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Arwan Wiratman
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Journal of Social and Scientific Education
Published by South Sulawesi Education Development
ISSN : 30470684     EISSN : 30470684     DOI : https://doi.org/10.58230/josse.v1i1.30
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
JOSSE: Journal of Social and Scientific Education is a scientific publication media managed and published by South Sulawesi Education Development (SSED) (Deed of Establishment of the Institution No. 32 dated July 17, 2009, by Notary Ina Kartika Sari S.H. - Decree of the Minister of Law and Human Rights of the Republic of Indonesia Number C-58.HT.03.01 Year 2003). JOSSE: Journal of Social and Scientific Education is a scientific publication media that plays an important role in presenting research results and theoretical studies in the field of education. This journal is not only a valuable reference source, but also a useful publication tool for various parties, such as teachers, lecturers, students, school supervisors, policymakers, and education observers. By accepting articles in English and Indonesian, JOSSE seeks to bridge collaboration and knowledge exchange at the national and international levels, with the following scope of study: Learning Material Development Measurement, Assessment, and Evaluation of Education Teacher Professional Development Learning Activities Education Policy Educational Facilities and Infrastructure
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 37 Documents
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Efektivitas Program Pesantren Mahasiswa dalam Meningkatkan Kemampuan Membaca Al-Qur’an Mahasiswa Abdillah, Fiqran; Takwim, Mardi; Hamdany, Muhammad Zuljalal Al Hamdany
Journal of Social and Scientific Education Vol. 1 No. 3 (2024): October 2024
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v1i3.306

Abstract

Fenomena buta aksara Al-Qur’an di kalangan mahasiswa Islam, termasuk di lingkungan Perguruan Tinggi Keagamaan Islam, menjadi perhatian serius dalam dunia pendidikan Islam. Penelitian ini bertujuan untuk mengevaluasi efektivitas Program Pesantren Mahasiswa dalam meningkatkan kemampuan membaca Al-Qur’an di Institut Agama Islam Negeri (IAIN) Palopo. Metode yang digunakan adalah kuantitatif dengan desain pre-eksperimental one-group pretest-posttest. Sampel penelitian terdiri dari 55 mahasiswa yang dipilih dari 124 populasi menggunakan rumus Slovin. Pengumpulan data dilakukan melalui observasi, tes, dan dokumentasi. Analisis data mencakup statistik deskriptif, uji normalitas, dan uji Wilcoxon Signed Rank Test. Hasil penelitian menunjukkan adanya peningkatan yang signifikan dalam kemampuan membaca Al-Qur’an setelah mengikuti program, dengan nilai Z = -6.326 dan signifikansi p < 0,001. Temuan ini menunjukkan bahwa Program Pesantren Mahasiswa secara signifikan berkontribusi dalam mengurangi tingkat buta aksara Al-Qur’an di kalangan mahasiswa. Dengan demikian, program ini dapat dijadikan model pembinaan keagamaan dalam meningkatkan literasi Al-Qur’an di lingkungan pendidikan tinggi Islam.
Assessment of Attention Deficit Hyperactivity Disorder among Primary School Children From Teachers’ Perspective: A Cross-Sectional Study in Lebanon Mhanna, Razan; Taha, Furat; Harakeh, Zeina; Awada, Sanaa; Assi, Roula Bou; Safa, Layal; Hatem, Georges
Journal of Social and Scientific Education Vol. 2 No. 2 (2025): June 2025
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v2i2.311

