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Cakrawala Sekolah: Journal of Multidisciplinary School Education
Published by CV. Eracita Grup
ISSN : -     EISSN : 31244807     DOI : -
Core Subject : Education,
Education Other
Cakrawala Sekolah: Journal of Multidisciplinary School Education is an academic journal that focuses on publishing research findings and scholarly studies in the field of education and learning across various contexts and educational levels. The journal serves as a platform for researchers, academics, education practitioners, and students to share scientific works that contribute to the advancement of educational theory and practice. This journal welcomes qualitative, quantitative, and mixed-method research conducted within the settings of formal, informal, and non-formal education. The journal covers a wide range of topics, including but not limited to Innovation and best practices in teaching and learning across educational settings Learning strategies, models, and media Curriculum development and educational assessment Teacher professional development and educational leadership School management and educational policy Character education, values, and moral development Inclusive education and differentiated instruction Educational technology and digital transformation in learning Lifelong learning and community education Socio-cultural and psychological aspects of education.
Arjuna Subject : Umum - Umum
Articles 10 Documents
 1 
Learning Constraints in Early Childhood Education: A Descriptive Qualitative Study of Inadequate Facilities and Infrastructure at PAUD Ikhlas Sei Kera Hilir 1 Sonia Septiani Sembiring; Helda Emeninta Bangun; Jese Karona Saragih; Lovian Malona Manulang
Cakrawala Sekolah: Journal of Multidisciplinary School Education Vol. 1 No. 1 January (2026): Cakrawala Sekolah: Journal of Multidisciplinary School Education
Publisher : Era Scientific Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66851/csjmse.v1i1January.18

Abstract

Early Childhood Education plays a crucial role in shaping children’s character, moral values, and foundational abilities. However, PAUD ikhlas Sei Kera Hilir 1 continues to face limitations in learning facilities and infrastructure, which affect the effectiveness of the learning process. This study aims to analyze the impact of inadequate facilities on children’s learning experiences and to explore the roles of parents and the government in supporting the improvement of early childhood education quality. This research employed a descriptive qualitative approach involving five informants: two early childhood teachers as primary informants, two parents, and one village administrative officer as supporting informants. Data were collected through observation, in-depth interviews, and documentation. Data analysis followed the interactive model proposed by Miles and Huberman (1994), consisting of data reduction, data display, and conclusion drawing. Content analysis and thematic coding were also applied, and data trustworthiness was ensured through source and methodological triangulation. The findings reveal that limited classroom space, a lack of educational play materials, and a narrow learning environment negatively affect children’s motivation to learn. Parental support remains limited due to economic constraints, while government assistance is primarily focused on children’s nutrition and health rather than educational facilities. In conclusion, inadequate learning facilities and infrastructure hinder the learning process at PAUD IKHLAS Sei Kera Hilir 1, highlighting the need for collaborative efforts among teachers, parents, and the government to improve the quality of learning facilities in early childhood education.
Character Mapping of University X Students: The Six Pillars of Character Desy Vesya Simanjuntak; Arta Sriyuni Bakara; Epenta Sitepu; Ester Juliana Amorito Samosir; Katerina Barus; Neva Roulita Hutahaean; Setyo Rini Winarsih; Tria Febicha Oktavia Bangun; Rafael Lisinus Ginting
Cakrawala Sekolah: Journal of Multidisciplinary School Education Vol. 1 No. 1 January (2026): Cakrawala Sekolah: Journal of Multidisciplinary School Education
Publisher : Era Scientific Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66851/csjmse.v1i1.21

Abstract

Character education plays a crucial role in shaping students’ personalities as future leaders. However, in practice, a gap still exists between the understanding of character values and their implementation in everyday behavior. This study aims to describe the character profile of third-semester students at University X based on six character pillars—trustworthiness, respect, responsibility, fairness, caring, and citizenship—viewed from the aspects of knowledge, attitudes, and actions. A quantitative descriptive approach was employed, involving 70 students from seven faculties. Data were collected using a Situational Judgment Test (SJT) that measured the knowledge, attitude, and action dimensions of each character pillar and were analyzed manually by classifying scores into low, moderate, and high categories. The results indicate that students’ character across the six pillars is categorized as high in the knowledge and attitude aspects, but moderate in the action aspect. These findings suggest that although students have a strong understanding of character values, their application in real-life actions still needs to be strengthened through learning processes and role modeling within the university environment.
Digital Transformation in Early Childhood Education: Exploring the Role of Technology in Enhancing Learning Quality Verawati Anjelly S; Angelina Paskah Br Haloho; Naila Aprilia; Rifki Ramadhan Sari; Kristian Nehemia Sianipar
Cakrawala Sekolah: Journal of Multidisciplinary School Education Vol. 1 No. 1 January (2026): Cakrawala Sekolah: Journal of Multidisciplinary School Education
Publisher : Era Scientific Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66851/csjmse.v1i1.24

