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INDONESIA
Journal of Education Psychology and Social Development
Published by PT. Global Research Collaboration
ISSN : -     EISSN : 3110648X     DOI : -
Core Subject : Humanities, Education,
Humanities Education Other
Educational Psychology — theories and applications of psychology in education that influence teaching and learning processes. Social Development in Education — the influence of school-based social dynamics on individual development in society. Student Psychological Well-Being Management — the impact of mental well-being on academic performance and social relationships. Child and Adolescent Developmental Psychology — psychological development of children and adolescents in educational settings. Character Education and Social Ethics — character formation through education supporting students’ moral and social development. Learning Innovation and Psychology — psychological impacts of innovative pedagogies and technology-enhanced learning on learners’ development. Stress and Mental Health in Education — effects of stress, anxiety, and related factors on learning outcomes and mental health. Inclusive Education — educational management for learners with special needs and inclusivity practices in education. Technology in Educational Psychology — the use of digital technologies to support learning processes and student well-being. Research Methodology in Educational Psychology — methodological approaches, measurement, and psychological evaluation in educational research.
Arjuna Subject : Psikologi - Psikologi Pendidikan dan perkembangan
Articles 24 Documents
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The Relationship Between Stress Levels And Smoking Intensity Among College Students Cindi Kezia Simbolon
Journal of Education Psychology and Social Development Vol 1, No 1 (2025): June 2025
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/jepsi.v1i1.167

Abstract

Smoking relationship between stress levels and smoking intensity among students at State University of Medan. A quantitative cross-sectional survey was conducted involving 32 student smokers selected using stratified random sampling. Stress was measured using the Perceived Stress Scale (PSS), while smoking intensity was assessed through a structured questionnaire capturing frequency and related dependency patterns. Data were analyzed using descriptive statistics and Pearson Product–Moment correlation. Results showed a weak positive correlation between stress and smoking intensity (r = 0.271), indicating that higher stress tended to be followed by higher smoking intensity. However, the association was not statistically significant (p = 0.133), suggesting that stress alone does not among university students remains a public health concern and is frequently associated with academic and psychological demands. In Indonesia, where tobacco consumption is high, students may adopt smoking as a coping response to stress, yet empirical evidence on how stress relates to smoking intensity is still mixed. This study examined the adequately explain variations in smoking intensity in this sample. This finding implies that smoking intensity among students is likely shaped by multifactor influences, including peer exposure, social norms, self-efficacy, and contextual environmental factors, which may attenuate or override the direct role of stress. Therefore, campus-based interventions should integrate stress management with broader strategies targeting social and environmental determinants of smoking behavior. Further studies with larger samples and models testing mediating and moderating mechanisms are recommended.
The Relationship between Final-Year Students’ Problems and the Thesis Putri Novita Sari Hutagalung
Journal of Education Psychology and Social Development Vol 1, No 2 (2025): Desember 2025
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/jepsi.v1i2.168

Abstract

Final-year university students often face academic and non-academic challenges—such as poor time management, ineffective supervision, psychological pressure, and limited methodological competence—that may delay thesis completion. This study aimed to examine the relationship and predictive contribution of final-year students’ problems to the thesis writing process. A quantitative correlational design was employed. The sample consisted of 40 final-year students selected through purposive sampling, with inclusion criteria of being actively supervised and having completed at least Chapter 1. Data were collected using a structured questionnaire and analyzed with IBM SPSS version 25 through the Kolmogorov–Smirnov normality test, Pearson correlation, and simple linear regression. The results indicated that the data were normally distributed (Sig = 0.200). Pearson correlation revealed a significant positive association between student problems and the thesis writing process (r = 0.458, p = 0.003), suggesting that higher levels of problems are linked to greater hindrance in thesis progress. Regression analysis further showed that student problems accounted for 21.0% of the variance in the thesis writing process (R² = 0.210). These findings confirm that final-year students’ problems are significantly related to and meaningfully predict barriers in thesis writing, highlighting the importance of strengthening time-management support, improving supervision quality, expanding methodological training, and providing psychological assistance to promote timely and effective thesis completion.
Development of an Interactive E-Module for the Learner Development Course in the Informatics and Computer Engineering Education Study Program at Makassar State University Mustari S. Lamada; Nurul Mukhlisah Abdal; Sri Reski Amaliah
Journal of Education Psychology and Social Development Vol 2, No 1 (2026): June 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/jepsi.v2i1.99

