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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 202 Documents
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INTEGRATED HYDROLOGICAL-HYDRAULIC MODELING FOR FLASH-FLOOD INUNDATION EXPOSURE ASSESSMENT Ficky Marcellino Oroh; Cindy Jeane Supit; Tommy Miran
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.v4i2.287

Abstract

Flash floods in small tropical catchments require spatially explicit analysis, yet data scarcity often limits model verification. This study integrates HEC-HMS rainfall-runoff modeling and HEC-RAS two-dimensional hydraulic simulation to reconstruct the 19 February 2017 flood in the Nuay River watershed and to assess village-scale inundation exposure. Annual-maximum daily rainfall records for 2014-2024 were compiled from the Ranowangko Tara-Tara and Tondano-Paleloan stations. Missing Tondano-Paleloan observations in 2015, 2021, and 2024 were not treated as zero; Thiessen weights were renormalized to the available station for those years. The corrected annual-maximum series was analyzed with the Log Pearson Type III distribution, giving design rainfall from 111.39 mm for the 2-year return period to 283.57 mm for the 1,000-year return period. The reconstructed 2017 HEC-HMS event produced a peak discharge of 20.0 m3/s at 03:00. HEC-RAS 2D outputs show inundation concentrated near the river corridor and low-lying terrain, with displayed depth classes extending from less than 1 m to 5 m. Talikuran Satu and Tounelet Satu had the largest inundated-area proportions, 3.2% and 2.1%, respectively. These classes are interpreted as inundation exposure rather than comprehensive flood risk because population, assets, vulnerability, and velocity were not included. The integrated workflow supports screening-level mitigation prioritization, while uncertainty remains due to the short rainfall record, event-based non-gauged calibration evidence, and incomplete hydraulic-project metadata.
GENERATIVE AI IN HIGHER EDUCATION: PARADOXICAL ROLES IN SELF-REGULATED LEARNING AND ACADEMIC DEPENDENCY Firdha Ayu Rahmadiningrum
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.v4i2.291

Abstract

opportunities for self-regulation and risks of academic dependency. This narrative review aimed to synthesize how GenAI may support self-regulated learning (SRL), how intensive or uncritical use may promote cognitive offloading, and which contextual conditions appear to distinguish these outcomes. Ten peer-reviewed articles published between 2022 and 2026 were identified through Publish or Perish using Google Scholar and synthesized thematically. The evidence indicates that GenAI can support SRL by functioning as a learning tutor, assisting goal setting and planning, facilitating monitoring and self-evaluation, and improving learning efficiency. At the same time, overreliance on GenAI is associated in the reviewed literature with cognitive offloading, academic dependency, reduced cognitive effort, weaker critical evaluation, and diminished learner autonomy. The synthesis proposes four contextual boundary conditions - purpose of AI use, SRL capability, AI literacy, and intensity of use - that may shape whether GenAI acts primarily as a learning scaffold or as a substitute for cognitive engagement. The framework is conceptual and has not been empirically validated. Higher-education institutions should therefore combine GenAI access with pedagogical practices that strengthen planning, verification, reflection, critical thinking, and responsible AI literacy.
DEEP LEARNING FOR INTEGRATING THE PANCASILA STUDENT PROFILE IN ELEMENTARY EDUCATION Meidelin Salelua; Lisye Salamor; Samuel Ritiauw
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.v4i2.294

Abstract

This study examined whether a Deep Learning pedagogical approach could improve Pancasila Education achievement and support development of the Pancasila Student Profile among Grade IV pupils. A quantitative quasi-experimental nonequivalent control group design was used with 40 pupils from two intact classes at SD Inpres 2 Piru: 20 in the experimental group and 20 in the control group. Achievement was assessed through multiple-choice pre-tests and post-tests, while profile-related change was summarized from pre-test/post-test questionnaire scores. The experimental group increased from M = 69.50 (SD = 8.414) to M = 85.50 (SD = 6.262), whereas the control group increased from M = 67.25 (SD = 8.807) to M = 76.00 (SD = 7.363). The post-test group difference was significant, t(38) = 4.396, p < .001, Cohen's d = 1.39. The experimental group also obtained an overall Pancasila Student Profile N-Gain of 0.6134, a medium gain under the conventional normalized-gain criterion. The findings indicate a strong achievement advantage in this study context and moderate within-group improvement in profile scores. Because the profile outcome was not reported as a between-group comparison, causal interpretation of profile development remains limited.
COMIC MEDIA IN DEEP LEARNING TO IMPROVE ELEMENTARY STUDENTS' UNDERSTANDING OF PANCASILA VALUES Jehan Tehupuring; Samuel Ritiauw; Lisye Salamor
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.v4i2.295