Abstract

Around 10% of Lebanese students exhibit learning disabilities at school, such as Attention Deficit Hyperactivity Disorder (ADHD). Teachers' assessments of ADHD symptoms support the early diagnosis of ADHD. This research aimed to evaluate ADHD prevalence and psychological symptoms among a convenience sample of students between 5 and 11 years, from their teachers’ perspective, and to assess factors associated with ADHD risk. A cross-sectional study was performed, involving a convenient sample of 130 students (average age: 8.7 years) attending grades 1 through 5 at a private school in Lebanon. The NICHQ Vanderbilt Assessment Scale, filled out by two teachers per student, was employed to evaluate ADHD symptoms. Additionally, a short survey was given to parents/caregivers to collect sociodemographic data. Analyses were performed at a significance level of 0.05 using SPSS version 29. Teachers' answers were largely consistent (p>0.05). French (36.2%) and Arabic (30.8%) were the main subjects taught by participating teachers. The prevalence of inattentive-type ADHD among students was 12%, while predominantly hyperactive and combined types were noted in 8.5% of students. Within the inattentive type, those aged 8-11 years (13.6%; p=0.034), males (15.8%; p=0.046), and first-grade students (21.4%; p=0.038) were significantly at higher risk. Higher risk for all ADHD types was also significantly associated with having divorced or separated parents, lower economic status, and parental unemployment. Moreover, being an only child was significantly linked to a greater risk of conduct disorder (18.8%; p=0.045). Teachers reported a considerable number of children with poor performance, namely in written expression, reading, and mathematics. Behavioral challenges in the classroom were also noted, including difficulty following directions (8%; p=0.707), disruptive behavior (8-9.3%; p=0.320), and troubles completing assignments (7-8%; p=0.740). These findings highlight a high prevalence of ADHD among school-aged children in Lebanese schools. Teachers play a crucial role in the early identification of inattentive and hyperactive symptoms, which is essential for preventing academic and behavioral difficulties at school.
Perceptions and self-efficacy in online learning: Do students' characteristics and access to technology matter? Fearnley, Marissa; Fabia, Jose Noel; Caballes, Dennis
Journal of Social and Scientific Education Vol. 2 No. 2 (2025): June 2025
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v2i2.317

Abstract

While online learning has become the delivery mode of choice to facilitate flexible or distance learning amid the COVID-19 pandemic, this alternative approach to instruction has challenged the entire educational system in the Philippines. Survey data from 2027 students from a private college were analyzed using nonparametric statistical tests to examine how perceptions and self-efficacy in online learning are affected by students’ characteristics and access to technology. Findings suggest that, in general, college students have moderate to high perceptions and self-efficacy when it comes to online learning. When students’ characteristics were compared, gender, academic track, and prior online learning experience showed significant differences in the two scales. Year level and the number of units enrolled in by students did not have any significant effect. Factors related to technology access, namely, device ownership, device sharing, Internet connectivity, and type of subscription, were also investigated. Both Internet connectivity and the type of subscription were significant factors that impact how learners view online learning and how competent they are in accomplishing online tasks. When online learning perceptions and online learning self-efficacy were correlated, highly significant positive associations among the subscales were obtained.
Exploring the Benefits and Challenges of Using Video-recorded Presentations in Group Settings Nguyen, Thu Trang
Journal of Social and Scientific Education Vol. 2 No. 2 (2025): June 2025
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v2i2.319

Abstract

Presenting is an important aspect of the students’ academic experience in many teriary institutions in Vietnam. Many modules at higher education use oral presentations as a form of assessment and require students to verbally engage in small and large group settings to enhance learning. Thanks to technological developments, presentations can be given both directly in class and through online flatforms. The aims of this research were to gather the students’ insight into delivering group presentations through video recording. A qualitative survey was completed by 82 English-majored students from Faculty of Legal Foreign Languages, Hanoi Law University. All participants have completed their presentation skill course and were asked to write reflections at the end of the course. Based on students’ written feedback, thematic analysis was done to identify the benefits of recorded presentations as perceived by students and the difficulties faced by presenters in producing a video presentation. The results of this survey reveal that although there might be some challenges regarding video-making skill and lack of real audience, video-recorded presentations are advantageous for students as they boost motivation for learning, improve language skills, and help develop job-related competencies. From the findings of the research, some practical recommendations are made for language educators in similar contexts looking to integrate video technology into their teaching practices.
Predictive Roles of Gender, Self-Efficacy, and Work Experience on Job Burnout among Selected Basic School Teachers in Ogbomoso Metropolis Ajao, Paul Oluwatosin; Oguntayo, Rotimi; Ajao, Tunmise Seun; Adeyi, Margaret Abiola
Journal of Social and Scientific Education Vol. 2 No. 2 (2025): June 2025
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v2i2.322

