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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 42 Documents
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Search results for , issue "Volume 4, Issue 1, January 2026" : 42 Documents clear
EDUPRENEURSHIP-BASED CAREER GUIDANCE MODULE TO FOSTER JUNIOR HIGH STUDENTS’ ENTREPRENEURIAL INTENTION Siti Zulaikah; Mudafiatun Isriyah; Nasruliyah Hikmatul Maghfiroh
EDUCATIONE Volume 4, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i1.158

Abstract

Indonesia faces a persistent school-to-work mismatch, with youth unemployment remaining high and many junior-secondary students lacking career self-awareness and an entrepreneurial mindset. This study therefore aimed to develop and validate an edupreneur-based career guidance module that strengthens early entrepreneurial interest and career readiness among adolescents. Using a Research & Development design adapted from Borg and Gall, the study progressed through needs analysis, planning, prototype development, expert validation, limited field testing (n = 13), revision, and main field testing (n = 40) at SMP Modern Salsabila Al-Tapaq, Kutai Barat. Data were collected via observations, interviews, expert validation sheets (material and media), and student response questionnaires; quantitative results were analyzed with percentage validity, while qualitative data followed Miles–Huberman procedures. The module achieved strong feasibility: material validity = 80% (valid, minor revision) and media validity = 92% (very valid). In the preliminary trial, the share of students with high entrepreneurial interest increased from 30% to 60% (net +30 percentage points), supported by qualitative evidence of improved self-efficacy and opportunity recognition through reflective and experiential tasks (e.g., local case studies, mini-prototype planning). These findings indicate that contextual, values-integrated edupreneurship embedded in career guidance can foster employability-relevant attitudes and decision-making in early adolescence. Practically, the module offers a low-cost, locally adaptable approach aligned with national priorities on life and work skills, and it can be scaled through brief teacher enablement, community MSME partnerships, and micro-grants for classroom trials. Future research should employ quasi-experimental designs with comparison groups, validated multi-item intention/efficacy scales, and longitudinal follow-ups to test durability and behavioral outcomes (e.g., repeated venture trials, basic revenues, documented customer feedback).
FAMILY AND PEERS MATTER: WHAT DRIVES UNDERGRADUATES’ INTENT TO BECOME TEACHERS Yusqi Alfi Habibah; Shendy Andrie Wijaya; Neviyani
EDUCATIONE Volume 4, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i1.159