Abstract

Students' understanding of Pancasila values may remain superficial when classroom learning relies primarily on lectures and textbooks. This study examined the effect of comic media integrated with a deep learning approach on Grade V students' understanding of Pancasila values. A quantitative quasi-experimental method with a non-equivalent control-group pretest-posttest design involved 40 students, with 20 students in an experimental group and 20 in a control group. The experimental group learned through comic media integrated with meaningful, mindful, and joyful learning activities, whereas the control group received lecture- and textbook-based instruction. Data were collected through achievement tests, classroom observations, and documentation and analyzed using descriptive statistics, the Shapiro-Wilk test, Levene's test, paired-samples t tests, an independent-samples t test, and N-Gain. The experimental and control groups had mean pretest scores of 59.75 and 55.00 and posttest means of 82.75 and 65.00, respectively. Both groups improved significantly, while the experimental group outperformed the control group on the posttest, t(38) = 7.421, p < .001, mean difference = 17.75, 95% CI [12.91, 22.59], with an estimated Cohen's d = 2.35. N-Gain was moderate in the experimental group (0.5801) and low in the control group (0.2218). The findings support comic media integrated with deep learning as a promising strategy for strengthening cognitive understanding of Pancasila values in the studied context.
MULTI-METHOD DIAGNOSIS OF CRANKSHAFT POSITION SENSOR INTERFERENCE IN A THREE-CYLINDER ENGINE FOR AUTOMOTIVE VOCATIONAL TRAINING Arya Vallenra Melupite; Tammy Tinny Veissy Pangow; Paul Maarthen Rumangit
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.v4i2.298

Abstract

Crankshaft Position (CKP) sensor interference can disrupt crankshaft synchronization and contribute to asymmetric ignition failure in Electronic Control Unit (ECU)-based engine management systems. This study analyzed CKP parameter deviations in a single Daihatsu Xenia 1.0 non-VVT-i vehicle equipped with an EJ-DE three-cylinder engine and examined a low-cost, multi-method diagnostic sequence for workshop and automotive vocational-training contexts. The study was designed as a single-vehicle diagnostic experimental case comparing operational reference specifications, the faulty condition, and the post-repair condition. Data were obtained through OBD-II scanning, cold and hot coil-resistance measurements, reported signal-amplitude and frequency measurements, and CKP air-gap inspection. In the faulty condition, DTCs P0335 and P0336 were recorded, idle speed fluctuated at 650-710 rpm, STFT reached +18-22%, coil resistance increased to 3,180 Ω at 20°C and 3,740 Ω at 80°C, the reported signal amplitude decreased to 0.3-0.5 Vpp, frequency fell to 410 Hz, and the air gap was recorded at 0.58 mm. After sensor replacement and air-gap adjustment to 0.30 mm, the measured parameters returned to the operational reference ranges. These findings corroborate a diagnosis involving concurrent electrical and mechanical abnormalities in this specific vehicle, but the combined repair does not isolate the independent effect of each abnormality. The diagnostic sequence may support evidence-based troubleshooting practice in automotive vocational education; its instructional effectiveness and transferability require further validation.
DEVELOPMENT OF A SPRING-LOADED PRESSING SYSTEM AND HUSK DISPOSAL SYSTEM FOR A COCONUT DEHUSKING MACHINE Rifan Gabriel Pantow; Andri Firmansyah Yalisando; Nazriel Jusuf; Priyono; Djefry Paulus Hosang; Fransiscus Josep Tulung; Silvy Dollorossa Boedi
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.v4i2.300

