cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Paul Arjanto
Contact Email
paul.arjanto@gmail.com
Phone
+628114738333
Journal Mail Official
educatione@iiesecore.com
Editorial Address
CV. TOTUS TUUS Jl. Mangga Dua, Desa Waenono, Kec. Namrole, Kab. Buru Selatan, Maluku 97544
Location
Kab. buru selatan,
Maluku
INDONESIA
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 118 Documents
 8   9   10   11   12 
EVALUATING TOLL-ROAD REVENUE PERFORMANCE AND RISK FACTORS THROUGH MONTE CARLO SIMULATION: CASE-BASED LEARNING IN ENGINEERING ECONOMICS Fiska Chintya Ezra Pangalila; CLAUDIA TALITA DARIWU; Kindly Anugerah Imanuel Pangauw
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.v4i1.178

Abstract

Although the Manado–Bitung Toll Road is a National Strategic Project intended to improve connectivity and logistics efficiency in North Sulawesi, realized revenues have not yet covered operating and maintenance expenditures, raising uncertainty about investment recovery within the 50-year concession period. This study evaluates the project’s financial feasibility based on realized revenue performance and examines how key risk factors influence break-even and payback prospects. Using realized financial data from October 2020 to June 2025, the analysis applies cash-flow assessment, Break-Even Point (BEP), and Payback Period indicators, complemented by Quantitative Risk Analysis (QRA) with Monte Carlo simulation to model uncertainty in revenue growth, policy conditions, user behavior, and maintenance costs. The findings show cumulative revenue of IDR 232.75 billion against operating costs of IDR 253.56 billion, resulting in a persistent cash-flow deficit and a negative interim BEP. Monte Carlo outputs suggest that break-even is most likely to occur near the end of the concession (around year 48), with an estimated profitability probability of only 28% under the current trajectory, and the most influential risks are annual revenue growth and government policy/regulation, followed by user behavior and maintenance-cost escalation. The study concludes that while the project has high strategic value, it is not financially feasible in the medium term without intervention; therefore, policy support is needed to strengthen Bitung SEZ-driven logistics demand, improve traffic capture, and implement structured risk mitigation and efficiency measures. Future research should incorporate discounted cash-flow metrics (NPV/IRR), test alternative policy scenarios (tariff adjustments and incentives), and integrate broader socio-economic benefits into investment appraisal.
THE IMPACT OF AI LITERACY ON ACCOUNTING STUDENTS' RISK MANAGEMENT ABILITY: A SYSTEMATIC LITERATURE REVIEW Mamentu, Meike; Lumi, Vera Lionny; Najoan, Annita Patricia Carolina; Heydemans, Charnila Desria; Kaumbur, Great Erick
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.v4i1.179

Abstract

The integration of Artificial Intelligence (AI) into the accounting ecosystem demands a redefinition of professional competencies. However, empirical understanding of how AI literacy specifically shapes accounting students' risk management abilities remains limited. This study aims to analyze the impact of AI literacy on accounting students' risk management ability through a systematic literature review. The research method employed is a Systematic Literature Review (SLR) following the PRISMA protocol, focusing on 26 selected articles published between 2021 and 2025. The analysis reveals that AI literacy is a multidimensional construct encompassing technical, domain-specific (accounting), and critical-ethical aspects. Key findings indicate that AI literacy significantly contributes to enhancing risk management ability, primarily by strengthening diagnostic and prognostic capabilities. The main mechanism occurs through the process of trust calibration, where literate students can critically evaluate AI outputs, thereby assuming the role of active auditors rather than passive users. The implication of this study underscores the urgency of integrating these three dimensions of AI literacy into the core accounting curriculum to prepare adaptive and competent graduates capable of navigating risk complexity in the digital era.
DEVELOPING A SELF-CONFIDENCE SNAKES-AND-LADDERS BOARD GAME FOR JUNIOR HIGH SCHOOL COUNSELING SERVICES Eko Saputro; Ade Irma Novianti; 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.v4i1.181