Abstract

Early Childhood Education plays a crucial role in shaping children’s character, personality, and foundational skills during the critical early years of development. The rapid advancement of digital technology presents both opportunities and challenges for education, particularly in implementing engaging and adaptive learning strategies tailored to children’s developmental needs. This study aims to examine the urgency of early childhood education and to explore the role of digital technology in enhancing the effectiveness, innovation, and quality of learning processes. This research employed a qualitative approach using in-depth interviews and participant observation involving 16 participants, consisting of teachers and parents from Berlianta Education Foundation, Deli Serdang. The findings indicate that the integration of digital technology supports increased creativity, improved understanding of learning materials, and greater active participation among children. However, several challenges remain, including limited digital facilities, insufficient teacher training, and the potential risk of device dependency. The study concludes that strong collaboration among teachers, parents, and adequate institutional support is essential for creating modern, safe, and meaningful early childhood learning environments in an increasingly digital era.  
Career Maturity of Guidance and Counseling Students at University X: A Descriptive Study Rolis; Chairun; Revayanti; Novita; Sufina
Cakrawala Sekolah: Journal of Multidisciplinary School Education Vol. 1 No. 1 January (2026): Cakrawala Sekolah: Journal of Multidisciplinary School Education
Publisher : Era Scientific Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66851/csjmse.v1i1.42

Abstract

Career maturity is one of the important indicators of an individual's readiness to face the workforce. Students, as young individuals in the transitional phase between the educational world and the professional world, are expected to possess the ability to plan, explore, and make career decisions thoughtfully. This study aims to describe the level of career maturity among students based on the results of questionnaire analysis, as well as to identify aspects that need to be improved in the career development process. This study employs a descriptive quantitative approach involving 32 third-semester students from the Guidance and Counseling program at University X. The research instrument used is a Career Maturity Scale consisting of 25 statements, covering four main aspects: Career Planning, Career Exploration, Career Decision, and Knowledge of the Working World. The data were analyzed using descriptive statistics based on score norms from Indriyani (2020). The research results indicate that the majority of students have a high level of career maturity (87.50%), while 12.50% fall into the moderate category, and no respondents are in the low category. The Career Planning (90.63%) and Career Decision-Making (87.50%) aspects scored the highest, indicating that students have clear career directions and goals and are confident in making decisions. However, the Work Information aspect (31.25% high; 68.75% moderate) showed the lowest results, suggesting the need to enhance students' understanding of labor market dynamics and technological developments. Overall, this study confirms that students have good internal career readiness but still require reinforcement in external aspects through the provision of career guidance services, exposure to the industrial world, and improvement of digital career literacy.
The Impact of Online Education: An Analysis of the Effects of Distance Learning on Students’ Motivation Ghina Rhoudotul Jannah; Salsabila Nasution
Cakrawala Sekolah: Journal of Multidisciplinary School Education Vol. 1 No. 1 January (2026): Cakrawala Sekolah: Journal of Multidisciplinary School Education
Publisher : Era Scientific Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66851/csjmse.v1i1.68

Abstract

In online learning environments, student motivation has emerged as a major challenge, as learners are required to be more independent and manage their own time effectively. Nevertheless, online education also presents positive aspects. Students who are familiar with digital technology and appreciate time flexibility often demonstrate higher levels of learning motivation. Digital platforms provide opportunities for teachers to design learning activities that are varied, interactive, and adaptive, which may enhance students’ interest and engagement in the learning process. This study aims to examine how distance learning influences students’ learning motivation by considering several key factors, including digital interaction, motivation, learning satisfaction, the use of online platforms, environmental support, and technical constraints encountered during the implementation of online learning. The research employed a literature review method with a descriptive-analytical approach to explore empirical findings related to the impact of distance learning on student motivation. This method was selected to collect, analyze, and synthesize data from ten academic journal articles published during the COVID-19 pandemic. The reviewed articles addressed themes such as online learning, learning motivation, teacher–student interaction, learning satisfaction, digital platform utilization, educational policies, and challenges in implementing distance learning at both school and higher education levels. Data were obtained through searches in academic databases and repositories, including Google Scholar, ResearchGate, and institutional journal portals. Overall, the findings indicate that online learning remains less effective due to various challenges, such as limited internet connectivity, inadequate learning devices, low student motivation, and minimal interaction between teachers and students. As a result, students’ learning satisfaction, academic achievement, and learning character tend to decline, suggesting that distance learning has not yet been able to fully replace face-to-face instruction.
The Role of Guidance and Counseling in Overcoming Social Pathology Through the Implementation of Social Rehabilitation Dea Audina Siregar; Arie Ernezh Rumapea; Melisa Devianti Manalu; Widia Gultom
Cakrawala Sekolah: Journal of Multidisciplinary School Education Vol. 1 No. 2 May (2026): Cakrawala Sekolah: Journal of Multidisciplinary School Education
Publisher : Era Scientific Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66851/csjmse.v1i2.225

