users in Karawang. FoMO is a feeling of anxiety when not connected to social activities that others do, as well as an urge to continue engaging in social experiences through social media. This study used a quantitative approach with 222 respondents in the age range of 18 to 25 years. The sampling technique used is convenience sampling. The measurement tool used in this study was adapted from Online Fear of Missing Out and adopted from the Rosenberg Self-Esteem Scale (RSES). The hypothesis test uses simple linear regression. The results showed that self-esteem had a negative effect on FoMO with a contribution of 17.3%. Individuals in emerging adulthood with high self-esteem tend to have lower levels of FOMO.
HEALING WORDS WITH MEANING: THE IMPACT OF EXISTENTIAL–HUMANISTIC GROUP COUNSELING ON VERBAL BULLYING SURVIVORS Wahyudi; Maghfiroh, Nasruliyah Hikmatul; Sukmawati, Bhennita
EDUCATIONE (In Press) Volume 4, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i1.132

Abstract

This study aims to examine the effectiveness of the existential–humanistic approach in supporting the psychological recovery of verbal bullying victims in Islamic boarding schools. Verbal bullying can cause detrimental psychological impacts, such as decreased self-confidence, heightened anxiety, difficulty concentrating, declining academic performance, loss of interest in previous activities, and a reduction in previously positive social relationships, all of which hinder the emotional and academic development of students. Therefore, an intervention is needed to help victims of verbal bullying. The general objective of this study is to determine the extent to which group counseling using the existential–humanistic approach can improve the psychological condition of student victims of verbal bullying. The specific objectives are to measure changes in anxiety levels, concentration difficulties, academic performance, interest in activities, social relationships, and self-esteem after participating in group counseling sessions. This study employs a One Group Pre-Test Post-Test design, in which respondents are assessed before and after the group counseling intervention. Data will be collected using questionnaires measuring anxiety, depression, and self-esteem, and will then be analyzed to determine significant differences. The expected outcome of this study is to prove the effectiveness of group counseling with the existential–humanistic technique in reducing psychological disturbances among student victims of verbal bullying. The findings are anticipated to provide practical contributions to the development of counseling programs in Islamic boarding schools to support students’ mental well-being.
PATROL MUSIC VALUES–BASED INTERVENTION TO REDUCE SOCIAL WITHDRAWAL: AN R&D STUDY USING CBT Novaliansyach, Rico Dwi; Isriyah, Mudafiatun; Masyitoh, Dewi
EDUCATIONE (In Press) Volume 4, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i1.143

Abstract

Social withdrawal in adolescence is a persistent issue that undermines peer relationships, classroom participation, and overall well-being. This study aimed to design and evaluate a culturally grounded counseling module integrating Cognitive Behavioral Therapy (CBT) techniques with traditional Patrol Music to reduce social withdrawal among high school students at SMAN Arjasa. Employing a Research and Development (R&D) approach with the ADDIE model, the module was developed, validated by media and counseling experts, and tested with 60 students identified as displaying withdrawal behaviors. Data were collected through pre- and post-intervention questionnaires using the Social Withdrawal Scale (SWS), alongside fidelity and usability assessments. Results revealed a significant reduction in social withdrawal after the intervention, as indicated by Wilcoxon signed-rank test outcomes (Z = -6.074, p < 0.001), with large effect sizes. Students also reported greater comfort in group interactions and increased self-confidence during ensemble sessions. The study concludes that embedding CBT strategies within a familiar cultural medium not only enhances engagement but also accelerates cognitive and behavioral change. The findings contribute to adolescent counseling practices by demonstrating the effectiveness of culturally responsive, arts-based interventions. Practically, this module offers schools an innovative approach to character education and student well-being. Future research should replicate the intervention across diverse cultural settings, extend the intervention duration, and compare its effectiveness with digital or standard CBT-based approaches.
GROUP GUIDANCE PLUS ASSERTIVENESS TRAINING TO IMPROVE STUDENTS’ INTERPERSONAL COMMUNICATION: ONE-GROUP PRETEST–POSTTEST STUDY Karimah, Lailatul; Maghfiroh, Nasruliyah Hikmatul; Sukmawati, Bhennita
EDUCATIONE (In Press) Volume 4, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i1.152

