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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 41 Documents
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Navigating Transitions: A Psychoeducation Toolkit for First-Year Engineering Students' Academic and Social Adjustment to Hybrid Learning Firmante, Maria Cristina M
Journal of Social and Scientific Education Vol. 2 No. 3 (2025): Journal of Social and Scientific Education
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v2i3.343

Abstract

This psychoeducation toolkit was developed using an action research framework to support first-year engineering students in navigating the unique academic and social challenges of hybrid learning in the post-pandemic context. Drawing on phenomenological insights from Firmante’s (2024) study on Filipino engineering students’ transition to college in hybrid settings, the toolkit addresses difficulties such as managing academic workload, overcoming social isolation, adapting to new learning platforms, and regulating emotions in a hybrid learning environment. Grounded in action research principles, namely iterative development, participatory input, and context-specific adaptation, the toolkit integrates qualitative findings from Firmante’s study to inform the structure and content of the intervention. Six weekly modules (each 90 minutes) are designed to be delivered in both face-to-face and online formats to accommodate varied student schedules and technological access. Each session targets specific competencies: Session 1 focuses on understanding hybrid learning and its impact; Session 2 on academic adjustment and stress management; Session 3 on social integration and relationship building; Session 4 on coping with mental health challenges; Session 5 on self-advocacy and seeking help; and Session 6 on building resilience and well-being. Intended outcomes of the toolkit include improved time management skills, enhanced emotional regulation, increased peer interaction, and elevated mental health literacy. The toolkit aims to facilitate a smoother and more resilient transition to college life for first-year engineering students engaged in hybrid learning environments by providing an evidence-based, contextually grounded group psychoeducation intervention.
Cognitively-Informed Explainable AI for Education: Enhancing Student Engagement and Transparent Assessment Through Human-Centered Modeling Bali, Bulus
Journal of Social and Scientific Education Vol. 2 No. 3 (2025): Journal of Social and Scientific Education
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v2i3.351

Abstract

This study proposes a novel, cognitively-informed Explainable Artificial Intelligence (XAI) framework aimed at enhancing student engagement and promoting transparent, equitable assessment in digital education. By embedding cognitive science principles into interpretable AI models, the framework aligns with diverse cognitive styles and learning trajectories, offering a human-centered approach to educational data analytics. Utilizing secondary analysis of large-scale datasets, specifically the Open University Learning Analytics Dataset (OULAD), the model combines machine learning with cognitive modeling, incorporating attention mechanisms and interpretable neural networks for real-time feedback and decision transparency. Embedded within an adaptive learning environment, the system achieved 85.6% alignment with historical engagement labels and demonstrated a 12% improvement in early detection of at-risk learners. Beyond predictive accuracy, the model offers actionable insights by revealing decision pathways, and empowering educators to implement fairer grading practices and targeted interventions. This work contributes a scalable, ethical, and domain-independent AI solution that can be adapted across STEM and non-STEM curricula. It lays the groundwork for next-generation intelligent tutoring systems, learning management platforms and education policy frameworks centered on explainability and fairness. Future research will expand the model to integrate multimodal inputs (EEG, eye tracking) and investigate long-term learning retention, reinforcing the role of cognitively informed XAI in advancing inclusive, data-driven education systems.
Development and Evaluation of Interactive Video: An Instructional Material for Teaching Plumbing System Chiu, Charmine; Tito, Renefer Isidore B.; Lumactod, Mariell; Dumadag, Christopher; Rosales, Victor S.; Sumaylo, Glay Vhincent C.
Journal of Social and Scientific Education Vol. 2 No. 3 (2025): Journal of Social and Scientific Education
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v2i3.352