Abstract

Low self-confidence among junior high school students is frequently associated with passive classroom participation, hesitation to express opinions, and difficulty coping with academic and social challenges, indicating a need for engaging guidance and counseling media. This study aimed to develop an educational board game, “Self-Confidence Snakes and Ladders,” as a counseling medium to strengthen students’ self-confidence. The study employed a Research and Development (R&D) approach adapted from a modified Borg & Gall model through four stages: needs analysis, product design, expert validation, and limited field testing. Participants consisted of a content expert, a media expert, a prospective user (guidance and counseling teacher), and a small group of junior high school students. Data were collected using feasibility assessment sheets based on a 4-point Likert scale covering accuracy, usefulness, feasibility, attractiveness, suitability, and ease of use, and were analyzed descriptively. The results showed high feasibility across reviewers: the content expert rated the product 3.33, the media expert 3.40, the prospective user 3.37, and the small-group trial 3.50, all within the “very good” category, with minor suggestions related to refining question wording, improving font clarity, and adjusting session duration. In conclusion, the developed game is highly feasible and well-received as a practical counseling medium that can promote interactive and enjoyable student engagement. Future studies should evaluate effectiveness using experimental designs, larger samples, and validated self-confidence outcome measures.
STRUCTURED HABIT TRAINING AND GUIDANCE COUNSELING SUPPORT FOR EARLY CHILDHOOD CHARACTER DEVELOPMENT Zahra Ainul Inayah; Nenda
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.v4i1.183

Abstract

Character education in early childhood settings is increasingly expected to be systematic and sustainable; however, schools often vary in how consistently they implement habit training and in how actively guidance and counseling services support character formation. This study aimed to compare the implementation of habit training in a general school and a character-based school, and to analyze the role of guidance and counseling (BK) in strengthening children’s character development. Using a qualitative comparative design, data were collected through classroom and school observations, in-depth interviews with principals, teachers, counselors, and parents, and document analysis of habituation programs in two institutions (TK-TPQ Nurkatika as a general school; KB-TK Pilar Aksara as a character-based school). The findings indicate substantial differences between the two settings: the character-based school implemented integrated and consistent habituation routines supported by regular parent communication, modeling, periodic evaluation, and parenting activities, whereas the general school tended to apply habituation in a more generic manner without a structured program and with less optimal BK involvement. Consequently, children in the character-based school demonstrated more stable positive behavior that also carried over into the home environment. The study concludes that structured habit training aligned with targeted BK services meaningfully enhances the effectiveness of character building. Practically, schools may benefit from formalizing habituation programs, strengthening counselor participation, and institutionalizing school–home collaboration. Future research should involve broader samples, incorporate longitudinal or mixed-method designs, and examine implementation constraints that may affect comparability across schools.
LEGAL PROTECTION FOR TOURISTS IN AIR-TRAVEL TOUR PACKAGES IN INDONESIA: MAPPING AIRLINE RIGHTS–OBLIGATIONS AND THE NEED FOR JOINT LIABILITY STANDARDS Diane Tangian; Bernadain Dainty Polii; Immanuel Christian Pontorondo; Bervie Fransel Rondonuwu
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.v4i1.184

Abstract

Air transportation is the backbone of tourist mobility in Indonesia, particularly within tour packages that bundle flights, accommodation, and destination activities. When disruptions occur—such as delays, cancellations, schedule changes, or overbooking—tourists often suffer “chain losses,” including forfeited hotel bookings and prepaid activities. Although Indonesia has sectoral legal instruments (aviation, tourism, and consumer protection), responsibility allocation in multi-party tour packages remains fragmented, creating uncertainty regarding who must compensate tourists beyond the airline ticket. This study aims to analyze the scope and limits of airline rights and obligations in flight-based tour packages, and to evaluate the adequacy of legal protection for tourists within tripartite relations involving airlines, travel agents, and destination service providers. Using a normative juridical method—combining statute and conceptual approaches with legal principle analysis—this research maps relevant norms and tests their coherence against principles of fairness, legal certainty, and consumer protection. The findings indicate that normative protection formally exists, yet implementation is ineffective because integrated contract standards are absent and joint liability among tourism businesses is not explicitly regulated. The study concludes that regulatory harmonization is required, alongside standardized tour-package contracts that clearly stipulate rights, obligations, risk allocation, compensation mechanisms for chain losses, and accessible dispute resolution. Future research should incorporate empirical case analysis of dispute outcomes, comparative models of joint liability in other jurisdictions, and regulatory impact assessments to test feasibility and enforcement pathways.
REBUILDING SELF-ESTEEM DURING COMMUNITY-BASED DRUG REHABILITATION IN INDONESIA: A PHENOMENOLOGICAL STUDY OF POWER, VIRTUE, COMPETENCE, AND SIGNIFICANCE IN IBM CLIENTS Sinta Almaidah; Arri Handayani; Siti Fitriana
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.v4i1.186

