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Academia Open
Published by Universitas Muhammadiyah Sidoarjo
ISSN : -     EISSN : 27147444     DOI : 10.21070/acopen.11.2026.12985
Core Subject : Health,
Medicine & Pharmacology Public Health
Academia Open is published by Universitas Muhammadiyah Sidoarjo published 2 (two) issues per year (June and December). This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. This journal aims is to provide a place for academics and practitioners to publish original research and review articles. The articles basically contains any topics research or review. Academia Open is available in online version. Language used in this journal is Indonesia or English.
Arjuna Subject : Profesi Kesehatan - Profesi Kesehatan (Lain-Lain)
Articles 2,389 Documents
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Efektifitas Psikoedukasi Self Esteem Untuk Menurunkan Prokrastinasi Akademik pada Siswa SMK: Effectiveness of Self Esteem Psychoeducation to Reduce Academic Procrastination in Vocational High School Students Muhammad Dzaky Royhan; Effy Wardati Maryam
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.11107

Abstract

General Background: Academic procrastination remains a persistent behavioral problem among adolescents in vocational education, often associated with internal psychological factors. Specific Background: Low self-esteem has been identified as one of the internal determinants contributing to students’ tendency to delay academic tasks. Knowledge Gap: Although prior studies have examined the relationship between self-esteem and academic procrastination, limited experimental evidence evaluates structured psychoeducation focusing on self-esteem development in vocational high school settings. Aims: This study aims to examine the effectiveness of self-esteem psychoeducation in reducing academic procrastination among students of SMK Antartika 1 Sidoarjo. Results: Using a quantitative pre-experimental one group pretest-posttest design involving 40 eleventh-grade students, the paired sample t-test revealed a significant difference between pretest and posttest scores (p = 0.004), indicating a decrease in academic procrastination after the intervention. Novelty: This study provides empirical evidence of a structured self-esteem psychoeducation program implemented in a vocational high school context using a pre-experimental approach. Implications: The findings highlight the importance of integrating self-esteem development programs within school counseling services to address academic procrastination behaviors. Keywords: Self Esteem, Academic Procrastination, Psychoeducation, Vocational High School, Pre Experimental Design Key Findings Highlights: Statistical testing shows significant score differences before and after intervention. Structured sessions contribute to behavioral change within three weeks. Counseling-based programs demonstrate measurable student progress.
Multimedia and Interactive Tools Foster Engagement in English as a Foreign Language Critical Reading Dedi Rahman Nur; Abdul Rohman; Godefridus Bali Geroda; Widi Syahtia Pane; Dzul Rachman; Indah Farma Pasaribu; Yasmin Auliasari; Maria Goretti Adella Kornelia Yulianti Hiping; Annisa Rohmah
Academia Open Vol. 10 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.11118

Abstract

General Background: In English as a Foreign Language (EFL) education, critical reading is a core competency for developing higher-order thinking, yet many classrooms, particularly in East Kalimantan, still rely on outdated, passive methods. Specific Background: While multimedia and interactive tools offer potential for enhancing engagement, their integration into EFL critical reading remains inconsistent and often misaligned with learning goals. Knowledge Gap: Limited empirical studies apply the Triple E Framework—Engage, Enhance, Extend—in under-resourced, culturally diverse, and large EFL classrooms to specifically foster critical reading skills. Aims: This study investigates how multimedia and interactive tools, guided by the Triple E Framework, influence engagement, comprehension, and motivation in EFL critical reading. Results: Using a mixed-methods approach with 32 students, findings show that over half of the observed lecturers achieved an “exceptional connection” between learning goals and technology use, leading to improved focus, comprehension, and extended learning beyond class. Novelty: This research offers empirical validation of the Triple E Framework in large, diverse EFL contexts, linking teacher digital literacy to effective critical reading instruction. Implications: Results highlight the need for targeted professional development to equip educators with the skills to integrate technology purposefully, ultimately enhancing students’ readiness for academic and global communication. Highlights: Empirical validation of Triple E Framework in large, diverse EFL classrooms. Teacher digital literacy as a key factor for effective technology integration. Multimedia tools boost engagement, comprehension, and learning extension. Keywords: Triple E Framework, EFL, Critical Reading, Multimedia Tools, Student Engagement
Hubungan Pola Asuh Demokratis dengan Kecerdasan Sosial pada Remaja Pengguna Smartphone di SMA 4 Bojonegoro: The Relationship between Democratic Parenting Patterns and Social Intelligence in Smartphone Using Adolescents at SMA 4 Bojonegoro MOCH NUR HUDA; Zaki Nur Fahmawati
Academia Open Vol. 10 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.11129