Abstract

In the era of an ICT-driven educational landscape, engaging students in technical-vocational subjects remains a challenge, particularly in the plumbing trade, where there is a shortage of skilled practitioners and qualified trainers. This study aimed to develop and evaluate the acceptability of an interactive instructional video on the plumbing system to address both engagement and skill development needs. A developmental research method, guided by the ADDIE Model, was employed in designing videos, emphasizing content design, media design, visual design, assessment items, feedback mechanisms, and navigation. These features are intended to capture students’ interest, promote active engagement, and enhance appreciation of plumbing as both an academic subject and a viable trade. Purposive sampling was used to select 30 respondents: three (3) plumbing instructors, two (2) educational technology teachers, and twenty-five (25) third-year students majoring in Industrial Arts. The data were gathered using a modified survey questionnaire with a 5-point Likert scale and analyzed through descriptive statistics (frequency distribution, mean, standard deviation) and a Welch’s Independent T-test to compare teacher and student evaluations. Results indicated that respondents rated the video as excellent overall, with navigation receiving the highest scores, followed by assessment. Group comparisons showed that students gave consistently higher ratings than teachers. Despite differences in experience, the consistently high ratings from both groups suggest that the developed interactive video holds strong potential as an instructional material for teaching the plumbing system, addressing classroom engagement challenges, and contributing to the development of skills in the plumbing industry.
Empowering Voices: A Three-Year Intervention to Reduce Public Speaking Anxiety among ESL Learners Pontillas, Marlon S.
Journal of Social and Scientific Education Vol. 2 No. 3 (2025): Journal of Social and Scientific Education
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v2i3.359

Abstract

This paper outlines a structured, research-based intervention program designed to reduce public speaking anxiety among ESL learners at Camarines Sur Polytechnic Colleges and its partner, Zeferino Arroyo High School. Spanning three years, the program consists of three progressive phases: "Speak Up!" (2022), "Speak Out!" (2023), and "Speak Your Voice!" (2024). Based on the Popsispeak framework, these intervention activities integrate impromptu speaking exercises, peer collaboration, and ongoing feedback to build public speaking skills, enhance confidence, and decrease anxiety. The program’s objectives include enhancing participants' knowledge of public speaking principles, fostering a supportive learning environment that promotes positive attitudes, and developing articulation, fluency, and effective delivery skills, as outlined in public speaking literature. Evaluative data reveal substantial improvements across these domains, with notable reductions in speaking anxiety and gains in confidence and skill. This intervention aligns with Sustainable Development Goal 4, promoting inclusive and quality education, and addresses regional employability concerns by enhancing English proficiency. Recommendations for future implementation emphasize extending session durations, incorporating more real-world communication tasks, and maintaining a non-judgmental environment to support continuous improvement. The success of the Popsispeak framework suggests that similar structured, experiential interventions could enhance communication skills across educational and professional contexts.
Evaluation of On-Campus Practice Teaching at a Laboratory High School of a University using the Group-Level Assessment Lapitan, May Ann B.; Angeles, Ann Jelin G.; Albor, Rufo Gil Z.; Bulasag, Abriel S.; Ancho, Inero V.
Journal of Social and Scientific Education Vol. 2 No. 3 (2025): Journal of Social and Scientific Education
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v2i3.386

Abstract

The group-level assessment (GLA) is a type of participatory evaluation that involves stakeholders in generating themes and action plans in the process. The primary objective of this study is to evaluate the on-campus practice teaching program at a university laboratory high school (LHSU) using GLA. Since 2006, fourth-year students pursuing a Bachelor of Science in Mathematics and Science Teaching have participated in on-campus practice teaching at LHSU. The absence of systematic feedback collection and comprehensive evaluation has led to program supervision relying on anecdotal experiences and observations by LHSU coordinators and cooperating teachers (CTs). This study addresses this gap by aiming to identify strengths, needs, areas for improvement, and action plans generated by stakeholders. Employing a qualitative participatory design through GLA, 16 stakeholders participated, providing data through responses to open-ended prompts. Recognized strengths include the program’s role in translating theoretical knowledge into real-world teaching scenarios, while needs involve establishing on-campus teaching colloquia and a resource hub for teaching and learning materials. An identified area for improvement is enhancing feedback mechanisms. Stakeholders proposed action plans, including establishing partnerships with local and international teacher education institutions, and establishing a department for the mathematics and science teaching program. This study makes a substantial contribution by enhancing the quality of teacher preparation programs in mathematics and science education. Furthermore, this study serves as a valuable reference for future researchers engaged in the evaluation of practice teaching or education programs using GLA.
The Effectiveness of an Anti-Bullying Program on Academic Hope in Elementary School Students Badri, Rahman; Mehr, Akram Aria
Journal of Social and Scientific Education Vol. 2 No. 3 (2025): Journal of Social and Scientific Education
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v2i3.395

