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Paul Arjanto
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CV. TOTUS TUUS Jl. Mangga Dua, Desa Waenono, Kec. Namrole, Kab. Buru Selatan, Maluku 97544
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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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SELF-REGULATION AND PROSOCIAL DEVELOPMENT IN GRANDPARENT CARE AFTER PARENTAL DIVORCE: A CASE STUDY Julia Dwi Suciyanti; Ratnasari Dwi Ade Chandra; Ahmad Afandi
EDUCATIONE Volume 5, Issue 1, January 2027 (In Press)
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v5i1.313

Abstract

Early childhood social-emotional development may become especially vulnerable when parental divorce is followed by a transfer of daily caregiving to grandparents. This study examined self-regulation and prosocial development in a five-year-old child raised primarily by a grandmother after parental divorce. A qualitative single-case study was conducted in June 2026 using naturalistic observation, semi-structured interviews with the grandmother and a neighboring informant, and supporting documentation. Data were organized through reduction, display, and conclusion verification, with source and technique triangulation and member checking. Findings indicated an uneven, context-dependent profile: responsibility and discipline were comparatively stronger in familiar household routines, whereas waiting for turns became unstable when gratification was delayed. Empathy and helping were more visible toward close family members, while sharing, sustained cooperation, and conflict-free peer interaction were less stable beyond the immediate family circle. The case contributes a competency-level, cross-context account showing that strengths rehearsed in predictable family routines may not automatically generalize to peer situations. The pattern should not be attributed to divorce alone; it was interpreted in relation to family reorganization, caregiving consistency, caregiver capacity, parent contact, and opportunities for peer socialization. Evidence from the case supports cautious, evidence-informed consideration of coordinated home-school routines to scaffold waiting, sharing, cooperative play, and emotion regulation; these applications require further testing because systematic teacher observations were not included. Future multi-case and longitudinal studies should examine variation across grandparent-care arrangements.
TIKTOK USE INTENSITY AND LEARNING BEHAVIOR AMONG JUNIOR SECONDARY STUDENTS: A CORRELATIONAL STUDY Tia Melia Putri; Christophorus Argo Widiharto; Padmi Dhyah Yulianti
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.v4i2.315

Abstract

Short-video social media has become embedded in adolescents' daily routines, raising questions about whether intensive use is compatible with productive learning behavior. This quantitative cross-sectional correlational study examined the association between TikTok use intensity and learning behavior among 128 Grade VIII students at SMP Negeri 4 Comal, selected from a population of 244 students through a probability-based random approach. Data were collected using paper-based four-point Likert questionnaires that were piloted before the main study and analyzed using descriptive statistics and simple linear regression in IBM SPSS Statistics 27. The reported model indicated a positive and statistically significant association, F(1, 126) = 26.610, p < .001, R = .418, and R2 = .174, showing that TikTok use intensity accounted for 17.4% of the variance in learning behavior. Because the design was observational and cross-sectional, the finding should be interpreted as an association rather than a causal effect. The results suggest that high TikTok use is not necessarily incompatible with favorable learning behavior, but they also underscore the importance of self-regulation, purposeful media use, digital literacy, and balanced time management. The context-specific design and self-report measures limit generalization beyond the study setting.

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