Abstract

Social pathology, including juvenile delinquency, substance abuse, violence, and other forms of deviant behavior, remains a significant social issue that negatively affects individual well-being and community stability. Social rehabilitation has been widely recognized as an important approach for restoring the psychological, social, and behavioral functioning of individuals experiencing such problems. In this context, guidance and counseling play a strategic role in facilitating behavioral change, strengthening resilience, and supporting successful social reintegration. This study aims to examine the role of guidance and counseling in addressing social pathology through social rehabilitation programs. The study employed a qualitative literature review approach by analyzing relevant scholarly publications published between 2016 and 2026. Literature sources were collected from scientific books, national and international journal articles, and other credible academic publications related to social pathology, social rehabilitation, and counseling interventions. Data were analyzed using thematic content analysis to identify major themes and patterns across the reviewed literature. The findings indicate that guidance and counseling contribute significantly to social rehabilitation through individual counseling, group guidance, group therapy, social support interventions, peer counseling, Cognitive Behavioral Therapy (CBT), and collaborative ecosystem-based approaches involving families, schools, and communities. These interventions help individuals improve self-awareness, develop adaptive coping skills, strengthen social functioning, reduce maladaptive behaviors, and enhance readiness for community reintegration. Furthermore, the literature highlights the importance of integrating psychological, social, moral, and spiritual dimensions into rehabilitation processes to achieve sustainable recovery outcomes. The study concludes that guidance and counseling should be positioned as a core component of social rehabilitation programs and that collaborative, holistic, and evidence-based interventions are essential for effectively addressing social pathology in contemporary society.
School Counseling Services and Students’ Psychological Recovery After the 2025 Hydrometeorological Disaster in Central Aceh Husrin Konadi; Hernita Hernita; Riyan Pujiono
Cakrawala Sekolah: Journal of Multidisciplinary School Education Vol. 1 No. 2 May (2026): Cakrawala Sekolah: Journal of Multidisciplinary School Education
Publisher : Era Scientific Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66851/csjmse.v1i2.231

Abstract

Hydrometeorological disasters frequently affect vulnerable communities in Indonesia and often result in significant psychological consequences for children and adolescents. This study aimed to examine the psychological impacts experienced by students following the 2025 hydrometeorological disaster in Central Aceh, analyze the role of school counseling services in supporting students’ recovery, and identify challenges in the implementation of post-disaster counseling interventions. The study employed a qualitative case study design involving 25 disaster-affected students, 12 school counselors, and 10 subject teachers from several elementary and secondary schools in Central Aceh. Data were collected through semi-structured interviews, non-participant observations, and document analysis. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. The findings revealed that students experienced various psychological difficulties, including anxiety, recurring fear, concentration problems, sleep disturbances, and decreased learning motivation. School counseling services, implemented through individual counseling, group counseling, classroom guidance, and trauma-healing activities, played a significant role in facilitating students’ psychological recovery and strengthening their resilience. However, the effectiveness of these services was constrained by limited numbers of counselors, insufficient trauma-related training, inadequate facilities, and restricted service time. The study concludes that school counseling services constitute an essential component of post-disaster recovery and should be strengthened through enhanced professional capacity, integrated psychosocial support programs, and collaboration among schools, local governments, and mental health stakeholders. The findings contribute to the development of disaster-responsive counseling practices and school-based psychosocial support systems in disaster-prone regions.
The Role of School Counselors in Preventing Bullying Against Visually Impaired Students in an Inclusive High School Rizky Marulitua Sinaga; Nuraini; Rafael Lisinus Ginting
Cakrawala Sekolah: Journal of Multidisciplinary School Education Vol. 1 No. 2 May (2026): Cakrawala Sekolah: Journal of Multidisciplinary School Education
Publisher : Era Scientific Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66851/csjmse.v1i2.236