Abstract

Many vocational high school students experience barriers to interpersonal communication, such as low self-confidence and reluctance to express their opinions, while group guidance using assertiveness training has been recognized as an effective approach to address these challenges. This study aimed to examine the effectiveness of group guidance with assertiveness training in improving students’ interpersonal communication skills. The research employed a pre-experimental one-group pretest–posttest design involving eight purposively selected 11th-grade students from a total of 32 at SMK Abdul Aziz. A validated interpersonal communication questionnaire was used to collect data, which were analyzed using the Wilcoxon Signed Rank Test. The findings revealed that all participants showed improvement (positive ranks = 8; negative = 0; ties = 0); the mean score increased from M = 97.6 (SD = 7.5) to M = 136.0 (SD = 7.2), indicating a gain of 38.4 points. The Wilcoxon test produced Z = −2.527, p = .012 (< .05), confirming a statistically significant difference between pretest and posttest results. These outcomes demonstrate that group guidance incorporating assertiveness training effectively enhances vocational students’ interpersonal communication. The study provides empirical support for counselors and educators to integrate assertiveness training into preventive and developmental counseling services, contributing to a more positive communication climate in schools. Future research should involve larger samples and control groups, extend intervention periods to assess long-term effects, and explore related psychosocial variables such as self-confidence, social anxiety, and problem-solving skills.
SOCIAL PRESENCE THROUGH CULTURE: EMBEDDING MARUNG VALUES IN GROUP GUIDANCE AT A VOCATIONAL SCHOOL Sari, Ekara Rusita; Isriah, Mudafiatun; Fauziyah, Nailul
EDUCATIONE (In Press) Volume 4, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i1.153

Abstract

Active peer interaction is essential for cognitive engagement, affective participation, and achievement in vocational education, yet field observations at SMK PGRI 5 Jember showed many students remained passive during group work, signaling weak social presence—the felt sense of being connected and “real” to others—which undermines collaboration, confidence, and learning quality. Leveraging the local Marung culture of togetherness, reciprocity, openness, equality, and empathy, this study designed, validated, and evaluated a culturally grounded group-guidance module to enhance students’ social presence. Using an R&D approach with the ADDIE model, the module underwent content and media expert validation and was tested via a one-group pretest–posttest quasi-experimental design. A 25-item Social Presence Questionnaire measured affective, interactive, and cohesive dimensions before and after the intervention; quantitative analysis employed the Wilcoxon Signed Rank Test and Cronbach’s alpha, and qualitative observations/reflections supplied contextual support. Results showed significant gains in social presence from a pre-test mean of 49.9% (low–moderate) to a post-test mean of 77% (high), p < .001; feasibility ratings were high (83–83.5%), and reliability was strong (α = .888), with observations confirming more balanced participation, respectful dialogue, empathy, and collaborative problem-solving. These findings indicate that integrating Marung values into structured guidance effectively fosters social presence, equitable participation, and empathic communication among vocational students. Theoretically, the work extends Social Presence Theory by demonstrating that culturally situated norms can strengthen interpersonal connectedness in face-to-face classrooms; practically, teachers and counselors can embed equitable turn-taking, respectful disagreement, and peer support into routine group learning, and policymakers can incorporate social-presence indicators into school climate assessments while allocating time for culturally informed guidance. Future research should replicate across multiple vocational schools with control/comparison groups, examine long-term effects on collaborative problem-solving, attendance, and well-being, and use mixed-method or experimental designs to clarify mechanisms linking Marung-based interaction norms to sustained engagement and academic outcomes.
THE ROLE OF SCHOOL PRINCIPALS IN IMPROVING THE QUALITY OF EDUCATION: A TRANSFORMATIONAL LEADERSHIP PERSPECTIVE Hakim, Lukmanul; Rizal, Soni Samsu
EDUCATIONE (In Press) Volume 4, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i1.131

Abstract

This study explores school principals’ roles in improving education quality through transformational leadership. The main problems identified are principals’ low understanding of the principles of transformational leadership and limitations in training and resources to support its implementation. This study used a systematic literature review approach to collect data from reliable sources relevant to the topic. The results indicate that dimensions of transformational leadership, such as individualized influence, inspirational motivation, intellectual stimulation, individualized consideration, and contingent reward, significantly impact improving the quality of education in Indonesian schools. Furthermore, challenges such as inadequate training and limited resources were also identified. However, solutions such as more structured training, government support, and empowerment of school communities can help address these challenges. This research makes an essential contribution to developing educational policy and implementing transformational leadership in schools. It offers practical recommendations for principals to improve the quality of education continuously.
MAPALUS-DRIVEN HUMAN RESOURCE DEVELOPMENT TO STRENGTHEN TEAM COHESION AND ACCOUNTABILITY Taroreh, Johny
EDUCATIONE (In Press) Volume 4, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i1.135