Abstract

Job burnout is one of the most serious workplace challenges. Meanwhile, studies focusing on the interplay between socio-demographics, self-efficacy, and job burnout are insufficient, particularly in Nigeria. This study aimed to examine whether self-efficacy, gender, and work experience determine job burnout among school teachers in Ogbomoso, Oyo State, Nigeria. A Cross-sectional design was employed, utilizing questionnaires for data collection. A multistage sampling and convenience sampling technique was used to sample 1,725 teachers in 102 selected schools across the five local government areas of Ogbomoso. Data were collected using the Teachers’ Self-Efficacy Scale and the Maslach Burnout Inventory—Teachers' Survey (MBI-ES). The analysis showed no significant gender difference in job burnout among the selected teachers in Ogbomoso metropolis. However, a significant difference was found in job burnout based on years of work experience F(2,1723) = 6.234 p<.05), with teachers in the 1–7 year category exhibiting significantly higher burnout scores than other groups. Self-efficacy was found to significantly and negatively predict job burnout among the selected teachers(R= -.479, R2 =.576 F=14.573; p <.05). The study concludes that higher levels of self-efficacy are associated with lower levels of job burnout among school teachers. Teachers with 1–7 years of work experience are particularly susceptible to higher burnout levels. Recognizing the negative predictive role of self-efficacy on job burnout, interventions aimed at enhancing self-efficacy are recommended to mitigate burnout risks. The research recommends that policy makers should prioritize new teachers’ self-efficacy training to reduce the job burnout.
Empathy in the School Exploring Suffering Among Teachers Thomas, Nissy James
Journal of Social and Scientific Education Vol. 2 No. 2 (2025): June 2025
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v2i2.325

Abstract

This case study examined the impact of empathy on emotional suffering and job satisfaction among school teachers. The study surveyed 30 teachers from a private school in Abu Dhabi using a structured quantitative questionnaire. Descriptive and inferential statistics were used to examine patterns in empathy levels as well as emotional fatigue and job satisfaction with comparisons, based on gender and years of teaching experience. The findings showed that higher levels of empathy were linked with greater emotional fatigue particularly among teachers in emotionally demanding roles. Moreover female educators and those with fewer years of teaching experience reported greater emotional strain. Although empathy enriched relationships, it also contributed to emotional exhaustion highlighting the need for structured emotional support and resilience training.
Social Exclusion and Learning Engagement among University Students: The Role of Depression and Self-Efficacy Xiao, Xidan; Li, Kaiyuan
Journal of Social and Scientific Education Vol. 2 No. 2 (2025): June 2025
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v2i2.330

Abstract

Studies have shown that social exclusion has a negative relationship with learning engagement. However, less is known about the underlying processes that may mediate this relationship. Thus, the current investigation aimed to examine the influence of social exclusion on college students' motivation to learn and the mediational roles of depression and self-efficacy in this association. A cross-sectional research design was employed, and a total of 600 Chinese university students participated in the study. The survey materials included the Social Exclusion Questionnaire, Learning Engagement Inventory, Depression Scale, and Self-Efficacy Inventory of the Centre for Fluency Studies. The results revealed that social exclusion significantly and adversely predicted learning engagement among Chinese university students, and both depression and self-efficacy exerted significant mediating effects in the relationship between social exclusion and learning engagement. These findings illuminate the relationship between social exclusion and university students' motivation to learn, as well as the underlying mechanisms that offer not only a theoretical basis for higher education pedagogy but also potential interventions that foster self-efficacy and enhance learning engagement.
Pengaruh Budaya Lokal Terhadap Pemahaman Keagamaan Siswa Hidaya, Nurul; Nursyamsi, Nursyamsi; Efendi, Erwatul
Journal of Social and Scientific Education Vol. 1 No. 3 (2024): October 2024
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v1i3.291