Abstract

The availability of interactive digital teaching materials is needed to support the Learner Development course so that learning becomes more effective and accessible. This study evaluated the validity, practicality, and effectiveness of an interactive e-module developed for the Informatics and Computer Engineering Department, Faculty of Engineering, Universitas Negeri Makassar. The study employed a Research and Development (R&D) approach using the 4-D model (define, design, develop, disseminate). Data were collected through expert validation sheets (content and media), a student response questionnaire, and learning achievement tests, and were analyzed using descriptive statistics. The results indicated that the e-module demonstrated very high validity, with scores of 96% from the content expert and 92% from the media expert. Practicality based on student responses reached 90%, categorized as very practical. Effectiveness was evidenced by an 87% learning mastery rate in the very good category, indicating that the e-module effectively supported learning. Therefore, the developed interactive e-module meets the criteria of being valid, practical, and effective, and is feasible for use both in classroom instruction and for independent study.
The Influence of Emotional Regulation on Public Speaking Skills of Students of the Informatics Education and Computer Engineering Study Program, Makassar State University Lisah Febrianti; Sugeng A. Karim; Dwi Rezky Anandari Sulaiman
Journal of Education Psychology and Social Development Vol 2, No 1 (2026): June 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/jepsi.v2i1.100

Abstract

Public speaking ability is an essential skill for students to support academic and professional success and is influenced by emotion regulation. Emotion regulation helps individuals control anxiety, enhance self-confidence, and maintain emotional stability when speaking in public. This study aimed to determine the level of public speaking ability, the level of emotion regulation, and the effect of emotion regulation on public speaking ability among students of the 2020 cohort in the Informatics and Computer Engineering Education Study Program at Universitas Negeri Makassar. A quantitative ex post facto research design was used, with data collected through questionnaires from 132 students selected based on the Krejcie and Morgan table. Emotion regulation was treated as the independent variable, while public speaking ability was the dependent variable, and data were analyzed using descriptive statistics and simple linear regression. The results showed that 77.27% of students had high public speaking ability and 62.87% had high emotion regulation, with regression analysis indicating a significance value of 0.00 (<0.05) and a coefficient of determination of 71%, demonstrating a significant effect of emotion regulation on public speaking ability and indicating that better emotional management is associated with better public speaking performance, although other factors also contribute.
Mentality Readiness, Morality, and Work Ethic in the Industrial World: A Counseling Program at SMK Fatahillah 1 Cilegon Tatang Mahpudin; Titis Sri Wulan; Silvia Rachmadani; Muhammad Rizki Ashari; Siti May Khofifa
Journal of Education Psychology and Social Development Vol 2, No 1 (2026): June 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/jepsi.v2i1.149