Abstract

The previously developed coconut dehusking machine showed operational limitations because the pressing mechanism required operator assistance and the removed husk was not continuously discharged. This study developed and functionally validated an integrated spring-loaded pressing mechanism and belt conveyor-based husk disposal system intended to stabilize coconut movement and maintain a clear dehusking area. The engineering-development process comprised problem identification, computer-aided design, fabrication and assembly, machine testing, and descriptive data analysis. The pressing subsystem used a tension spring, rollers, a belt, and bolt-type lugs to maintain contact with the coconut, whereas the disposal subsystem used a belt conveyor positioned below the dehusking zone. Functional testing was conducted with ten mature coconuts with circumferences of 54.5–57.0 cm. The mean dehusking time was 8.85 s (SD = 0.80 s; range = 7.71–10.27 s). During the reported trials, the pressing mechanism maintained contact and guided coconut rotation, while the conveyor transported the removed husk to the collection area without reported manual clearing during the dehusking cycle. These findings demonstrate successful integration and proof-of-function under the tested conditions; they do not establish comparative performance improvement because no baseline machine was tested concurrently. Further work should quantify capacity, durability, energy use, safety, and performance across a wider range of coconut characteristics and operating conditions.
DIAGNOSING THROTTLE POSITION SENSOR SIGNAL INTERFERENCE IN ELECTRONIC CONTROL UNITS: EXPERIMENTAL EVIDENCE AND IMPLICATIONS FOR AUTOMOTIVE VOCATIONAL EDUCATION Muhammad Ega Pratama; Tammy Tinny Veisy Pangow; Fransiscus Josep Tulung
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.v4i2.306

Abstract

Accurate sensor signals are essential for reliable Electronic Control Unit (ECU) operation in modern automotive systems; however, Throttle Position Sensor (TPS) degradation may generate intermittent signals that are difficult to detect through visual inspection alone. This study aimed to identify the mechanism of TPS interference, examine its effects on ECU signal processing and engine performance, and evaluate corrective measures with implications for automotive vocational diagnostics. An experimental diagnostic approach was conducted on a Daihatsu Xenia 1.0 Non-VVT-i equipped with an EJ-DE engine. Data were obtained through physical inspection, TPS output-voltage measurements across different throttle-opening angles, OBD-II Diagnostic Trouble Code (DTC) analysis, ECU live-data observation, and post-repair verification. The results revealed wear on the TPS resistive track and mild connector corrosion, producing unstable voltage fluctuations of 0.3–4.8 V within the 45°–55° throttle-opening range. The anomalies were associated with DTCs P0121, P0122, P0300, and P0171, unstable idle speeds of 550–950 rpm, acceleration hesitation, and ECU fail-safe operation. Replacing the TPS, cleaning the connector, recalibrating the system, and clearing the DTCs restored linear voltage output, stabilized idle speed at approximately 750 rpm, and normalized acceleration response. The study concludes that TPS interference disrupts ECU functional accuracy without causing permanent internal ECU damage. These findings provide an evidence-based diagnostic sequence that can strengthen troubleshooting competencies in automotive vocational education. Future research should validate the diagnostic framework across different vehicle models, sensor technologies, and vocational learning environments.
PANCASILA-INTEGRATED ENTREPRENEURSHIP LEARNING AND UNIVERSITY STUDENTS' ENTREPRENEURIAL INTENTION Nur Hidayat Cahyono; Sri Wahyudi
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.v4i2.309