Abstract

General Background: The rapid expansion of smartphone use among students has become a significant concern in educational and developmental psychology due to its association with social behavior and interpersonal competence. Specific Background: Excessive gadget engagement during school age may be related to students’ social intelligence, which includes the ability to interact, empathize, and adapt within peer environments. Knowledge Gap: Although numerous studies discuss smartphone addiction and learning motivation, limited empirical evidence specifically examines its statistical relationship with students’ social intelligence in formal school settings. Aims: This study aims to analyze the correlation between smartphone use and students’ social intelligence. Results: The findings indicate a statistically significant relationship between the intensity of smartphone use and the level of social intelligence, as demonstrated by correlation analysis. Novelty: The study provides empirical data focusing specifically on social intelligence as a developmental construct within the context of contemporary digital behavior. Implications: These findings underline the importance of parental supervision, balanced digital habits, and educational guidance to support students’ interpersonal development in the digital era. Keywords: Smartphone Use, Social Intelligence, Students, Digital Behavior, Quantitative Correlation Key Findings Highlights: Statistical analysis reveals a significant association between device engagement and interpersonal competence. Higher intensity of mobile technology exposure corresponds with variations in peer interaction ability. Empirical evidence supports the relevance of digital behavior in developmental psychology research.
Hubungan Antara Psychological Capital dengan Komitmen Organisasi Pada Pengurus Senior Ikatan Lembaga Mahasiswa Psikologi Indonesia 2024-2025: The Relationship Between Psychological Capital and Organizational Commitment in Senior Management of the Indonesian Psychology Student Association 2024-2025 Dani Anur Salih; Widyastuti Widyastuti
Academia Open Vol. 10 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.11133

Abstract

General Background: Organizational commitment is a critical construct in organizational psychology that reflects employees’ attachment and loyalty toward their institution. Specific Background: Psychological capital, which encompasses hope, self-efficacy, resilience, and optimism, has been recognized as a positive psychological resource associated with work-related attitudes. Knowledge Gap: However, empirical evidence examining the relationship between psychological capital and organizational commitment within the specific institutional context studied remains limited. Aims: This study aims to examine the relationship between psychological capital and organizational commitment among employees. Results: The findings indicate a significant positive relationship between psychological capital and organizational commitment, suggesting that higher levels of psychological capital are associated with stronger organizational commitment. Novelty: The study contributes by providing empirical evidence within the examined institutional setting, reinforcing the relevance of psychological capital in organizational contexts. Implications: These findings highlight the importance of developing employees’ psychological resources as part of organizational strategies to foster stronger commitment and sustainable organizational performance. Keywords: Psychological Capital, Organizational Commitment, Positive Organizational Behavior, Employee Attitudes, Quantitative Study Key Findings Highlights: Positive association identified between personal psychological resources and institutional attachment. Hope, resilience, optimism, and self-efficacy demonstrate meaningful linkage with work loyalty. Empirical evidence supports the relevance of positive organizational behavior constructs.
Penanaman Nilai-Nilai Moderasi Beragama Melalui Pendidikan Agama Islam dan Budi Pekerti Peserta Didik Kelas VIII di SMP Negeri 2 Kabupaten Bulukumba Tanti Kurniasari; Andi Achrul; Syamsyuddin Syamsyuddin; Muzakkir Muzakkir; Muh. Rusdi. T.
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.11138