Abstract

Mental, moral, and work ethic readiness are important foundations that Vocational High School (SMK) students must have in facing the demands of an increasingly competitive industrial world. These three aspects not only support technical skills, but also determine students' success in adapting to real work dynamics. A strong mentality helps students face the pressures and challenges of industry, good morality forms integrity and responsibility in work, while a strong work ethic encourages discipline, productivity, and professionalism. Based on this urgency, the community service team carried out counseling activities at SMK Fatahillah 1 Cilegon with the theme "Mentality, Morality, & Work Ethic Readiness in the Industrial World". This activity was carried out through interactive lectures and group discussions. The results of the implementation showed that students gained a deeper understanding of the importance of morality as a basis for forming a work ethic, as well as mental readiness in facing a competitive world of work. This counseling contributed to strengthening students' character to be more adaptive, competitive, and ready to face changes in the industrial era 4.0 towards 5.0. Thus, this activity is a strategic step in preparing vocational high school graduates who are not only technically proficient but also mentally mature, morally upright, and possess a strong work ethic, enabling them to compete in the global workforce.
Bridging Learning Gaps Among Marginalized Student Populations: A Conceptual Review of Inclusive Strategies and Policy Interventions Bijoy Timung; Acharjya Mohan Das; Milan Pegu; Kongkon Bordoloi
Journal of Education Psychology and Social Development Vol 2, No 1 (2026): June 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/jepsi.v2i1.697

Abstract

Educational inequality remains a pressing challenge worldwide, with marginalized student populations experiencing significant learning gaps compared to their peers. These disparities are driven by factors such as socioeconomic disadvantages, inadequate infrastructure, language barriers, and systemic inequities within education systems. The persistence of learning gaps among students from rural, tribal, and economically disadvantaged backgrounds perpetuates cycles of poverty and limits opportunities for upward mobility. This chapter explores the concept of learning gaps in depth, analyzing their root causes and their impact on academic performance and social development. It examines a range of strategies to address these gaps, including differentiated instruction, remedial education, and mother-tongue-based teaching approaches. The chapter also discusses future directions, including the use of artificial intelligence and personalized learning systems to ensure sustainability and scalability of interventions.
The Influence of Free Fire Online Gaming on Aggressive Behavior Among Vocational High School Students in Gowa, Indonesia Ilham Nugraha; Amiruddin; Dwi Rezky Anandari Sulaiman
Journal of Education Psychology and Social Development Vol 2, No 1 (2026): June 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/jepsi.v2i1.614

Abstract

This study investigated the relationship between Free Fire online gaming intensity and aggressive behavior among vocational high school students in Gowa, Indonesia. Using a quantitative ex post facto correlational design, the study involved 42 Grade X and XI students from the Computer and Network Engineering program who actively played Free Fire. Data were collected through questionnaires, observation, and documentation. The research instruments demonstrated acceptable reliability, with Cronbach’s alpha coefficients of 0.750 for the online gaming variable and 0.809 for the aggressive behavior variable. The data were analyzed using descriptive statistics and simple linear regression. The results showed that Free Fire online gaming intensity was significantly associated with students’ aggressive behavior (p < .001). Students with higher gaming intensity tended to report stronger verbal aggression, irritability, and emotional reactions, particularly after defeat during gameplay. These findings indicate that intensive engagement with competitive online games may be linked to aggressive behavioral tendencies among vocational students. Schools and parents should provide guidance on healthy gaming habits, time management, and emotional regulation to minimize potential behavioral risks.
Childhood Socialization in Post-Conflict Societies: Intergenerational Transmission of Trauma and Its Impact on Learning Behavior in Nepal Kamal Singh Kunwar
Journal of Education Psychology and Social Development Vol 2, No 1 (2026): June 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/jepsi.v2i1.686