Abstract

Values-based entrepreneurship learning may strengthen students' willingness to pursue entrepreneurship, but its effects should be distinguished from unmeasured ethical or behavioral outcomes. This study evaluated a Pancasila-integrated entrepreneurship learning intervention using a quasi-experimental pretest-posttest control-group design. Eighty students in two intact university classes were included (experimental group, n = 40; control group, n = 40); students were not individually randomized. The reported outcome was a self-reported entrepreneurial-intention score. Because individual-level data were unavailable, the revision reanalyzed the reported summary statistics through baseline comparison, paired changes, and a between-group Welch comparison of change scores, with confidence intervals and effect sizes. Pretest means were comparable (68.45 vs. 67.98; p = .754). Mean intention increased by 16.28 points in the experimental group and 5.56 points in the control group. The between-group difference in change was 10.72 points, 95% CI [7.33, 14.11], t(76.00) = 6.29, p < .001, Hedges' g = 1.39. Thus, exposure to the integrated condition was associated with a larger short-term increase in entrepreneurial intention. The study did not directly measure ethical awareness, social responsibility, entrepreneurial competence, or actual venture behavior; these remain proposed mechanisms and future outcomes rather than demonstrated effects.
PATCHOULI DISTILLATION WASTE–RICE HUSK BIOBRIQUETTES: BIOMASS COMPOSITION EFFECTS ON FUEL QUALITY Aldo Akwila Richie Pongantung; Tineke Saroinsong; Nody Poluan Sompie
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.v4i2.311

Abstract

Growing energy demand and the accumulation of agricultural and agro-industrial residues motivate the development of solid biofuels from locally available biomass. This study evaluated how three ratios of patchouli oil distillation waste (PW) and rice husk (RH)—20:80, 30:70, and 40:60—affected biobriquette moisture content, ash content, volatile matter, and combustion rate. Each formulation contained 12% tapioca adhesive and was compacted at 4,252 kPa. Three reported laboratory measurements per formulation were summarized descriptively as mean ± standard deviation, while combustion rate was represented by one reported value per formulation. Moisture increased from 12.78 ± 0.30% to 19.39 ± 0.61%, ash decreased from 41.19 ± 0.30% to 29.81 ± 1.79%, and volatile matter increased from 33.39 ± 0.20% to 47.07 ± 2.45% as the PW proportion increased. The reported combustion rate increased from 0.3028 to 0.5849 g/s. The 20% PW–80% RH formulation offered the lowest moisture content and slowest mass loss but the highest ash content, indicating a clear property trade-off rather than a universal optimum. All formulations exceeded the study’s SNI 01-6235-2000 benchmark limits for moisture, ash, and volatile matter. The findings support this waste combination as a preliminary biomass-valorization pathway and identify drying, carbonization, binder optimization, and broader fuel-quality testing as priorities before practical deployment.
ETHNOGRAPHIC PERSPECTIVES IN CROSS-CULTURAL COUNSELING: AN INTEGRATIVE LITERATURE REVIEW Rusmiyati; Tyas Martika Anggriana; Agung Slamet Kusmanto
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.v4i2.312

Abstract

Cross-cultural counseling requires more than knowledge of cultural categories; it requires disciplined attention to how clients construct meaning within social, historical, and relational contexts. This integrative literature review examines how ethnography can contribute to cross-cultural counseling while separating formal ethnographic research procedures from ethnographically informed counseling sensibilities. A structured search and citation audit covered English- and Indonesian-language scholarship published from 2004 to 7 August 2026 across Google Scholar, PubMed, ERIC, DOAJ, journal platforms, and citation chaining. From 72 candidate records, 40 sources were retained after duplicate, bibliographic, relevance, and evidence-boundary screening. Thematic synthesis produced five findings: ethnography is most defensible as a formal research methodology, whereas emic listening, reflexivity, contextual inquiry, and iterative meaning-checking can inform practice without converting counseling sessions into fieldwork; cultural humility and collaboratively adapted interventions have stronger direct counseling evidence than ethnography itself; local and Indigenous knowledge should be treated as dynamic and client-negotiated rather than culturally prescriptive; decolonial use of cultural knowledge requires positionality, ongoing consent, confidentiality, reciprocity, community validation, and attention to knowledge ownership; and counselor education can operationalize these principles through observable competencies. The review is limited by heterogeneous evidence and an integrative rather than exhaustive systematic design. Ethnographic perspectives therefore offer a valuable but ethically bounded complement to culturally responsive counseling.

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