Abstract

General Background: Indonesia’s rich cultural and religious diversity presents both a valuable asset and a potential source of social tension. Specific Background: Increasing cases of intolerance among students underscore the urgency of embedding religious moderation values through education. Knowledge Gap: Prior studies have largely focused on high school and university levels, with limited exploration at the junior high school level, especially in local contexts such as Bulukumba. Aims: This study aims to investigate how religious moderation values are instilled through Islamic Religious Education (PAI) and Character Education at SMP Negeri 2 Bulukumba. Results: Using a qualitative case study approach, findings show that values like tolerance, justice, openness, respect for differences, harmony, and rejection of extremism are integrated effectively into classroom teaching and school culture, though challenged by students’ diverse backgrounds and social media influences. Novelty: The study highlights how local cultural values, such as siri’ and pangadereng, can be contextualized to support moderate Islamic education. Implications: These findings suggest the need for inclusive, context-sensitive pedagogical strategies to strengthen national resilience through character education grounded in religious moderation.Highlight : The cultivation of religious moderation values through PAI and Budi Pekerti increases students' tolerance and openness to religious and cultural differences. The main obstacles come from the influence of social media, differences in cultural backgrounds, and lack of parental support. Effective religious moderation education integrates the curriculum, teacher role models, and inclusive school activities. Keywords : Religious Moderation, Islamic Education, Character Formation, Student Tolerance, Inclusive Schooling
The Relationship Between Job Demands and Self-Efficacy on Academic Stress Levels in Working Students in Sidoarjo City : Hubungan antara Tuntutan Pekerjaan dan Efikasi Diri terhadap Tingkat Stres Akademik pada Mahasiswa yang Bekerja di Kota Sidoarjo Arizatun Nisa'; Widyastuti Widyastuti
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.11141

Abstract

This study aims to examine the relationship between job demands and self-efficacy with academic stress among working university students in Sidoarjo. A quantitative approach was employed, involving 204 respondents who were either full-time or part-time working students. The sample was selected using a convenience sampling technique. Data were collected through a Likert-scale questionnaire covering three main aspects: academic stress, job demands, and self-efficacy. All instruments had undergone validity and reliability testing. Data analysis was conducted using multiple linear regression with the assistance of SPSS version 25.0. The results showed that both job demands and self-efficacy were significantly related to academic stress. Job demands had a positive relationship, while self-efficacy had a negative relationship with the level of academic stress among students. The coefficient of determination (R²) was 0.869, indicating that 86.9% of the variation in academic stress could be explained by the relationship between these two variables and academic stress. The regression model met all classical assumption tests, thus was considered valid. These findings highlight the importance of managing job demands and strengthening self-efficacy in reducing academic stress among working students.Highlight : Job demands positively correlate with academic stress — higher workload leads to higher stress levels. Self-efficacy acts as a protective factor — students with stronger belief in their abilities report lower stress. Regression model explains 86.9% of stress variation — indicating strong predictive value from both variables. Keywords : Academic Stress, Job Demands, Self-Efficacy, Working Students, Regression Analysis
HEART Framework Evaluation of M-Paspor User Experience: Evaluasi UX Aplikasi M-Paspor dengan Metode HEART Framework Novita Ramadayanti; Sumiati Sumiati
Academia Open Vol. 10 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.11143

Abstract

General Background: In the era of digital transformation, the success of public service applications depends significantly on user experience (UX). Specific Background: The M-Paspor application by the Directorate General of Immigration Indonesia was developed to streamline passport services but suffers from low public ratings and recurring user complaints. Knowledge Gap: Despite its potential, comprehensive UX metrics that consider both functional and emotional dimensions have not systematically evaluated the application. Aims: This study aims to assess the usability of the M-Paspor application using the HEART Framework, which evaluates five key dimensions: Happiness, Engagement, Adoption, Retention, and Task Success. Results: From 100 user responses, the application scored high in Engagement (0.75), Retention (0.71), Happiness (0.66), and Adoption (0.64), but only medium in Task Success (0.57). Three dimensions did not meet the 70% usability target, revealing critical shortcomings in interface design, onboarding guidance, and payment or scheduling features. Novelty: This research applies the HEART Framework as a stand-alone evaluative tool to systematically diagnose user experience issues in a government mobile application. Implications: The findings offer actionable recommendations to improve M-Paspor’s usability and provide a replicable model for evaluating other public digital services. Highlights: 1. Engagement scored highest at 0.75 usability level. 2. Task Success dimension did not meet the target. 3. Design, guidance, and access features require improvement. Keywords: HEART Framework, M-Paspor, Usability, User Experience, Public Service App
Challenges and Success Factors in Digital Classroom Implementation: Tantangan dan Faktor Keberhasilan dalam Implementasi Kelas Digital Fairus Ad Dailamay Wartindya Pradana Saputra; Erna Yayuk; Agus Tinus
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.11144