Abstract

Education systems rely on teachers as key agents of learning, yet many undergraduates—even in teacher-education pathways—report waning interest in teaching. Grounded in social-context perspectives, this study examines whether family environment and peer relationships shape students’ interest in becoming teachers at Universitas PGRI Argopuro Jember. The objectives were to (1) estimate the partial effects of family environment and peer relationships and (2) assess their simultaneous influence on teaching interest. A quantitative survey was administered to a purposive sample of 96 students from the 2021 cohort (population = 2,480). Data were gathered via Likert-scale questionnaires and analyzed in SPSS through data screening, classical assumption tests, and multiple linear regression. Instruments demonstrated high internal consistency (α = .918, .930, .909). Assumptions were met (e.g., Kolmogorov–Smirnov p = .200; VIF = 1.214; Glejser p > .05). The regression model showed that both family environment () and peer relationships () positively and significantly predict interest in becoming a teacher, with family exerting the stronger effect; the model explained 31.5% of variance (). These findings indicate that strengthening family support and cultivating constructive peer climates can bolster students’ teaching interest. Practically, programs should integrate parent-partnership orientations and peer mentoring/communities of practice alongside early mastery experiences (e.g., micro-teaching, supervised practicums). Future studies should employ longitudinal or SEM/PLS-SEM designs to test mediated–moderated pathways (e.g., self-efficacy, task values) and conduct multi-group analyses by gender, SES, or practicum exposure, complemented by qualitative inquiry into family and peer meaning-making about the profession. Education systems rely on teachers as key agents of learning, yet many undergraduates—even in teacher-education pathways—report waning interest in teaching. Grounded in social-context perspectives, this study examines whether family environment and peer relationships shape students’ interest in becoming teachers at Universitas PGRI Argopuro Jember. The objectives were to (1) estimate the partial effects of family environment and peer relationships and (2) assess their simultaneous influence on teaching interest. A quantitative survey was administered to a purposive sample of 96 students from the 2021 cohort (population = 2,480). Data were gathered via Likert-scale questionnaires and analyzed in SPSS through data screening, classical assumption tests, and multiple linear regression. Instruments demonstrated high internal consistency (α = .918, .930, .909). Assumptions were met (e.g., Kolmogorov–Smirnov p = .200; VIF = 1.214; Glejser p > .05). The regression model showed that both family environment () and peer relationships () positively and significantly predict interest in becoming a teacher, with family exerting the stronger effect; the model explained 31.5% of variance (). These findings indicate that strengthening family support and cultivating constructive peer climates can bolster students’ teaching interest. Practically, programs should integrate parent-partnership orientations and peer mentoring/communities of practice alongside early mastery experiences (e.g., micro-teaching, supervised practicums). Future studies should employ longitudinal or SEM/PLS-SEM designs to test mediated–moderated pathways (e.g., self-efficacy, task values) and conduct multi-group analyses by gender, SES, or practicum exposure, complemented by qualitative inquiry into family and peer meaning-making about the profession.
DIGITAL ENTREPRENEURSHIP EDUCATION: THE DEVELOPMENT OF AN INSTAGRAM-BASED TRAINING MODULE FOR YOUTH Jerry Rommy Herter Wuisang
EDUCATIONE Volume 4, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i1.160

Abstract

Youth unemployment and underemployment remain persistent in developing contexts, calling for scalable, engaging entrepreneurship education that aligns with Gen-Z’s digital habits. This study aimed to develop and validate an Instagram-based training module to strengthen entrepreneurial attitudes and behaviors among young MSME actors in Tondano, Indonesia. Using a Research & Development approach with the 4-D model (Define–Design–Develop; Disseminate planned), we conducted needs analysis, iterative prototyping, expert validation (content and media), and pilot testing with purposively sampled participants (n = 30; ages 18–30). Data were gathered via Likert-type questionnaires and Focus Group Discussions and analyzed descriptively with percentage criteria for feasibility. Results show high feasibility and acceptance: material validation = 90.34% (very good), media validation = 82% (good), platform/Instagram usability = 92.5% (very good); user responses indicated 92.5% strongly agree and 7.5% agree that the module improved understanding of entrepreneurial attitudes/behaviors. We conclude that an Instagram-based, micro-modular design is practicable, context-fit, and engaging for youth entrepreneurship learning. Practically, the module offers a low-cost, mobile, and scalable alternative for educators, community organizations, and local governments to complement formal programs and expand outreach. Future research should (a) conduct larger multi-site trials, (b) embed formal assessment (e.g., quizzes, performance tasks) and gamified elements, (c) evaluate longitudinal outcomes (self-efficacy, venture activity), and (d) compare cross-platform delivery (e.g., TikTok/YouTube/LMS) to mitigate algorithmic visibility bias.
CLASSICAL GUIDANCE MEETS SELF-LOVE: AN INNOVATIVE INTERVENTION TO BOOST SELF-CONFIDENCE AND SELF-IMAGE Halimah; Saiful Muktiali
EDUCATIONE Volume 4, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i1.161