Abstract

Community-based drug rehabilitation programs expose clients to everyday social realities, including stigma, peer pressure, and family dynamics, which may shape how self-esteem is rebuilt during recovery. Yet, research on self-esteem in community-based intervention contexts remains limited compared with studies in formal rehabilitation institutions. This study aimed to explore the meaning of self-esteem among clients undergoing rehabilitation in a Community-Based Intervention (IBM) program in an Indonesian village, using Coopersmith’s framework (power, virtue, competence, and significance). A qualitative phenomenological design was employed. Two IBM clients who had participated in rehabilitation for more than three months were selected, and data were collected through in-depth interviews, supplemented by triangulation with family members and recovery agents. Data were analyzed using Miles and Huberman’s procedures (data reduction, display, and conclusion drawing). The findings revealed four interrelated themes: power (variations in self-control and relapse-prevention strategies), virtue (uneven moral–religious change facilitated by mentoring), competence (growth in technical and/or social skills linked to confidence and reintegration), and significance (self-worth shaped by family support, community acceptance, and shifts in stigma). The study concludes that self-esteem in IBM clients is not merely an internal trait but is co-constructed through psychological regulation, skill development, and social recognition within the community ecology. Practically, IBM services should integrate structured self-esteem strengthening through relapse-management coaching, competency training, and stigma-reduction initiatives involving families and local communities. Future research should involve larger samples, longitudinal designs, and comparative analyses across community versus institutional rehabilitation settings.
ADOLESCENT SELF-CONTROL AND ITS EFFECT ON DEVIANT BEHAVIOR: A QUANTITATIVE STUDY Elis Karina Febriyani; Randwitya Ayu Ganis Hemasti; Anggun Pertiwi
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.v4i1.188

Abstract

Adolescent delinquency remains a salient educational and psychosocial challenge, particularly in contexts where biological, psychological, and social pressures increase young people’s vulnerability to deviant behaviors. This study investigated whether self-control predicts juvenile delinquency among students in Karawang Regency. Using a quantitative causal design, data were collected from 348 students aged 13–19 years (167 males; 181 females) recruited through convenience sampling. Self-control was measured using the Brief Self-Control Scale (BSCS), and juvenile delinquency was assessed using a researcher-constructed delinquency scale. Data were analyzed using simple linear regression (SPSS v25). The results show that self-control has a statistically significant effect on juvenile delinquency (sig. = 0.000; p < 0.05), indicating that self-control is a meaningful predictor of delinquent tendencies. However, the effect size is relatively small, with self-control explaining 3.7% of the variance in delinquency (R Square = 0.037), suggesting that other factors outside the present model contribute substantially to adolescent delinquency. The principal conclusion is that strengthening students’ self-control is relevant but insufficient as a standalone approach; educational interventions should be complemented by consistent parental and school support to foster positive adolescent development. Future studies are recommended to incorporate broader ecological determinants (e.g., family characteristics, socioeconomic conditions, and residential environment) and to test more comprehensive explanatory models.
CHARACTER-BASED CLASSROOM MANAGEMENT: IMPLICATIONS FOR POSITIVE STUDENT BEHAVIOR Rivaldo Paul Telussa; Antonius Awan Asta Adhiprana Whisnubrata; Cristiana Normalita de Lima
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.v4i1.190

