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Rayyanah Putri Elsafir
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INDONESIA
Jurnal Ilmu Pendidikan dan Bahasa
Published by Yayasan Banu Haji Samsudin
ISSN : -     EISSN : 30258324     DOI : 10.59613
Core Subject : Humanities, Science, Education,
Humanities Languange, Linguistic, Communication & Media Library & Information Science Other
Mandalika: Jurnal Ilmu Pendidikan dan Bahasa is an international journal founded by Mandalika Institute. Mandalika is an open access, double peer-reviewed electronic journal that aims to offer an international scholarly platform for national and cross-border education research in government regulations. Published material includes large academic papers that critically discuss various aspects. This journal determines the specific topics that will be discussed in each issue which can be analyzed from various education perspectives as mentioned. However, it does not limit itself to discussing Indonesian education. Mandalika accepts submissions from all over the world. All submitted articles must not be published elsewhere, be original and not be considered for another publication (To check for Plagiarism, the Mandalika Editorial Board will screen for plagiarism using the Turnitin application program). If indications of plagiarism are found (above 25%), the editorial board will automatically immediately reject the manuscript.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 48 Documents
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ASSESSMENT DAN DIAGNOSIS DALAM KONSELING ADIKSI Maulana, Ade Hilman; Yusup, Aldian; Fitrianingsih, Fitrianingsih
Mandalika: Jurnal Ilmu Pendidikan dan Bahasa Vol 3 No 2 (2025): Mandalika Jurnal Ilmu Pendidikan dan Bahasa
Publisher : Mandalika Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59613/jipb.v3i2.208

Abstract

Addiction has become a complex mental health issue with significant psychological, social, and cultural implications, particularly in developing countries such as Indonesia. Accurate assessment and diagnosis are essential components of addiction counseling, as they determine the effectiveness of intervention and rehabilitation programs. This study aims to examine the role of assessment and diagnostic processes in addiction counseling and to evaluate their relevance within the Indonesian socio-cultural context. The research employs a qualitative method using a library research approach by analyzing peer-reviewed journal articles, books, official guidelines, and reports related to addiction counseling, assessment, and diagnosis. Data were analyzed through content analysis to identify key themes, patterns, and gaps in existing literature. The findings indicate that comprehensive assessment methods—such as interviews, psychological testing, behavioral assessment, and self-monitoring—play a critical role in understanding clients’ conditions holistically. However, the study also reveals challenges in adapting international diagnostic frameworks, such as the DSM-5 and ICD-11, to local cultural values and social realities. This study concludes that culturally sensitive and contextually relevant assessment and diagnostic approaches are urgently needed to enhance the effectiveness of addiction counseling services in Indonesia.
Enhancing Generation Z's Engagement in Social Movements through Social Media-Based Education José Taçain
Mandalika: Jurnal Ilmu Pendidikan dan Bahasa Vol 4 No 1 (2026): Mandalika Jurnal Ilmu Pendidikan dan Bahasa
Publisher : Mandalika Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59613/jipb.v4i1.330

Abstract

This study explores the potential of social media-based education in enhancing Generation Z's engagement in social movements. Using a qualitative research design and a literature review methodology, the study synthesizes findings from various scholarly articles to understand the intersection between social media, youth activism, and education. The results show that while social media platforms are powerful tools for raising awareness and initiating engagement, they often fail to translate digital participation into tangible offline action. The literature suggests that social media-based education can bridge this gap by fostering critical thinking, equipping youth with the necessary tools to engage in social issues, and aligning educational content with the values of Generation Z. However, challenges remain in ensuring that online participation leads to sustained, meaningful activism. The study proposes integrating interactive and participatory educational models within social media platforms to encourage deeper engagement, shifting young people from passive digital participation to active real-world involvement. This approach has significant implications for the field of youth activism and social media-based education, highlighting the importance of creating educational interventions that not only inform but also inspire Generation Z to take action and contribute to societal change. The findings contribute to the growing body of knowledge on how social media can be leveraged for educational purposes and youth activism. Further research is needed to explore the long-term impact of social media-based education on youth activism and to examine the effectiveness of specific platforms and content in promoting sustained social change.
Project-Based Learning and Its Impact on Critical Thinking Skills in Primary Education Misrahayu, Yuni
Mandalika: Jurnal Ilmu Pendidikan dan Bahasa Vol 4 No 1 (2026): Mandalika Jurnal Ilmu Pendidikan dan Bahasa
Publisher : Mandalika Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59613/jipb.v4i1.371