Abstract

Self-confidence and self-image are pivotal for students’ academic engagement, persistence, and psychosocial adjustment, yet scalable classroom formats that directly strengthen these self-evaluative processes remain limited in vocational high schools. This study aimed to test the effectiveness of a brief, counselor-led, self-love–based classroom guidance module in improving self-confidence and self-image among Grade-10 students. Using a quantitative pretest–posttest control group design, two intact classes (N = 34) from an Indonesian vocational school were allocated as experimental (four sessions of self-love guidance integrating acceptance, compassionate self-talk, and mastery planning) or control (guidance-as-usual). Instruments demonstrated adequate psychometrics (item–total r = .492–.636; α = .88). The experimental group showed a large gain from pretest to posttest (M = 75.12 to 86.59; SD = 7.77 to 2.67; t(16) = –6.263, p < .001), while the control group improved modestly (M = 71.88 to 73.94; t(16) = –2.764, p = .014). Between-group effects on gains were very large (Cohen’s d = 1.61; Hedges’ g = 1.57). We conclude that a concise, classroom-deliverable self-love module can substantively elevate students’ self-confidence and self-image and reduce within-class variability, indicating convergence on adaptive coping scripts. Practically, schools can embed 10–15 minute micro-practices (reflective journaling, compassionate self-talk, if–then plans) within guidance periods without disrupting timetables. Future studies should employ larger, multi-site samples, follow-up assessments for maintenance, and mediational analyses (e.g., script internalization, self-criticism reduction) to clarify mechanisms and boundary conditions.
EDUCATIONAL IMPLICATIONS OF THE RELATIONSHIP BETWEEN PSYCHOLOGICAL WELL-BEING AND FEAR OF MISSING OUT AMONG UNIVERSITY STUDENTS USING SOCIAL MEDIA Alicia Wulan Cahyani; Prias Hayu Purbaning Tyas
EDUCATIONE Volume 4, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i1.162

Abstract

Networked technologies have become integral to university life, simultaneously enabling collaboration and learning support while heightening social comparison and notification-driven checking. Within this ecology, Fear of Missing Out (FoMO) has been linked internationally to lower psychological well-being (PWB), yet evidence is scarce for Indonesian teacher-education students whose developmental tasks and relational demands may render specific facets of PWB especially sensitive. This study aimed to (a) describe FoMO and PWB levels among undergraduates in a teacher-education faculty and (b) test their association, providing context-specific, facet-aware evidence to inform student supports. Using a cross-sectional, quantitative correlational design, 168 FKIP Universitas Sanata Dharma students completed validated measures: ON-FoMO (post try-out 19 items) and Ryff’s PWB (post try-out 46 items). Analyses in SPSS included descriptive statistics, Kolmogorov–Smirnov normality checks, linearity tests, and two-tailed Pearson correlations (α = .05). Results showed FoMO was predominantly Low/Very Low (59.4%) with 29.0% Medium and 11.9% High/Very High, while PWB was mainly High/Very High (58.3%) with 38.7% Medium. FoMO correlated moderately and negatively with PWB, r = −0.420, p < .001 (95% CI [−0.537, −0.287]), implying r² ≈ 17.6% variance explained. We conclude that greater FoMO is meaningfully associated with lower eudaimonic functioning in this cohort. Implications include tiered, low-cost supports: universal digital self-regulation workshops (notification control, time-boxing), micro-interventions that reinforce purpose and self-acceptance (values–goals alignment, reflective journaling), and short “dose” trials of reduced daily social-media use paired with mood/sleep tracking. Future research should employ longitudinal or experimental designs to establish directionality, integrate behavioral usage logs (screen-time, notifications), examine platform-specific behaviors (passive vs. active use, time-of-day), and model additional covariates (e.g., socioeconomic status, practicum load) to clarify mechanisms and boundary conditions.
INTEGRATION OF ISLAMIC PSYCHOTHERAPY AND MENTAL HEALTH: THE TAZKIYATUN NAFS MODEL IN THE CONTEXT OF THE GONTOR ISLAMIC BOARDING SCHOOL COMMUNITY Malikah
EDUCATIONE Volume 4, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i1.156