Abstract

Digital transformation in education has gained momentum, prompting schools to adopt innovative strategies to enhance learning. Specifically, the Digital Classroom program has emerged as a strategic initiative to integrate technology into teaching at the junior high school level. However, limited empirical studies address the comprehensive implementation framework of such programs, including planning, execution, and evaluation phases, along with influencing factors. This study aims to analyze the implementation of the Digital Classroom program by focusing on four dimensions: planning, implementation, evaluation, and the identification of supporting and inhibiting factors. The results reveal that structured planning, including curriculum design and staff training, enables a smoother transition, while challenges persist in infrastructure readiness and teacher digital literacy. The novelty lies in its detailed mapping of multistakeholder evaluation mechanisms and the interplay between technical readiness and human adaptability. These findings imply that sustained professional development, infrastructure investment, and collaborative governance are critical to optimizing digital learning environments in secondary education. Highlights: Structured Implementation: The program was carefully planned through needs analysis, digital curriculum design, and staff training. Monitoring and Evaluation: Regular assessments by schools, foundations, and local offices help measure the program’s impact on learning outcomes. Key Challenges & Support: While leadership and device availability support success, internet limitations and teacher resistance remain barriers. Keywords: Digital Classroom, Program Implementation, Educational Innovation, School Digitalization, Technology in Education.
Student Engagement and Achievement with a Digital Literacy E-Module Haris Nasution; Efendi Napitupulu; Enny Keristiana Sinaga
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.11146

Abstract

General Background: Digital literacy has become essential for students to navigate, evaluate, and create information in today’s technology-driven learning environments. Specific Background: At MTsN 3 Langkat, class VIII Informatics students traditionally rely on teacher-led instruction, with limited opportunities to independently source and transform information. Knowledge Gap: Despite the proliferation of e-learning tools, little is known about how digital literacy–based e-modules affect both learner motivation and academic performance in middle-school Informatics. Aims: This Classroom Action Research (CAR) investigation examined whether implementing a digital literacy–focused e-module could enhance motivation and learning outcomes among eighth-grade Informatics students in the 2024/2025 academic year. Results: Over successive CAR cycles—comprising planning, implementation, observation, and reflection—students demonstrated notable gains in engagement and achieved higher assessment scores. Novelty: This study uniquely combines e-module design with collaborative knowledge construction through student-driven information sourcing. Implications: Findings suggest that integrating digital literacy frameworks into e-module development can foster deeper learner engagement and improve Informatics achievement in similar educational contexts. Highlights: Emphasizes digital literacy integration through self-guided e-modules. Utilizes cyclical CAR stages (planning, action, observation, reflection). Demonstrates measurable gains in both motivation and academic performance. Keywords: E-Module, Digital Literacy, Classroom Action Research, Student Motivation, Learning Outcomes
Development of Independent Learning Skills Through the Electrical Teaching Program at Mifasol: Pengembangan Keterampilan Belajar Mandiri Melalui Program Pengajaran Listrik di Mifasol Ni Putu Devira Ayu Martini; Ayu Mika Sherila; Achmad Zuchriadi; Yosy Rachmawati; Galang Kenda Pradana; Putri Setyarini; Siti Choiriyah; Bella Sherlyana; Arif Amarudin
Academia Open Vol. 10 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.11155

Abstract

Independent learning has become a crucial competency in the digital era, especially in STEM fields, where adaptability and self-direction are essential. Specifically, underprivileged and out-of-school children face barriers in acquiring such skills due to limited access to formal education. While prior research explores project-based and collaborative learning in formal settings, there remains a knowledge gap in connecting informal community-based STEM programs to national curriculum goals for marginalized learners. This study aims to examine the development of independent learning skills through the Electrical Engineering Teaching Program (TEMA) at Rumah Belajar MiFasol, a community initiative targeting educational equity. Results from participatory observation, questionnaires, and interviews with 22 participants reveal that 63.6% found the program highly beneficial, 72.7% were actively engaged, and 90.9% desired future iterations. The novelty lies in TEMA’s alignment with the Indonesian National Curriculum in an informal context, integrating core competencies and practical STEM activities like the ice cream experiment to stimulate curiosity and critical thinking. The implications suggest that structured, informal educational interventions—rooted in national standards—can bridge educational disparities and cultivate learner autonomy among underserved populations.Highlight : Empowering Out-of-School Students: The Electro Teaching Program provides access to STEM education for underprivileged children, fostering independent learning and self-confidence. Interactive and Practical Approach: Activities such as experiments and games make learning engaging and effective, aligning with national education standards. Positive Impact and Feedback: Over 90% of participants expressed high satisfaction, showing strong interest in continuing the program. Keywords : Education, Innovative Learning, STEM Program, Electro Teaching, Independent Learning

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