Abstract

Armed conflict can produce enduring psychosocial consequences that extend across generations and influence children’s educational development. This study examined the relationship between intergenerational trauma and learning behavior in post-conflict Nepal, with particular attention to the mediating roles of childhood socialization, including parenting style, emotional climate, and social trust. A convergent parallel mixed-methods design was employed. Quantitative data were collected from 400 students aged 10–16 years in conflict-affected districts and analyzed using confirmatory factor analysis and structural equation modeling. Qualitative data were obtained through semi-structured interviews with 25 students, parents, and teachers and analyzed thematically. The structural model demonstrated an acceptable fit to the data. Intergenerational trauma was negatively associated with emotional climate, parenting style, and social trust, while all three socialization dimensions were positively associated with students’ attention, motivation, and academic engagement. Emotional climate emerged as the strongest mediating pathway, followed by parenting style and social trust. Although intergenerational trauma retained a significant direct negative association with learning behavior, the combined indirect effect through childhood socialization was stronger. The qualitative findings supported these statistical relationships by revealing persistent household tension, inconsistent parental support, reduced trust, and lower classroom participation among students from trauma-affected families. These findings indicate that the educational consequences of intergenerational trauma are largely transmitted through the relational and emotional environments in which children develop. The study highlights the need for trauma-informed educational policies, teacher preparation, family-based support, and school-linked psychosocial services in post-conflict Nepal.
A Voice to Be Heard: A Critical Discourse Analysis of Filipino Public School Teachers' Social Media Rants Robinson Valenzona
Journal of Education Psychology and Social Development Vol 2, No 1 (2026): June 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/jepsi.v2i1.692

Abstract

Filipino public school teachers increasingly use social media as an alternative discursive space to express work-related frustrations, construct professional identities, and critique institutional conditions that are often insufficiently addressed through formal feedback. This study examines how Filipino public school teachers use social media rants to perform communicative acts, negotiate identities, and articulate power-related concerns within the public education system. Using a qualitative discourse-analytic design, the study analyzed 1,000 publicly available social media posts associated with teacher-related hashtags such as #buhayguro, #buhaysapagtuturo, and #pilipinongguro. The corpus was examined using an integrated framework combining Fairclough Critical Discourse Analysis and Austin and Searle’s Speech Act Theory. The findings revealed that expressive speech acts were the most prominent, indicating that social media functions as an outlet for fatigue, frustration, burnout, and emotional labor. Assertive speech acts document classroom realities, including overcrowded classes, insufficient instructional materials, administrative overload, and bureaucratic demands. Directive speech acts were commonly expressed indirectly, reflecting hierarchical relationships and limited teacher participation in institutional decision-making. Commissive speech acts demonstrated teachers’ continuing professional commitment despite adverse working conditions. From a critical discourse perspective, the posts reveal how teachers transformed personal grievances into collective narratives of solidarity, resistance, and institutional critique. This study contributes to research on digital discourse, teacher identity, and educational power relations by showing that teachers’ online rants are not merely emotional expressions but socially meaningful acts of professional voice and critique.
Ecological Knowledge Management and Creative Economy Upgrading of Krajood Products in Phru Khuan Khreng, Thailand Boonchat Mekkaeo; Anucha Thaisanong; Nattanicha Homgate; Nannapat Prompetch; Khemmathat Suwanmanee
Journal of Education Psychology and Social Development Vol 2, No 1 (2026): June 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/jepsi.v2i1.701

Abstract

This in-depth qualitative case study investigates the dynamics of ecological knowledge management and the creative upgrading of Krajood handicrafts in the Phru Khuan Khreng wetland, Nakhon Si Thammarat. The research aims to explore how indigenous wisdom adapts to contemporary economic pressures while maintaining its ecological integrity. Data were collected through in-depth interviews with five local sages, participant observations of two community enterprises, and focus group discussions with three interdisciplinary experts. The findings reveal three pivotal dynamics: (1) Upstream Ecological Wisdom, specifically the "mud-soaking" technique which utilizes specific geological attributes as a natural fiber conditioner; (2) Midstream Technological Transition, where motorized machinery is integrated with "tacit knowledge" to enhance production efficiency without compromising traditional quality; and (3) Downstream Creative Management, utilizing identity-based storytelling and cross-material design to enter premium markets. From an educational psychology perspective, these dynamics represent a robust Community of Practice and a form of Situated Learning, where intergenerational knowledge is transmitted through social participation and ecological interaction. The study concludes that the structural adaptation of this wisdom system is essential for sustainable social development, fostering community resilience and the preservation of cultural capital within the global creative economy. The results offer a framework for integrating indigenous knowledge into place-based education and community-driven innovation.

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