Abstract

Critical thinking is a fundamental skill that must be developed from the primary education level to support students’ problem-solving and decision-making abilities in the 21st century. However, learning practices in primary schools are still predominantly teacher-centered and emphasize memorization, which limits the development of higher-order thinking skills. This study aims to analyze the impact of Project-Based Learning (PjBL) on the critical thinking skills of primary school students. The research employed a qualitative approach using a literature study design. Data were collected from relevant national and international journal articles, academic books, and educational reports accessed through reputable databases. The selected literature was analyzed using qualitative content analysis to identify key patterns and themes related to the implementation of PjBL and its influence on students’ critical thinking skills. The findings indicate that Project-Based Learning has a positive impact on students’ critical thinking by engaging them in authentic problem-solving activities, inquiry-based learning, collaboration, and reflective processes. PjBL encourages students to analyze information, evaluate solutions, and connect learning content with real-life contexts. Overall, the study concludes that Project-Based Learning is an effective instructional approach for fostering critical thinking skills in primary education when supported by proper instructional design and teacher facilitation.
The Role of Online Learning Platforms in Supporting Inclusive Education in Indonesia Rangkuti, Zulkifli; Yahya Obaid, Moh.; Sonjaya, Iwan; Tahir, Muhammad; Setiyatna, Hery
Mandalika: Jurnal Ilmu Pendidikan dan Bahasa Vol 4 No 1 (2026): Mandalika Jurnal Ilmu Pendidikan dan Bahasa
Publisher : Mandalika Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59613/jipb.v4i1.373

Abstract

Inclusive education is a central goal in creating equitable education systems; however, Indonesia continues to face challenges related to learner diversity, socio-economic disparities, and geographical inequalities. The expansion of online learning platforms offers opportunities to foster more inclusive learning environments. This study explores the role of online learning platforms in supporting inclusive education in Indonesia using a qualitative literature review approach. Academic publications from 2018–2025 were systematically selected, and ten core articles were analyzed through thematic analysis. The findings indicate a moderate to significant impact of online learning platforms on inclusive education, particularly in enhancing accessibility, instructional flexibility, and personalized learning for diverse learners. When integrated with inclusive pedagogical strategies, digital platforms also contribute to increased student engagement and participation. Nevertheless, major challenges persist, including digital divides, limited teacher digital competence, uneven infrastructure, and policy–practice gaps. The study concludes that optimizing digital-based inclusive education requires targeted infrastructure investment, continuous teacher training in inclusive digital pedagogy, and stronger alignment between policy and practice.
Building Inclusive Empathetic Learning Environments through Emotional Intelligence Practices among Teachers in Diverse Educational Contexts Sarbaini, Sarbaini; Timothy, Hendrawan; Hesline Palandi, Esther; Probosari, Ninik; Hamzah, Muh. Zuhdy
Mandalika: Jurnal Ilmu Pendidikan dan Bahasa Vol 4 No 1 (2026): Mandalika Jurnal Ilmu Pendidikan dan Bahasa
Publisher : Mandalika Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59613/jipb.v4i1.387

Abstract

This study aims to analyze how emotional intelligence (EI) practices among teachers contribute to fostering inclusive and empathetic learning environments within diverse educational contexts. Employing a qualitative library research design, the study systematically reviews and synthesizes scholarly literature from peer-reviewed journal articles, academic books, and institutional reports related to emotional intelligence, empathy, and inclusive education. The analysis focuses on teachers’ emotional competencies—particularly self-awareness, self-regulation, empathy, and social skills—and their contribution to addressing students’ diverse emotional and cultural needs. The findings reveal that emotionally intelligent teachers are more capable of creating inclusive classroom climates that promote equity, respect diversity, and support students’ socio-emotional development. Furthermore, the study identifies empathy-driven pedagogy, reflective practices, and adaptive communication as key mechanisms through which EI is translated into effective teaching practices. These approaches enable teachers to build meaningful relationships with students and foster a sense of belonging in the classroom. The study also highlights the importance of integrating EI frameworks into teacher professional development programs to enhance responsiveness and inclusivity. The findings indicate that emotional intelligence functions not only as an individual competence, but also as a pedagogical foundation for strengthening inclusive education and improving students’ well-being. Ultimately, cultivating emotionally intelligent educators is essential for creating learning environments where all students feel recognized, supported, and empowered, thereby promoting more equitable and compassionate education systems.
Analysis of Educational Challenges and Character Building for Children in Facing Digital Technology in the Current Era José Taçain
Mandalika: Jurnal Ilmu Pendidikan dan Bahasa Vol 4 No 1 (2026): Mandalika Jurnal Ilmu Pendidikan dan Bahasa
Publisher : Mandalika Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59613/jipb.v4i1.395

