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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 16 Documents
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Search results for , issue "Volume 4, Issue 2, July 2026" : 16 Documents clear
THE RELATIONSHIP BETWEEN SELF-ESTEEM AND FEAR OF MISSING OUT AMONG PARENTS WHO USE FACEBOOK Cristhy, Anjellina Kalistsya; Sarajar, Dewita Karema
EDUCATIONE Volume 4, Issue 2, July 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i2.123

Abstract

Fear of missing out (FoMO) has become an increasingly relevant psychological phenomenon in the digital era, including among parents who actively use Facebook. Self-esteem may be associated with FoMO because individuals with lower self-evaluation tend to seek external validation and remain continuously connected to social information. This study aimed to examine the relationship between self-esteem and FoMO among parents who use Facebook in Salatiga City. A quantitative correlational design was employed. Participants were 335 parents aged 18-60 years who had at least one child, actively used Facebook, and lived in Salatiga City. Participants were selected using purposive sampling based on predetermined inclusion criteria. Data were collected using an adapted Coopersmith Self-Esteem Inventory (CSEI) and the Fear of Missing Out Scale (FoMOS). The instruments met the item-validity criterion and demonstrated acceptable reliability. Because the data were not normally distributed, the hypothesis was tested using Spearman's rank correlation. The results showed a significant negative association between self-esteem and FoMO (rho = -0.156, p = 0.004). This finding indicates that higher self-esteem is associated with lower FoMO; however, the relationship is very weak. Therefore, self-esteem should not be interpreted as the only psychological factor related to FoMO. Other factors, such as Facebook-use intensity, social comparison, loneliness, social anxiety, and digital self-validation, may also contribute to FoMO among parents. These findings provide an empirical basis for digital well-being programs that combine self-esteem strengthening with digital literacy and self-regulation strategies.
CYBERCOUNSELING FOR GENERATION Z: OPPORTUNITIES, CHALLENGES, AND RECOMMENDATIONS Agustin Andhika Putri; Hermatika, Angelia Astri
EDUCATIONE Volume 4, Issue 2, July 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i2.169

Abstract

Digital technology and the internet are developing rapidly due to advances in science and technology. The development of the internet has had a positive impact on various mental health services in Indonesia. Cybercounseling is a new innovation in the world of counseling. Cybercounseling is an online counseling service that can be accessed anywhere by its users. The purpose of this study is to discuss the application and challenges of cybercounseling in Indonesia. This study uses a literature review method, analyzing 15 selected articles from an initial pool of 50 articles obtained through multiple databases, using keywords such as “cybercounseling,” “online counseling,” and “Generation Z.” The selection of articles focused on relevance to the development, opportunities, challenges, and recommendations for digital counseling. The findings suggest that cybercounseling aligns with the digital preferences of Generation Z, as its anonymity, accessibility, and flexibility facilitate engagement and reduce barriers to seeking support. However, its effectiveness is constrained by unresolved issues, particularly ethical standards, data security, and confidentiality, highlighting a gap between technological adoption and regulatory readiness. These challenges suggest that successful implementation depends not only on technological availability but also on clear governance and professional preparedness. In conclusion, the literature indicates that cybercounseling is a promising innovation for expanding mental health support for Generation Z in Indonesia. Nevertheless, realizing its potential requires strengthened regulations, reliable infrastructure, and continuous development of counselors’ digital competencies. Addressing these factors is essential to ensure that cybercounseling services are effective, ethical, and responsive to the needs of a digitally connected generation in the Society 5.0 era.
LEARNING PROGRAM EVALUATION AND TEACHING QUALITY IMPROVEMENT: A QUANTITATIVE CIPP STUDY Sohilait, Desembra; Samarama, Clara; Reniwurwarin, Sarni; Habu, Nur Yanti; Yusuf, Iwan
EDUCATIONE Volume 4, Issue 2, July 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i2.219

Abstract

This study was motivated by the absence of a comprehensive and systematic evaluation of school learning programs designed to improve teaching quality at SMP Negeri 3 Ambon. Although the school has implemented several improvement initiatives, including teacher training, academic supervision, project-based curriculum development, and the strengthening of digital learning facilities, their overall effectiveness had not been quantitatively assessed. Therefore, this study aimed to evaluate the effectiveness of these learning programs using the Context, Input, Process, and Product (CIPP) model. A descriptive quantitative design was employed involving 20 respondents, consisting of teachers and educational staff, selected through total sampling. Data were collected using a Likert-scale questionnaire developed according to the four CIPP dimensions and analyzed through descriptive statistics and Pearson correlation using SPSS version 25. The findings revealed that the overall implementation of the learning programs was rated very good, with a mean score of 4.41. Among the CIPP dimensions, product received the highest score (4.70), followed by context (4.60), process (4.40), and input (4.30). In addition, the Pearson correlation coefficient of 0.781 (p < 0.05) indicated a significant relationship between learning program implementation and teaching quality improvement. The study concludes that the CIPP model is effective for comprehensively evaluating school learning programs and for identifying strengths and areas for improvement. These findings provide empirical support for school leaders and policymakers in making evidence-based decisions to enhance teaching quality. Future research is recommended to involve larger samples, multiple schools, and mixed-method approaches to produce broader and deeper evaluation results.
UTILIZATION OF LABORATORIES AND EDUCATIONAL SERVICES AND THEIR INFLUENCE ON STUDENTS' MATERIAL MATERIAL MASTERY Hipir, Norbertus Adrianus Ribu; Rahyasih, Yayah; Kurniatun, Taufani Chusnul
EDUCATIONE Volume 4, Issue 2, July 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i2.220