Abstract

Penelitian ini bertujuan untuk mengidentifikasi pengaruh budaya lokal terhadap pemahaman keagamaan siswa di Sekolah Menengah Pertama Negeri 1 Tana Lili dan untuk menentukan aspek-aspek spesifik dari budaya lokal yang memengaruhi pemahaman keagamaan. Metode penelitian yang digunakan adalah kuantitatif. Teknik pengumpulan data yang digunakan pada penelitian ini adalah kuesioner/angket, data nilai Pendidikan agama Islam dan dokumentasi. Populasi dari penelitian ini adalah siswa kelas VIII A Sekolah Menengah Pertama Negeri 1 Tana Lili dan sampel yang digunakan adalah 16 siswa. Analisis data yang digunakan yaitu Regresi Linier Sederhana. Berdasarkan hasil penelitian secara analisis yang dilakukan uji t-statistik yang menunjukkan variabel budaya lokal sebagai (X) berpengaruh positif terhadap variabel pemahaman keagamaan siswa (Y) dengan hasil dari koefisien diketahui bahwa nilai 3.837 >  = 1.761 dengan tingkat signifikansi 0,002 < 0,05. Dengan demikian   ditolak dan  diterima. Dari hasil tersebut berarti budaya lokal merupakan salah satu variabel yang memengaruhi pemahaman keagamaan siswa. Semakin tinggi nilai budaya lokal semakin kuat pengaruh pemahaman keagamaan siswa. Sedangkan uji koefisien determinasi (R Square) dapat diketahui nilai koefisien determinasi (R Square) sebesar 0,760 atau sama dengan 76%. Angka tersebut berarti budaya lokal berpengaruh terhadap pemahaman keagamaan siswa sebesar 76%. Sedangkan sisanya 100% - 76% = 24% dipengaruhi oleh variabel selain model regresi ini.
Shaping Future Educators: The Role of Invertebrate Dissections, Handling, and Consumption in Influencing Biology Teachers' Attitudes Iľko, Ivan; Maruniaková, Alexandra; Peterková, Viera
Journal of Social and Scientific Education Vol. 2 No. 3 (2025): October 2025
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v2i3.334

Abstract

This study examines the pedagogical impact of dissection, handling, and consumption of invertebrates on the attitudes of prospective biology teachers toward these organisms. The research aimed to evaluate how experiential teaching methods influence emotional responses, willingness to protect, and openness to consuming invertebrates. The research sample consisted of 40 third-year female students enrolled in a biology teacher education program at a Slovak pedagogical university. Over one semester, participants completed six dissections and participated in four tastings of edible invertebrates. Data were collected using a standardized 52-item questionnaire administered before and after the intervention. The Wilcoxon matched-pairs test was employed for statistical analysis. The results revealed that dissection alone did not significantly influence students' attitudes toward invertebrate conservation; however, a statistically significant decrease in aversion was observed, particularly among participants who had initially expressed low willingness to consume these organisms. Overall openness to consumption increased markedly, and a relationship was identified between prior openness and a subsequently stronger conservation attitude. These findings suggest that practical engagement with biological material, particularly when combined with unconventional approaches such as consumption, may reduce affective barriers and foster a more positive perception of invertebrates. From an educational perspective, such experiential approaches may enhance the professional confidence of future biology teachers when working with these organisms and simultaneously contribute to the development of ethically grounded and sensitive biodiversity education. Further research is recommended on a more diverse sample, incorporating qualitative methods to gain deeper insight into students’ subjective experiences.
Enhancement of the Academic Performance of Polytechnic Students Through Timely and Effective Counseling Mulla, Ansar Allauddin; Nalawade, Varsha; Jadhav, Hanmant
Journal of Social and Scientific Education Vol. 2 No. 3 (2025): October 2025
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v2i3.342

Abstract

This study investigates the core problem of inadequate academic performance and limited student engagement among polytechnic students, addressing how timely and effective Counseling can serve as a strategic intervention. Conducted at Rajarambapu Institute of Technology (RIT), the research involved Diploma-level students identified through academic records, mentor observations, and informal interactions based on academic, social, and emotional criteria. The study population included students from First, Second, and Third-Year diploma programs, with purposive sampling used to select those in need of support. Data was collected through mentoring reports, counseling documentation, academic performance records, and student feedback surveys. The analysis combined quantitative comparisons of pre- and post-counseling academic results with qualitative insights from student reflections. Findings show that personalized and group Counseling, when integrated with active learning strategies and developmental workshops, significantly enhance academic achievement, student confidence, and participation in college activities. This study underscores the value of embedding structured Counseling and mentoring practices within the academic system to support holistic student development. Future research should examine the long-term effects and scalability of such interventions across diverse educational contexts.

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