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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 48 Documents
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Search results for , issue "Volume 3, Issue 2, July 2025" : 48 Documents clear
FOSTERING MODERATION THROUGH EDUCATION: CHALLENGES AND OPPORTUNITIES IN A MULTICULTURAL SOCIETY Pangeran, Giman Bagus; Annisah, Siti; Anggaira, Aria Septi
EDUCATIONE Volume 3, Issue 2, July 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v3i2.89

Abstract

Tulang Bawang Regency, located in Lampung Province, Indonesia, represents a multicultural society marked by ethnic, religious, and socio-cultural diversity. This diversity, while enriching, also brings challenges such as social inequality, conflicting identities, and differing interpretations of moderation values. This study aims to explore the implementation of moderation values in fostering social harmony within this complex environment. A qualitative case study approach was employed, involving in-depth interviews, participatory observation, and document analysis. Fifteen key informants—including religious leaders, traditional figures, and community activists—were purposively selected. Data were analyzed using Braun and Clarke’s thematic analysis framework. The findings reveal that challenges in implementing moderation stem from contrasting views about its meaning, external disruptions (such as social media), economic disparities, and insufficient political consistency. Nonetheless, significant opportunities exist, including interfaith education, the proactive role of traditional leaders, youth engagement, and civil society initiatives. Educational programs and strong leadership were found essential to shaping early tolerance. This study concludes that the consistent promotion of moderation values requires an integrated approach involving inclusive education, equitable policies, media literacy, and the active participation of all societal elements. The research offers valuable insights for policymakers and educators aiming to strengthen social integration in multicultural settings. Future research is recommended to evaluate the long-term impact of moderation-based policies and to explore comparative studies in other culturally diverse regions.
NUTRITION-BASED EDUCATION TO PREVENT ANEMIA: THE EFFECT OF PSIDIUM GUAJAVA L. AND PHOENIX DACTYLIFERA PUDDING ON HEMOGLOBIN LEVELS AMONG ADOLESCENT Iriyanti, Adelia Dwi; Retnaningsih, Reny
EDUCATIONE Volume 3, Issue 2, July 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v3i2.93

Abstract

Iron-deficiency anemia remains a critical public health issue among adolescent girls, particularly in rural areas with limited access to nutrition education and supplementation. Red guava (Psidium guajava L.) and dates (Phoenix dactylifera) are known to contain vitamin C and iron, respectively, which are essential for hemoglobin synthesis. This study aims to evaluate the effect of consuming pudding made from red guava and dates on hemoglobin (Hb) levels in female adolescents with anemia in Lebakadi Village, Lamongan Regency. A quasi-experimental non-equivalent control group design was used involving 60 adolescent girls aged 14–17 years. Participants were divided into an intervention group (n=30) receiving 100g/day of guava-date pudding for 14 days and a comparison group (n=30) receiving placebo pudding. Hb levels were measured pre- and post-intervention using a digital hemoglobinometer. Data were analyzed with paired and independent sample t-tests (p<0.05). The treatment group showed a significant increase in mean Hb levels from 10.43±0.31 g/dL to 12.00±0.55 g/dL (p=0.000), while the comparison group showed no significant change (11.45±0.25 g/dL to 11.47±0.27 g/dL, p=0.229). No adverse effects were reported. Guava-date pudding significantly improves Hb levels in anemic adolescent girls. This intervention is culturally appropriate, well-accepted, and effective as a non-pharmacological strategy. The findings support the implementation of food-based anemia prevention programs in schools and rural health posts. Future research should involve a larger, more diverse sample and include additional biomarkers such as ferritin and TIBC.
ENHANCING CAREER READINESS IN VOCATIONAL EDUCATION: THE ROLE OF PSYCHOMETRIC TEST TRAINING FOR INDONESIAN HIGH SCHOOL STUDENTS Nafia, Imroatun
EDUCATIONE Volume 3, Issue 2, July 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v3i2.95