Abstract

Rapid developments in science and technology demand that schools optimize learning facilities and educational services to improve students’ mastery of learning materials. In many junior high schools, especially in developing and border areas, laboratories and educational services are available but not always utilized optimally. This study aims to analyze the influence of laboratory utilization (computer and science laboratories) and educational services on students’ material mastery in junior high schools across Raimanuk District, Belu Regency. Employing a quantitative ex post facto research design, data were collected through questionnaires administered to 100 teachers selected using proportional random sampling from a population of 133 teachers in six junior high schools. The data were analyzed using multiple regression analysis to examine both partial and simultaneous effects of the independent variables on students’ material mastery. The results indicate that laboratory utilization has a positive and significant effect on students’ mastery of learning materials. Educational services also show a significant positive influence, and jointly both variables contribute meaningfully to explaining variations in students’ material mastery. These findings suggest that practical learning experiences supported by structured and responsive educational services enhance students’ conceptual understanding. In conclusion, this study highlights that improving learning outcomes requires not only the availability of laboratories but also their effective utilization and integration with quality educational services. The study contributes scientifically by reinforcing an integrative perspective on educational infrastructure and services as complementary determinants of learning quality.
IMPLEMENTING INSTAGRAM-BASED SCHOOL PROMOTION: A QUALITATIVE CASE STUDY OF PUBLIC RELATIONS MANAGEMENT Atika, Nyimas; Sintia, Dela; Efriliyanti, Lia
EDUCATIONE Volume 4, Issue 2, July 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i2.221

Abstract

Competition among educational institutions in the digital era requires madrasahs to communicate their institutional value, achievements, and services through media that are accessible, visual, and interactive. MTs Negeri 1 Palembang has used Instagram as a school-promotion platform, yet its implementation still faces managerial constraints related to human resources, time allocation, and content consistency. This study aims to analyze how Instagram-based school promotion is implemented at MTs Negeri 1 Palembang and to identify the constraints and solutions encountered by the public relations team. The study employed a qualitative case study design. Data were collected through observation, semi-structured interviews with key informants directly involved in promotion activities, including the Deputy Head of Madrasah for Public Relations and Instagram administrators, and documentation of school Instagram content, captions, comments, promotional materials, and school activity archives. The data were analyzed through data condensation, data display, and conclusion drawing, while credibility was strengthened through source and technique triangulation. The findings indicate that Instagram promotion was implemented through four public relations management functions: coordination, motivation, communication, and direction. Coordination ensured the availability of activity information and documentation; motivation supported continuity despite limited staff and time; communication connected internal information flows with public interaction; and direction maintained appropriate language, content selection, and institutional image. The main obstacles were the absence of a dedicated social media team, limited upload scheduling, and weak performance evaluation. The study concludes that Instagram-based promotion should be managed as an institutional public relations system, not merely as a posting activity, through clearer role distribution, content governance, posting calendars, and engagement evaluation.
PARENTAL EMOTIONAL VALIDATION, SOCIAL SUPPORT, AND MENTAL RESILIENCE AMONG VOCATIONAL HIGH SCHOOL STUDENTS FROM INTACT FAMILIES Nurul Fatihah, Diajeng; Pandang, Abdullah; Amirullah, Muhammad; Syahril, Muhammad Fiqri
EDUCATIONE Volume 4, Issue 2, July 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i2.227

Abstract

Vocational high school students experience developmental demands related to academic achievement, social adjustment, and preparation for work. Although students from intact families are often assumed to receive adequate emotional protection, structural family completeness does not always guarantee emotional validation or sufficient social resources. This study aimed to examine the simultaneous effect of parental emotional validation and social support on the mental resilience of vocational high school students from intact families. A quantitative correlational approach with an ex post facto design was employed. The participants were 66 students of UPTD SMKN Balanipa, Polewali Mandar Regency, West Sulawesi, selected through purposive sampling based on the criterion of living with both parents in one household. Data were collected using Likert-scale questionnaires measuring parental emotional validation, perceived social support, and mental resilience. The instruments met item validity criteria (r >= .30) and reliability criteria (Cronbach's alpha > .60). Data were analyzed using descriptive statistics and multiple linear regression after the classical assumption requirements were fulfilled. The findings showed that parental emotional validation did not have a significant partial effect on mental resilience. However, parental emotional validation and social support simultaneously had a significant effect on students' mental resilience, F(2, 63) = 3.792, p = .028, with R² = .107. These results indicate that mental resilience is not shaped by family emotional processes alone, but by the interaction between family-based validation and broader social support. The findings imply that school guidance and counseling services should involve both parents and school-based support systems to strengthen students' resilience. Future studies are recommended to include school climate, coping strategies, self-esteem, and peer support as additional predictors.

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