Abstract

Bullying in schools has negative consequences on students' mental health and academic performance. This study aimed to examine the effectiveness of the anti-bullying program on the academic hope of elementary school students. The study employed a quasi-experimental pretest-posttest design with a control group. This design was chosen due to ethical and practical constraints in randomizing schools. The statistical population included all sixth-grade students in Ahar city (N=3,829) in 2025. A sample of 40 students was selected through cluster random sampling and assigned to experimental and control groups (20 students each). The experimental group participated in the anti-bullying program for 15 sessions (45 minutes each). Data were collected using the Academic Hope Scale, which demonstrated good reliability (α=0.87 for the full scale, α=0.82 for the "pathway" component, and α=0.79 for the "agency" component). Due to the presence of multiple dependent variables and the need to control for pretest effects, multivariate analysis of covariance (MANCOVA) was conducted using SPSS-26. The results showed that the Olweus bullying prevention program significantly improved academic hope in the experimental group (an increase of 8.6 points, p<0.01). Statistical analyses confirmed strong effects for the pathway component (F(1,37)=5.43, p=0.027, η²=0.162) and the agency component (F(1,37)=10.001, p=0.004, η²=0.263), indicating a significant improvement in academic hope. Based on the findings, the anti-bullying program can significantly enhance academic hope by strengthening students' beliefs in their individual abilities and creating a safe environment. It is recommended that this program be included as a key strategy in the educational policies of the Ministry of Education.
Applied Internships in Egyptian Tourism Education: Measuring Experiential Learning's Impact on Student Self-Efficacy and Perceived Effectiveness of Academic Materials Abdelghani, Abdelrahman Ahmed Abdelhai; Ahmed, Hebatallah Ahmed Mokhtar
Journal of Social and Scientific Education Vol. 2 No. 3 (2025): Journal of Social and Scientific Education
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v2i3.417

Abstract

This study investigates how applied internships in Egyptian tourism education influence student self-efficacy and perceptions of academic material effectiveness through experiential learning. Grounded in Kolb's Experiential Learning Theory and Bandura's Social Cognitive Theory, the research employs a quantitative cross-sectional survey of 320 final-year tourism students who completed compulsory internships. Results from structural equation modeling reveal that experiential learning intensity significantly enhances student self-efficacy (β = 0.976, p < 0.001) and perceived effectiveness of academic materials (β = 0.247, p < 0.001). Industry-academia alignment fully mediates the relationship between experiential learning intensity and material effectiveness (indirect effect = 0.676, 95% CI [0.584, 0.768]), while skill-transfer perception partially mediates the link to self-efficacy (indirect effect = 0.194, 95% CI [0.094, 0.294]). Internship quality moderates these relationships, strengthening outcomes when high (β = 0.087, p = 0.003). Significant gender disparities emerge, with female students reporting higher self-efficacy and material effectiveness (p < 0.001). The study underscores the need for strategically designed internships, curriculum-industry alignment, and gender-responsive pedagogies to bridge theory-practice gaps in tourism education.
How AI-Assisted Learning Satisfies Students' Psychological Needs: Evidence from Taiwan Universities Chen, Chiao-Chieh; Chiu, Yu-Ping
Journal of Social and Scientific Education Vol. 3 No. 1 (2026): Journal of Social and Scientific Education
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v3i1.443