Abstract

This study addresses the educational challenges that children face and how these challenges relate to character building under current digital technology exposure. The research aims to describe the main educational obstacles documented in the literature and to synthesize how these obstacles are associated with character-relevant behavioral processes, particularly discipline, responsibility, and self-regulation. The method used is qualitative library research with content analysis of written sources, including books, journal articles, and scholarly reports relevant to educational challenges, digital technology, and childhood character building. The data consist of primary and secondary literature selected based on conceptual relevance to the study keywords. The study concludes that, according to the synthesized literature, unmanaged digital technology use can disrupt attention regulation, learning discipline routines, and self-regulation, thereby weakening the habituation mechanisms that support character building. However, the evidence also suggests that character outcomes can be supported when digital engagement is mediated through clear boundaries and structured educational guidance aligned with character objectives.
Digital Storytelling as a Pedagogical Strategy and Literary Analysis: A Systematic Literature Review Yusup, Aldian
Mandalika: Jurnal Ilmu Pendidikan dan Bahasa Vol 4 No 1 (2026): Mandalika Jurnal Ilmu Pendidikan dan Bahasa
Publisher : Mandalika Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59613/jipb.v4i1.417

Abstract

The development of digital technology has brought significant changes in the world of education, including in language learning and literary studies. One of the innovations that stands out is digital storytelling, which is the practice of storytelling by utilizing digital media to present a more interactive and contextual narrative. This research departs from the urgency of the need for English learning methods that are adaptive to the digital generation as well as relevant to the phenomenon of fragmented self in contemporary literature. The purpose of the research is to systematically review the literature related to digital storytelling and fragmented self with a focus on pedagogical contributions and theoretical implications in literary studies. The method used is Systematic Literature Review (SLR) with the PRISMA 2020 flow. The selection process was carried out through the Scopus database with the keywords "Digital Storytelling", "English", and "Fragmented Self" in the range of 2015–2025. Of the initial 98 articles, only 4 met the inclusion criteria and were further analyzed. The results of the study show that digital storytelling is effective in increasing students' motivation, positive attitudes, and English skills. In addition, this method plays a role in the formation of identity and self-expression, especially in multicultural contexts such as refugee children. In the realm of literature, digital storytelling is relevant to understand the representation of the fragmented self as a phenomenon of divided identity in the digital era. Overall, digital storytelling proved to be not only a pedagogical strategy, but also a cross-disciplinary academic instrument that enriched the study of contemporary education and literature.
Implementasi Pedagogi Berpusat pada Siswa (LCP) di Pendidikan Teknik pada Konteks Sosial-Budaya dan Kebijakan di Negara Berkembang Winarti, Wiwi
Mandalika: Jurnal Ilmu Pendidikan dan Bahasa Vol 4 No 1 (2026): Mandalika Jurnal Ilmu Pendidikan dan Bahasa
Publisher : Mandalika Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59613/jipb.v4i1.418

Abstract

Penelitian ini bertujuan untuk mengeksplorasi penerapan Learner-Centered Pedagogy (LCP) dan Problem-Based Learning (PBL) dalam pendidikan teknik di negara-negara berkembang, dengan fokus pada tantangan yang dihadapi dalam implementasinya. Metode yang digunakan adalah Systematic Literature Review (SLR), yang melibatkan identifikasi, evaluasi, dan sintesis artikel-artikel terkait dari berbagai publikasi yang relevan antara tahun 2000 hingga 2024. Hasil penelitian menunjukkan bahwa meskipun LCP dan PBL memiliki potensi untuk meningkatkan keterlibatan siswa dan keterampilan praktis, penerapannya terhambat oleh keterbatasan pelatihan guru, kurikulum yang kaku, dan hambatan sosial-budaya. Penelitian ini juga mengidentifikasi bahwa adopsi teknologi dan kolaborasi antara pemangku kepentingan merupakan faktor penting dalam kesuksesan implementasi kedua pendekatan ini. Kesimpulan dari penelitian ini adalah bahwa meskipun kebijakan pendidikan mendukung penerapan LCP dan PBL, tantangan besar tetap ada, dan diperlukan perbaikan dalam pelatihan guru serta adaptasi kurikulum agar kedua pendekatan ini dapat diterapkan dengan lebih efektif. Penelitian ini memberikan kontribusi dalam pemahaman penerapan LCP dan PBL di konteks pendidikan teknik di negara-negara berkembang.

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