Abstract

Indonesia’s public sector modernization hinges on human capital that can deliver transparent, ethical, and reliable services—capabilities that are often strengthened when formal HR systems align with indigenous cooperative norms. In North Sulawesi, the Mapalus tradition of reciprocal mutual aid and collective responsibility offers a culturally resonant basis for improving coordination, integrity, and trust within Electoral Management Bodies (EMBs). This study examines whether embedding Mapalus into a strategic human resource development (HRD) architecture enhances organizational outcomes beyond generic “best practice” HRM. The study aims to (i) operationalize Mapalus values into measurable HRD practices, (ii) test their associations with team coordination, psychological safety, and integrity culture, and (iii) estimate their effects on organizational performance indicators in EMBs. Using an explanatory, cross-sectional survey complemented by brief interviews and non-participant observations, we analyzed data from EMB officials across five jurisdictions (Manado, Minahasa, South Minahasa, North Minahasa, Southeast Minahasa). Reflective constructs were modeled and tested via CFA and SEM (LISREL 8.80). Results show that HRM and Mapalus jointly explain 59.0% of variance in organizational outcomes. Mapalus exerts a strong direct effect (36.7%) and an additional indirect effect (6.5%), for a total of 43.3%, while HRM shows a smaller direct effect (9.2%) plus the same indirect effect (6.5%), totaling 15.7%. Cross-mediations indicate HRM strengthens Mapalus norms, and Mapalus amplifies HRM uptake and impact. We conclude that culture is the proximal driver of frontline reliability, with HRM as an essential enabler. Practically, institutionalizing Mapalus (help queues, cross-unit shadowing, collaborative recognition) alongside competency-based HRM can stabilize peak-load operations and bolster public trust. Implications include aligning ethics and teamwork routines with local norms, integrating cooperation metrics into audits, and using lightweight digital transparency to trigger timely mutual aid. Future research should adopt longitudinal, multi-source designs, incorporate leadership and digital infrastructure as moderators, and test boundary conditions across provinces and electoral cycles.
BHINNECARD: A CARD-BASED EDUCATIONAL GAME TO FOSTER TOLERANCE IN INDONESIAN JUNIOR HIGH SCHOOLS Lubis, Aquilla Quentien Inigo; Setiawan, Antonius Ian Bayu
EDUCATIONE (In Press) Volume 4, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i1.142

Abstract

Intolerance among Indonesian adolescents—manifested in prejudice, identity-based bullying, and fragile classroom harmony—signals gaps in the internalization of pluralism at school. This study addressed that challenge by developing and testing BHINNECARD, a card-based guidance medium grounded in the spirit of Bhinneka Tunggal Ika to foster tolerance through experiential dialogue, perspective-taking, and action planning. The objectives were to (1) design a culturally contextualized educational card game for junior high schools, (2) establish its feasibility through expert and practitioner validation, and (3) evaluate its effectiveness for improving students’ tolerance attitudes. Using an R&D design with the 4D model (Define–Design–Develop–Disseminate), we conducted expert reviews (media and content), teacher usability assessments, and a one-group pretest–posttest trial with 66 students at SMP BOPKRI 1 Yogyakarta. Instruments included structured validation sheets and a 40-item tolerance scale with strong internal consistency (overall α ≥ .90; item–total r = .304–.674). Media experts rated the prototype highly feasible (108/108), content experts rated it feasible (92/116) with minor editorial refinements, and counselors judged classroom practicality as high. Effectiveness testing showed a significant gain from pretest (M = 103.14, SD = 8.22) to posttest (M = 127.58, SD = 11.87), t-test p < .001, indicating meaningful attitudinal improvement. We conclude that BHINNECARD is an instructionally efficacious, low-cost medium that can be implemented within standard group-guidance sessions to cultivate tolerance. Practically, schools can integrate it into character-education strands to scaffold respectful dialogue and inclusive norms with minimal preparation. Future research should employ multi-site randomized or quasi-experimental designs, streamline overlapping items in the tolerance scale, and include behavioral follow-ups (e.g., teacher logs or peer nominations) to corroborate self-report outcomes.

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