Abstract

This study focuses on the high prevalence of mental health problems among students at the Gontor Islamic Boarding School who face limitations in conventional psychotherapy approaches that are not in line with their cultural and spiritual values. The gap is the lack of research integrating Islamic-based psychotherapy, especially the concept of Tazkiyatun Nafs, in Islamic boarding school education. The purpose of this study is to examine and develop a model for applying Tazkiyatun Nafs as a psychotherapeutic approach in the Gontor santri community. A qualitative approach with an intrinsic case study design was used in this study, which involved in-depth interviews, participatory observation, and document analysis. The results of the study show that the application of Tazkiyatun Nafs through the practices of muhasabah, mujāhadah, and riyādhah has been proven effective in improving the mental well-being of santri and can be implemented in the pesantren curriculum. Further discussion reveals that Islamic principles such as tawakkul and muhasabah function as effective coping mechanisms in overcoming anxiety and stress. This study makes a significant contribution to the development of an Islamic-based psychotherapy model that is relevant to the cultural and spiritual needs of Muslim communities.
THE DEVELOPMENT OF EMPATHY SKILLS FOR GUIDANCE AND COUNSELING TEACHER CANDIDATES Fanny Nishfiyati Iqlima; Nandang Budimann; Yusi Riksa Yustiana; Dodi Suryana
EDUCATIONE Volume 4, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i1.97

Abstract

This study was motivated by the low personal quality of the counselor teachers resulting in the unwillingness of the counselee to consult. The purpose of the study was to show a description of the development of empathy skills possessed by prospective guidance and counseling teachers candidates. The participants in this study were 156 students of the Department of Educational Psychology and Guidance at the Faculty of Education, Universitas Pendidikan Indonesia. The data were collected through a self-report questionnaire to measure empathy. The results showed that the development of empathy was mostly in the medium category with a proportion of 35.25%, meaning that Guidance and Counseling Teacher candidates tend to be confused and hesitant to understand the views of others in a condition, sometimes unable to position themselves imaginatively towards fictional feelings and actions, lack feelings of warmth, affection, and care for the suffering of others, and sometimes unable to feel discomfort like others because of being influenced by several factors such as closeness and experience. The analysis of perspective-taking indicator was a low category; also, the development of female empathy was higher than that of men, so the empathy skills possessed by the Guidance and Counseling candidates had not to reach a holistic counselor personally.
ASSERTIVE TRAINING TO IMPROVE PUBLIC SPEAKING SKILLS OF STUDENTS WITH INTELLECTUAL DISABILITIES: A QUALITATIVE CASE STUDY IN A SPECIAL SCHOOL Syaiful Arifin; Dewi Masyitoh
EDUCATIONE Volume 4, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i1.173

Abstract

Students with intellectual disabilities often experience severe difficulties in public speaking, including low verbal output, limited language organization, and low self-confidence when speaking in front of others. This study aimed to describe students’ initial public speaking abilities, to portray the implementation of assertive training, and to analyze its influence on improving public speaking skills among students with mild intellectual disabilities at SLB Lentera Hati Pesanggaran. A qualitative descriptive case-study design was employed. Participants were selected purposively, and data were collected through participatory observation, in-depth interviews with students, teachers, and parents, as well as documentation. Data were analyzed using Miles and Huberman’s interactive model (data reduction, data display, and conclusion drawing) with source and method triangulation to ensure trustworthiness. Results indicated that, prior to the intervention, students spoke in very low volume, produced fragmented sentences, avoided eye contact, and were reluctant to answer questions. After 6–8 sessions of structured assertive training—covering relaxation, modeling, role play, guided practice, and in vivo exercises—students showed noticeable improvements in voice audibility, clarity and length of utterances, eye contact, and willingness to respond in class. The study concludes that assertive training is a promising strategy to foster public speaking skills and self-confidence among students with intellectual disabilities. The findings imply that assertive training can be integrated into counseling services and classroom routines in special schools. Future research is recommended to involve larger samples, longer follow-up periods, and mixed-method or quasi-experimental designs to strengthen causal inferences and explore broader socio-emotional outcomes.
INTEGRATING ISLAMIC COUNSELING INTO PAI INSTRUCTION TO ENHANCE CHARACTER AND LEARNING QUALITY: A CASE STUDY Ahmad Pirdaus; Siti Juariah
EDUCATIONE Volume 4, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i1.128