Abstract

Despite widespread AI adoption in universities globally, current implementations may inadvertently undermine learning engagement, with students reporting AI use primarily due to external pressures rather than genuine interest. This disconnect between technological sophistication and psychological understanding poses immediate challenges for educational institutions seeking to maximize AI benefits while supporting student wellbeing. This study examines how AI-assisted learning influences students' basic psychological needs satisfaction through Self-Determination Theory in Taiwanese university contexts, providing the first systematic investigation of all three psychological needs (competence, autonomy, relatedness) simultaneously within AI learning environments. A cross-sectional survey of 200 Taiwanese university students was conducted using structural equation modeling, with validated scales measuring AI-assisted learning usage and basic psychological needs satisfaction (competence, autonomy, relatedness). AI-assisted learning significantly influenced all three psychological needs, with competence showing the strongest effect, followed by autonomy and relatedness. Competence need satisfaction emerged as the primary factor in AI learning contexts, consistent with findings in Chinese educational settings. This research provides the first systematic application of Self-Determination Theory to AI education contexts, demonstrating that psychological need satisfaction determines AI learning effectiveness. Competence need primacy in AI contexts challenges traditional SDT applications where autonomy typically receives primary emphasis, suggesting that technological complexity and cultural factors moderate psychological need dynamics. The findings offer evidence-based guidance for designing culturally-informed AI educational systems that prioritize competence-centered features, integrate autonomy-supporting elements, and adopt hybrid implementation models combining AI's strengths with essential human instruction elements for emotional support and interpersonal connection.
Teachers’ Familiarity, Readiness, and Anticipated Benefits and Barriers of Generative AI in Design and Technology Education Tongchai, Apisit; Chuamklang, Sutthida; Rattanatippayaporn, Boonyawit; Suksai, Sayamchai; Metametha, Khajit; Pojananukij, Nusvadee
Journal of Social and Scientific Education Vol. 3 No. 1 (2026): Journal of Social and Scientific Education
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v3i1.446

Abstract

The rapid advancement of generative artificial intelligence (GenAI) raises pressing questions about teacher readiness to integrate emerging technologies into classroom practice, particularly in Design and Technology education, where creativity and project-based learning are central. This study investigates teachers’ familiarity, readiness, and perceptions of GenAI following a targeted professional development workshop. A mixed-methods survey of 147 in-service teachers combined Likert-scale items with open-ended responses. Quantitative results indicated strong readiness and high perceived benefits, especially for fostering creativity, enhancing student engagement, and supporting project-based work. Correlation analysis showed that readiness was closely associated with perceived benefits, while barriers were less influential. Thematic analysis of open-ended responses highlighted four themes: pedagogical benefits, opportunities for professional growth, barriers to long-term adoption, and recommendations for sustained implementation. Overall, the findings reveal both enthusiasm and caution among teachers. While positive attitudes provide strong momentum for adoption, sustainable classroom integration will require institutional support, iterative and context-specific professional development, and clear policy guidance. This study contributes empirical insights into GenAI in education and offers practical implications for bridging teacher readiness with enduring classroom practice.
Festina Lente as a Behaviorally Oriented Self-Regulation Pattern Aligned with Metacognitive Principles in Higher Education Balogh, Attila; Iľko, Ivan
Journal of Social and Scientific Education Vol. 3 No. 1 (2026): Journal of Social and Scientific Education
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v3i1.530

Abstract

Modern higher education increasingly emphasizes efficiency and rapid knowledge acquisition, often at the expense of reflection and depth of understanding. This study explores the ancient principle festina lente (“make haste slowly”) as a pattern of learning-related behaviors aligned with principles of metacognitive self-regulation among university students. Participants completed a modified version of the Motivated Strategies for Learning Questionnaire (MSLQ) twice, reflecting their learning-related perceptions at the beginning and end of the semester. The instrument captured two dimensions of festina lente–related behaviors: (a) Academic Preparation (AP) and (b) Non-required Enrichment (NE). The results indicated statistically significant temporal increases in both AP and NE scores (p < 0.05), although effect sizes were small. Female students reported higher engagement in AP-related behaviors compared to male students, while no gender differences were observed in the NE dimension. These findings document exposure-based temporal patterns in learning behaviors conceptually aligned with metacognitive principles rather than evidence of strategy acquisition or metacognitive development. The study highlights the relevance of deliberate pacing and sustained engagement in higher education and suggests directions for future research combining behavioral indicators with direct measures of metacognitive regulation in larger and more diverse samples.

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