Abstract

The persistent challenge of high unemployment rates among Indonesian vocational high school (SMK) graduates highlights the need for holistic approaches to career readiness, extending beyond technical instruction to include psychological preparation for recruitment and selection processes. This study aims to explore the perceptions of grade XI students at SMK Garuda Nusantara regarding psychological test training (specifically the TIU 5 General Intelligence Test) and its impact on their career readiness. Employing a qualitative case study design, data were collected through purposive sampling of students who participated in open-ended questionnaires, in-depth interviews, and classroom observations, and analyzed thematically using NVivo 12. The findings reveal that the majority of students perceive themselves as ready to transition to the workforce or higher education, with both internal factors (motivation, self-confidence) and external factors (internships, parental and teacher support, and structured psychometric practice) playing significant roles. Psychometric test training was found to enhance students’ self-awareness, self-efficacy, and confidence, while reducing anxiety toward recruitment assessments. Students regarded these exercises as directly relevant to their future career and educational pathways. The study concludes that integrating systematic psychological test practice within vocational guidance programs not only addresses a critical gap in the Indonesian context but also fosters greater adaptability and success in school-to-work transitions. This research underscores the importance of reflective, experiential, and motivational interventions in vocational education and recommends expanding psychometric test training to improve employability outcomes for SMK graduates.
MARRIAGE READINESS EDUCATION AMONG UNIVERSITY STUDENTS: ANALYSIS OF SELF-PREPARATION FOR MARRIAGE AND FAMILY LIFE Hamzah, Rifqy Muhammad
EDUCATIONE Volume 3, Issue 2, July 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v3i2.96

Abstract

Early marriage, declining marriage rates, and lack of readiness for marital life remain pressing social issues in Indonesia. These challenges are influenced by legal changes, socio-economic pressures, and limited access to marriage education. This study aims to analyze the level of self-preparation for marriage and family life among undergraduate students in the Primary School Teacher Education (PGSD) Program at UPI Tasikmalaya Campus. Employing a descriptive quantitative survey design, data were collected from 221 students across three cohorts using the Developmental Task Inventory (ITP). The results, processed with the ATP application, show that students’ readiness for marriage and family life remains at the individuality development stage, with mean scores between 6.50 and 6.61—below the overall developmental average. The lowest indicator was found in the aspect of self-preparation for marriage, highlighting specific gaps in practical understanding and readiness. The findings suggest that students require targeted guidance and counseling services focusing on emotional, financial, and communication skills to enhance their marriage readiness. This study concludes that comprehensive premarital education and counseling interventions in higher education settings are essential for fostering mature, well-prepared individuals capable of building harmonious families. The results are beneficial for educators, counselors, and policymakers in designing effective marriage readiness programs. Future research is recommended to explore intervention models and the impact of marriage education on marital outcomes.
REDUCING ACADEMIC PROCRASTINATION THROUGH PROBLEM SOLVING-BASED GROUP GUIDANCE IN SECONDARY EDUCATION Realfan, Riski; Masyitoh, Dewi; Romika, Ika
EDUCATIONE Volume 3, Issue 2, July 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v3i2.101

Abstract

Academic procrastination remains a persistent barrier to student achievement, self-regulation, and well-being within Indonesia’s secondary education sector, contributing to low academic performance and disengagement. This study aimed to examine the effectiveness of group guidance using problem-solving techniques in reducing academic procrastination among grade XI students at SMK NU 1 Pesanggaran Banyuwangi during the 2024/2025 academic year. Employing a quantitative, pre-experimental design (one-group pretest-posttest), the research targeted six students identified with high academic procrastination from a population of 38, using a validated questionnaire. Over four intervention cycles, group counseling sessions based on problem-solving frameworks were conducted, and changes in procrastination scores were assessed through pre- and posttests. The Wilcoxon signed-rank test revealed a statistically significant reduction in academic procrastination (Z = -2.214, p = 0.027), with all participants improving from high to moderate levels. These results demonstrate the efficacy of structured group guidance rooted in cognitive-behavioral problem-solving in fostering more adaptive academic behaviors and peer-supported accountability. This research contributes to the field by offering empirical evidence for the value of group-based interventions in vocational school contexts—an area often overlooked in Indonesian educational research. The findings support the broader implementation of collaborative, solution-focused counseling practices to promote student discipline, time management, and academic success. It is recommended that future studies employ larger samples, incorporate control groups, and collect qualitative feedback to further enhance the generalizability and understanding of intervention effectiveness.
COGNITIVE BEHAVIOURAL THERAPY IN EDUCATIONAL SETTINGS: EMPOWERING STUDENTS TO OVERCOME CONCENTRATION CHALLENGES THROUGH INDIVIDUAL COUNSELING Izzah, Ainul; Rusmiyati; Yuliana, Anis Tri
EDUCATIONE Volume 3, Issue 2, July 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v3i2.102