Abstract

The persistent challenge in Islamic Religious Education (PAI) in many Indonesian schools is that learning often remains cognitively oriented, while the internalization of Islamic values into students’ daily self-regulation and behavior is uneven; this issue is particularly salient in vocational schools where integrity, discipline, and workplace ethics are essential. This study aimed to analyze how Islamic Guidance and Counseling (BK Islam) is implemented to improve the quality of PAI learning at SMK Negeri 2 Setu, with specific attention to BK–PAI collaboration and student outcomes across Bloom’s cognitive, affective, and psychomotor domains. Using a qualitative case study design, data were collected through observations of religious routines and counseling practices, semi-structured interviews with BK and PAI teachers, documentation review, and student perspectives (n = 30) via questionnaire and confirmatory interviews; the data were analyzed thematically and mapped onto Bloom’s domains. The findings indicate that Islamic elements are present in BK services (e.g., occasional use of Qur’anic verses/hadith and akhlaq–ibadah guidance), yet integration remains incidental and not institutionalized through standardized modules, indicators, or systematic documentation. BK–PAI collaboration is visible through joint programs (e.g., pesantren kilat, keputrian, daily kultum, congregational prayers, and Jumat Berkah), but it is not consistently managed as an integrated planning–implementation–evaluation cycle. Student-perceived benefits are strongest in affective and behavioral routines (worship awareness, self-control, respectful conduct), while higher-order cognitive gains (analyzing–evaluating–creating) appear limited; major barriers include time constraints, limited resources, and weak reporting practices, alongside students’ strong demand for contextual and digital support channels. The study concludes that BK Islam at SMKN 2 Setu constitutes a promising practice rather than a validated model, and it should be strengthened through institutional SOPs, shared BK–PAI indicators, periodic evaluation routines, and ethically protected digital counseling options. Future research should employ multi-site and mixed-method designs, incorporate longitudinal tracking, and test digital-enhanced BK–PAI integration models with clearer outcome measures and implementation fidelity indicators.
PROJECT-BASED LEARNING FOR SUSTAINABLE TOURISM: PROTOTYPING A SOLAR-ELECTRIC BOAT IN A POLYTECHNIC SETTING I Gede Para Atmaja; Mauren Langie; Ventje Lumentut; Ventje Ferdy Aror
EDUCATIONE Volume 4, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i1.145

Abstract

Mangrove tourism areas are vital ecosystems that function not only as natural attractions but also as coastal buffers supporting biodiversity and environmental balance. However, tourism activities predominantly rely on fossil-fuel boats that cause air and water pollution, noise, and ecosystem disruption. This research aims to design a concept of an electric boat integrated with a photovoltaic (PV) system as an environmentally friendly transportation solution for mangrove tourism. The study applied a Research and Development (R&D) approach, including literature review, user needs assessment, energy requirement analysis, and detailed engineering design. The results show that the designed boat measures 5 meters in length, 1.8 meters in width, with a draft of 0.6 meters and total height of 1.25 meters. The electrical demand was calculated at 826 W with an operational capacity of 3142 Wh. To meet this demand, four 250 Wp solar panels, a solar charge controller rated at 26.04 A, and a single LiFePO4 battery of 48 V/100 Ah were required. The integration of PV systems demonstrated sufficient energy supply for operation under coastal solar exposure. The design significantly reduces fossil fuel dependence, lowers carbon emissions, minimizes noise, and enhances tourist experiences. This concept contributes to the development of sustainable ecotourism practices in coastal mangrove ecosystems. Future research is recommended to test prototype performance in real operational settings and optimize system efficiency across varying weather conditions.

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