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Jurnal Studi Multidisiplin Ilmu
Published by Goodwood Publishing
ISSN : -     EISSN : 30267412     DOI : https://doi.org/10.35912/jasmi
Core Subject : Economy, Science, Education, Social,
Computer Science & IT Economics, Econometrics & Finance Education Social Sciences Other
Jurnal Studi Multidisiplin Ilmu (JASMI) is a peer-reviewed scientific journal that publishes articles covering a wide range of disciplines, including economics, business, education, humanities, social sciences, and technology. The journal aims to serve as a platform for academics, researchers, and practitioners to exchange ideas, disseminate research findings, and foster interdisciplinary discussions in addressing real-life problems and advancing multidisciplinary knowledge, particularly within the Indonesian context. JASMI seeks to contribute to the development of multidisciplinary knowledge and supports scholarly work that fosters innovation and collaboration among researchers from different fields. The journal welcomes original research, theoretical studies, and applied research that explore complex issues in society, economics, and technology, among others. By encouraging high-quality contributions from scholars worldwide, JASMI strives to promote ethical research and knowledge sharing, contributing to both local and global advancement.
Arjuna Subject : -
Articles 52 Documents
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Environmental and Parental Determinants of Student Learning Behavior in Bandar Lampung High Schools Survey Permata Nurul Insa; Adrilighta Roma S; Qurratu Aini Zahra; Nabiila Chairunissa Anjani
Jurnal Studi Multidisiplin Ilmu Vol 4 No 1 (2026): Januari
Publisher : Penerbit Goodwood

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jasmi.v4.n1.p57-72.2026

Abstract

Purpose: Environmental conditions and parental education patterns are consistently documented determinants of student learning behavior. This study examines environmental factors and parental education patterns in shaping learning behavior and truancy risk among senior high school students in Bandar Lampung, Indonesia.Research Methodology: A descriptive quantitative survey collected data from 25 students across three Bandar Lampung senior high schools, selected through purposive sampling. An eight-item questionnaire administered via Google Form measured responses on a four-point Likert scale across five domains: school environment, academic burden, peer environment, parental attention-seeking, and peer behavioral influence.Results: Most students (88%) maintained academic participation despite disliking teachers, indicating resilient learning orientation. Peer behavioral influence was the most prevalent risk factor, with 60% reporting rude language use attributable to peers. Peer-pressured truancy for leisure or substance use was rejected by 72–88% of respondents, and 88% rejected parental-attention-seeking as a truancy motive; 79.2% rejected academic workload pressure.Conclusions: Peer behavioral influence is the most prevalent environmental risk factor for negative conduct, while most students show learning persistence and resist peer-pressured truancy; parental attention deficit was not a prevalent truancy motivation.Limitations: The small sample (n = 25) from a single city limits statistical power and generalizability; behavioral self-report was used rather than achievement outcomes; no regression was feasible.Contributions: This study documents environmental and parenting risk-factor profiles for Bandar Lampung senior high school students, informing school counseling, peer education, and parental engagement initiatives.
Academic Supervision and Coaching of a Junior Secondary Science Teacher: A Case Study Budi Prasetyo
Jurnal Studi Multidisiplin Ilmu Vol 4 No 2 (2026): Mei
Publisher : Penerbit Goodwood

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jasmi.v4.n2.p13-25.2026

Abstract

Purpose: This study documents the implementation of academic supervision and post-observation coaching with a Science teacher at a Junior Secondary School (Madrasah Tsanawiyah) in Lampung, Indonesia, examining lesson-plan quality, instructional practice, and assessment implementation as the basis for professional feedback.Research Methodology: A descriptive case-study design was used, combining document analysis of the lesson plan, classroom observation using three structured supervision instruments, and a post-observation coaching session following the GROW model. Each instrument scored multiple indicators on a four-point scale, converted to a percentage-based final result.Results: The lesson-plan instrument yielded 79 out of 96 (82.29%), classified as Good. The lesson-implementation instrument yielded 81 out of 96 (84.38%), also Good. The assessment-implementation instrument yielded 80 out of 96 (83.33%), likewise Good. Coaching interviews indicated that limited textbook availability, rather than instructional skill, was the primary constraint on lesson delivery, and that practicum activities generated strong student engagement despite this constraint.Conclusions: The teacher demonstrated consistently good performance across planning, delivery, and assessment domains, with resource limitation rather than pedagogical weakness identified as the principal barrier.Limitations: The study is based on a single teacher and one supervision cycle, limiting generalizability, and relies on supervisor-administered instruments rather than triangulated multi-rater data.Contributions: The study offers a replicable protocol combining structured observation with GROW-model coaching for supervision practicums, providing benchmark scores for similar academic supervision training in Indonesian teacher education.

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