Abstract

Bullying remains a significant challenge in inclusive education, particularly for students with visual impairments who are more vulnerable to discrimination, social exclusion, and peer victimization. School counselors play a critical role in creating safe and supportive learning environments; however, their involvement in preventing bullying against visually impaired students has received limited scholarly attention. This study aimed to analyze the role of school counselors in preventing bullying against visually impaired students in an inclusive school setting at SMAN 2 Lubuk Pakam, Indonesia. A qualitative descriptive approach was employed to gain an in-depth understanding of counseling practices and bullying prevention efforts. Data were collected through semi-structured interviews, non-participant observations, and document analysis involving a school counselor, school administrators, visually impaired students, and regular students. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data condensation, data display, and conclusion drawing. The findings revealed that school counselors performed several important roles, including providing emotional support, facilitating social interaction, and mediating conflicts involving visually impaired students. These interventions contributed to students’ psychological well-being and social adjustment. However, bullying prevention efforts remained largely reactive, as counseling services were primarily implemented after incidents occurred rather than through structured preventive programs. The study also identified the absence of systematic disability-awareness initiatives, peer-support programs, and empowerment-based interventions designed to strengthen students’ resilience and self-advocacy skills. The findings highlight the need for more comprehensive and sustainable bullying prevention strategies within inclusive schools. Strengthening school counselors’ preventive roles through anti-bullying programs, disability awareness education, and collaborative support systems is essential for fostering inclusive, safe, and equitable educational environments for students with visual impairments.
The Effect of Classical Guidance Services Using the Jigsaw Cooperative Learning Model on Students’ Self-Regulation at SMA Negeri 8 Medan Melva Triana Sembiring; Abdul Murad
Cakrawala Sekolah: Journal of Multidisciplinary School Education Vol. 1 No. 2 May (2026): Cakrawala Sekolah: Journal of Multidisciplinary School Education
Publisher : Era Scientific Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66851/csjmse.v1i2.242

Abstract

Self-regulation is an essential factor that influences students’ ability to manage their learning processes effectively and achieve academic success. However, preliminary observations conducted at SMA Negeri 8 Medan indicated that many students demonstrated low levels of self-regulation, as reflected in poor time management, procrastination, low learning motivation, and limited responsibility toward academic tasks. This study aimed to examine the effect of classical guidance services using the Jigsaw cooperative learning model on students’ self-regulation in learning. The study employed a quantitative approach with a pre-experimental one-group pretest-posttest design. The participants consisted of 36 students from Class XI-8 at SMA Negeri 8 Medan, selected through purposive sampling based on preliminary assessments indicating low self-regulation levels. Data were collected using a self-regulation questionnaire developed based on Zimmerman’s theory, encompassing planning, self-monitoring, self-control, and self-evaluation dimensions. The instrument demonstrated excellent reliability with a Cronbach’s Alpha coefficient of 0.917. Data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and a paired-samples t-test. The results revealed that the mean self-regulation score increased from 82.22 in the pretest to 99.58 in the posttest, representing an average improvement of 17.36 points or approximately 21%. Furthermore, the paired-samples t-test indicated a statistically significant difference between pretest and posttest scores (p < .001). These findings demonstrate that classical guidance services utilizing the Jigsaw cooperative learning model effectively enhance students’ self-regulation in learning. The study suggests that integrating cooperative learning strategies into guidance and counseling services can promote students’ responsibility, independence, and active engagement in learning.
Exploration of Factors Affecting the Interest of SMK Negeri 1 Binjai Students to Continue Their Studies to Higher Education Loise Arinandha Br Sinulingga; Erwita Ika Violina; Fadinda Aisyah
Cakrawala Sekolah: Journal of Multidisciplinary School Education Vol. 1 No. 2 May (2026): Cakrawala Sekolah: Journal of Multidisciplinary School Education
Publisher : Era Scientific Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66851/csjmse.v1i2.243

Abstract

The decision to pursue higher education is a critical educational transition for vocational high school students and is influenced by a complex interplay of personal and environmental factors. Despite the growing importance of higher education in enhancing career opportunities and social mobility, relatively limited research has qualitatively explored the factors shaping vocational students’ aspirations to continue their studies. Therefore, this study aimed to explore the internal and external factors influencing the interest of twelfth-grade students at SMK Negeri 1 Binjai in pursuing higher education. This study employed a qualitative descriptive approach with an exploratory design. Ten twelfth-grade students from the Accounting and Financial Institution (AKL) program were purposively selected based on recommendations from the school guidance and counseling teacher. Data were collected through semi-structured interviews, observations, and document analysis. The data were analyzed using the interactive model of Miles and Huberman, which includes data condensation, data display, and conclusion drawing. The trustworthiness of the findings was enhanced through source and technique triangulation. The findings revealed that students’ interest in pursuing higher education is shaped by both internal and external factors. Internal factors included motivation, career aspirations, educational awareness, field-of-study interests, and future planning, while external factors comprised family support, school and guidance counseling services, peer influence, economic conditions, and access to information about higher education. Among these factors, motivation and career aspirations emerged as the strongest drivers of students’ educational aspirations, whereas financial constraints represented the primary barrier to higher education participation. Family support and school-based guidance services were found to play significant roles in strengthening students’ intentions to continue their studies. This study contributes to the literature on career guidance and educational decision-making by providing an in-depth understanding of vocational students’ higher education aspirations. The findings highlight the importance of comprehensive career guidance programs, family involvement, and financial support mechanisms in promoting higher education participation among vocational high school students.

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