Abstract

Classroom discipline problems in lower secondary education often persist when classroom management relies primarily on rules and sanctions rather than value internalization. This study aimed to describe and analyze how character-based classroom management is implemented and how it contributes to improving positive student behavior among Grade VII students at St. Antonius Nabire Middle School (Papua, Indonesia). Using a qualitative descriptive design, data were collected from teachers and Grade VII students through classroom observations, in-depth interviews, and document analysis. Data were analyzed using an interactive qualitative model (data reduction, data display, and conclusion drawing). The findings show that character values—especially discipline, responsibility, and mutual respect—were embedded in classroom rules, learning routines, and daily teacher–student interactions. Consistent teacher role modeling, structured habituation, and positive reinforcement strengthened classroom climate and supported students’ internalization of expected behaviors. Observable changes included improved punctuality and learning discipline, higher responsibility in completing tasks, more respectful peer and teacher interactions, and fewer disruptive behaviors during lessons. Key challenges involved variation in students’ character backgrounds and external environmental influences beyond school. The study concludes that character-based classroom management is a relevant and effective approach for fostering positive behavior in junior high school settings, particularly in under-researched contexts such as Papua. Practically, the findings inform teacher strategies and school policies to standardize value-based class agreements and strengthen school–family collaboration. Future research should employ longitudinal and mixed-methods designs across multiple schools and include family/community perspectives to clarify sustainability and mechanisms of change.
PARENTAL INVOLVEMENT AND ADOLESCENT AGGRESSION: EXPLORING THE LINK BETWEEN FAMILY ATTENTION AND BULLYING IN SCHOOLS Yunila Sari; Wira Solina; Rila Rahma Mulyani
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.v4i1.191

Abstract

Bullying remains a recurring issue in school settings and may be influenced by the quality of parental attention. This study aimed to (1) describe parental attention among seventh-grade students, (2) describe students’ bullying behavior, and (3) examine the relationship between parental attention and bullying behavior at SMP Negeri 2 Lubuk Sikaping. A quantitative correlational design was employed. The population and sample comprised 52 seventh-grade students selected through total sampling. Data were collected using self-report questionnaires measuring parental attention (36 items) and bullying behavior (35 items). Descriptive statistics (percentages) and Pearson product–moment correlation were used for data analysis. Findings indicated that parental attention was predominantly high (100%), while bullying behavior was generally low (65% low; 31% very low; 4% moderate). Correlation analysis revealed a significant negative association between parental attention and bullying behavior (r = −0.307, p = 0.027), indicating that higher parental attention was linked to lower bullying tendencies, although the magnitude of the relationship was small. The study concludes that parental attention functions as a protective factor against bullying among students in this context. Practically, the findings support strengthening parent–school collaboration, including parenting guidance, routine supervision, and school-based reporting and counseling mechanisms to prevent bullying. Future research should use larger and more diverse samples, apply longitudinal approaches, and examine potential mediators (e.g., peer norms, school climate, and family communication patterns).
PARENTAL SUPPORT AND STUDENT DISCIPLINE IN LEARNING: INSIGHTS FROM A QUANTITATIVE CORRELATIONAL STUDY Rahmatul Fauzana; Triyono; Besti Nora Dwi Putri
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.v4i1.192

Abstract

This study examines the problem of suboptimal learning discipline among students—manifested in behaviors such as tardiness, incomplete assignments, and inconsistent study routines—and investigates whether parental social support is associated with stronger learning discipline. The study aimed to (1) describe parental social support, (2) describe students’ learning discipline, and (3) test the relationship between the two variables among Grade XI students at MAN 1 Pasaman Barat. A quantitative correlational design was used with a sample of 65 students drawn from a population of 230. Data were collected using Likert-type questionnaires (31 items measuring parental social support and 35 items measuring learning discipline) and analyzed using Pearson’s product–moment correlation. The results indicated that parental social support was generally high (58.85% in the high category), while learning discipline was moderately high (63.08% in the moderately high category). Correlation analysis revealed a significant positive relationship between parental social support and learning discipline (r = 0.499; p < .001). In conclusion, stronger parental support is associated with better student learning discipline. The findings imply that schools should strengthen parent–school collaboration and guidance and counseling initiatives to foster disciplined study habits. Future studies should employ broader and more diverse samples, longitudinal designs, and multivariate models to test potential mechanisms (e.g., motivation and self-regulation) and improve causal interpretation.

Page 11 of 12 | Total Record : 118

 8   9   10   11   12 

Filter by Year

2023 2026


Reset
Filter By Issues
All Issue Volume 4, Issue 1, January 2026 Volume 3, Issue 2, July 2025 Volume 3, Issue 1, January 2025 Volume 2, Issue 2, July 2024 Volume 2, Issue 1, January 2024 Volume 1, Issue 2, July 2023 Volume 1, Issue 1, January 2023