Abstract

Learning concentration is a critical factor influencing students’ academic achievement, particularly for final-year Madrasah Aliyah (MA) students who face intense examination pressures and environmental distractions. Despite the prevalence of concentration problems, conventional school interventions often fail to address the underlying cognitive and behavioral barriers. This study aimed to examine the effectiveness of individualized Cognitive Behavioural Therapy (CBT)-based counseling in improving learning concentration among final-year MA students at MA Nurun Najah Sumberkima. Employing a qualitative case study design, data were collected through in-depth interviews, participant observation, and document analysis involving six students with documented concentration difficulties, supported by input from teachers and parents. The intervention consisted of six weekly CBT counseling sessions focusing on assessment, psychoeducation, cognitive restructuring, behavioral activation, and relapse prevention. Thematic analysis revealed substantial improvements in students’ focus, classroom engagement, time management, and academic performance, with average grades increasing by 10–15 points and greater consistency in task completion. The findings conclude that individualized CBT-based counseling is effective in alleviating anxiety, restructuring negative thinking, and fostering positive study habits in a culturally specific educational context. This research is beneficial for educators and school counselors, offering an empirically validated model for enhancing concentration and academic readiness. Future studies should explore the long-term impacts of individualized versus group-based CBT interventions across broader student populations.
ENHANCING STUDENT RESPONSIBILITY THROUGH BIBLIOCOUNSELING: A COGNITIVE-BEHAVIORAL APPROACH USING SIRAH NABAWIYAH IN VOCATIONAL EDUCATION Ahm, Muhammad Muhkram; Maghfiroh, Nasruliyah Hikmatul; Sukmawati, Bhennita
EDUCATIONE Volume 3, Issue 2, July 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v3i2.103

Abstract

A strong sense of responsibility is crucial for personal development, affecting an individual's ability to make decisions, fulfill obligations, and accept consequences. However, many students at SMK Negeri 1 Jember struggle with responsibility, as seen in rule violations, lack of commitment, and avoidance of accountability. To address these issues, this study investigates bibliocounseling as an intervention based on the Cognitive-Behavioral Therapy (CBT) framework, using Sirah Nabawiyah as a medium to enhance responsibility. Employing a quantitative pre-experimental design with a one-group pretest-posttest approach, the study involved 10 students with low responsibility levels. A responsibility questionnaire based on the Guttman scale was administered before and after the bibliocounseling intervention, and data were analyzed using the Wilcoxon Matched-Pairs Test. The findings indicate a significant improvement in responsibility levels, with the average pretest score of 9.4 (low category) increasing to 24.3 (medium category) in the posttest. Statistical analysis confirmed a significant difference (Z = -2.812, p = 0.005), showing the effectiveness of bibliocounseling in fostering responsibility. This study highlights the potential of bibliocounseling using Sirah Nabawiyah as an effective, cost-efficient intervention for character development in school counseling programs. Future research should explore its long-term effects and applicability in diverse educational settings while examining the impact of various literary genres on behavioral development.
SELF-REWARD BEHAVIOR AS A STRATEGY TO REDUCE ACADEMIC STRESS: EVIDENCE FROM EDUCATIONAL CONTEXT Kristiani, Claudea Amanda; Tyas, Prias Hayu Purbaning
EDUCATIONE Volume 3, Issue 2, July 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v3i2.104

Abstract

Academic stress is a pervasive issue among university students, driven by increasing academic demands, high expectations, and insufficient coping mechanisms. This study aimed to analyze the relationship between self-reward behavior and academic stress among sixth-semester students at the Faculty of Teacher Training and Education, Universitas Sanata Dharma Yogyakarta. Employing a quantitative correlational design, the research involved 212 respondents selected through purposive probability sampling. Data were collected via online questionnaires utilizing validated and reliable Likert and Guttman scales. The findings revealed that 80.2% of students reported high self-reward behavior, while 51.4% experienced high academic stress. Statistical analysis using Spearman’s rank correlation indicated a significant but weak negative relationship between self-reward and academic stress (r = -0.207, p = 0.002), suggesting that greater self-reward behavior is associated with reduced academic stress. In conclusion, while self-reward alone may not fully alleviate academic stress, it serves as a potential coping strategy that can enhance emotional well-being and support academic adjustment. The study contributes to the literature by highlighting the contextual effectiveness of self-reward in education and recommends further research to examine additional coping strategies and the long-term effects of self-reward interventions in diverse educational settings.
PARENTAL EDUCATION AND ITS IMPACT ON SIBLING RIVALRY AMONG TEENAGERS Rohim, Abdul; Sadijah, Nur Ainy; Tyas, Devi Marganing
EDUCATIONE Volume 3, Issue 2, July 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v3i2.105

Abstract

Adolescence is a pivotal stage of development marked by emotional volatility and intensified sibling rivalry, a phenomenon particularly prevalent in Indonesian families. Prior evidence highlights parenting style as a critical determinant of sibling rivalry, yet research in Indonesian contexts remains limited. This study aims to analyze the influence of parenting styles—authoritative, authoritarian, and permissive—on the prevalence and severity of sibling rivalry among adolescents in Karawang. Utilizing a quantitative, causal-comparative design, 384 adolescents aged 11–17 completed validated scales assessing perceptions of parenting style and sibling rivalry. Multiple regression analysis revealed that authoritative parenting is significantly associated with reduced sibling rivalry, while both authoritarian and permissive parenting styles are linked to increased rivalry, with permissive parenting showing the strongest effect. Collectively, parenting styles accounted for 78.9% of the variance in sibling rivalry, emphasizing their central role in adolescent family dynamics. These findings affirm the universality of classic parenting theories and stress the urgent need for culturally adapted parental guidance programs in Indonesia. The study offers actionable recommendations for parents, educators, and policymakers seeking to foster harmonious sibling relationships and healthy adolescent development. Future research should investigate additional influencing factors, such as birth order, family stress, and socio-economic status, using longitudinal or mixed-method designs for a more comprehensive understanding.
PARENTING STYLES AND QUR’ANIC LEARNING MOTIVATION: BRIDGING FAMILY ROLES AND STUDENT ACHIEVEMENT Agustian; Achmad, Listian Indriyani
EDUCATIONE Volume 3, Issue 2, July 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v3i2.116

Abstract

Children are a trust that must be honored and granted their rights, particularly the right to education, with parents serving as the child's first educators. This study aims to analyze the relationship between parenting styles and students' motivation in learning the Qur’an. Using a quantitative approach with a descriptive-correlational method, the study involved 38 fifth-grade students of SD Islam Salman Al Farisi Bekasi and their parents. Purposive sampling was applied, along with validity and reliability testing of the instruments. Results showed: 1) Parenting style was classified as moderately democratic (mean = 87.84), 2) Students’ motivation in learning the Qur’an was categorized as moderate with dominant extrinsic motivation (mean = 64.76), and 3) A very strong correlation was found between parenting style and learning motivation (r = 0.825; R² = 68.1%). These findings highlight the vital role of parental involvement in fostering children's motivation to learn the Qur’an from an early age within the family environment.

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