Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan

Digital Anxiety and Learning Focus Among Senior High School Students: A Mixed-Methods Study from Buddhist Psychology Perspective in Wonogiri, Indonesian

2026-04-15T12:57:21+00:00

This study investigated digital anxiety and its relationship with learning focus among senior high school students in Wonogiri, Indonesia, employing an explanatory sequential mixed-methods design integrated with Buddhist psychological perspectives. The quantitative phase collected data from 40 students using a validated 48-item questionnaire measuring social media use, digital literacy, and digital anxiety, while the qualitative phase conducted in-depth interviews with six purposively selected participants. Quantitative analysis revealed that 95% of students experienced moderate-to-high levels of digital anxiety, with a strong positive correlation between social media use and digital anxiety. Qualitative thematic analysis identified four interconnected themes forming a cyclical pattern: digital distraction patterns, academic guilt and regret, concentration difficulties, and reflective awareness with coping efforts. The integration of quantitative and qualitative findings through joint display analysis demonstrated convergence between statistical relationships and lived experiences, with high social media users reporting more intense distraction patterns and guilt. Cross-tabulation analysis revealed no significant gender differences in anxiety levels, suggesting the phenomenon affects students regardless of gender. The cyclical pattern identified parallels the Buddhist psychological concept of restlessness-worry, providing a culturally relevant framework for understanding digital anxiety among Indonesian adolescents. These findings suggest that comprehensive interventions should address multiple points in the anxiety cycle, combining mindfulness-based approaches with digital literacy education.

Integration of Local Wisdom Character Values and Creative Processes through Jumputan Batik Making in Fine Arts Learning at Elementary Schools

2026-04-15T12:55:17+00:00

Art learning in elementary schools is important in fostering creativity and character, but it still tends to be oriented towards the end result and has not integrated the creative process and local wisdom values. The purpose of this study was to analyze the integration of local wisdom character values and the creative process in making jumputan batik in art learning in elementary schools. The research method was qualitative with a case study design in 5 elementary schools in the Cilacap area. The research subjects consisted of 5 teachers and 15 sixth-grade students. Data were collected through interviews, observations, and document analysis. Data were analyzed using an interactive model through data condensation, presentation, and drawing conclusions. Data were validated by triangulation of techniques and sources. The results of the study indicate that the integration of local wisdom values and the creative process through jumputan batik making in elementary schools takes place contextually and diversely. The local wisdom-based character values that emerged include creativity that develops from various sources of ideas; precision in the binding and coloring process; cooperation through the division of tasks in groups; responsibility in completing tasks independently; and discipline in following each stage of the activity. The students' creative process also progresses in stages, from exploring ideas, using guided and independent techniques, and selecting colors influenced by discussions and cultural meanings. It was concluded that the process of making jumputan batik fosters students’ creativity while simultaneously instilling local wisdom-based character values through meaningful and contextual creative experiences. Collaboration from all parties is essential in art project-based learning to optimally develop students' character values and creativity.

Students’ Learning Interest and Mathematical Literacy in Geometry: Evidence from Contextual Teaching and Learning at the Junior High School Level

2026-04-14T00:30:02+00:00

One of the problems in mathematics learning is the low level of students’ learning interest. Furthermore, the standard of education in Indonesia has not yet reached the level achieved by several other nations, as reflected in Indonesia’s scores and rankings in the PISA survey, which include mathematical literacy. The objective of this study is to assess the application of the Contextual Teaching and Learning (CTL) approach in the learning process to enhance students’ learning interest and mathematical literacy. This study employed a quasi-experimental design using a pretest–posttest control group framework. The participants comprised junior high school students from a public school in Yogyakarta, and two eight-grade groups as the sample, designated as the experimental and control groups. The instruments used were a learning interest questionnaire, a mathematical literacy test, and an observation sheet. Data were analyzed using Hotelling’s Trace and a one-sample t-test at a 5% significance threshold. The findings confirmed that CTL and expository approaches can enhance students’ learning interest and mathematical literacy. Furthermore, the comparative analysis revealed that the CTL approach demonstrated more optimal outcomes and had a significant impact compared to the expository approach in enhancing students’ learning interest and mathematical literacy.

Teaching Strategies in Qur’anic Education for Deaf and Hard-of-Hearing Students: A Systematic Literature Review

2026-05-02T23:34:33+00:00

Qur'anic education for deaf and hard-of-hearing (DHH) students is a critical dimension of inclusive Islamic education yet remains underserved due to the predominantly auditory nature of traditional instruction. This study systematically analyzes instructional strategies, pedagogical methods, effectiveness outcomes, implementation challenges, and future recommendations for Qur'anic learning among DHH students. A Systematic Literature Review (SLR) combined with bibliometric analysis was employed as the methodological framework. Data were retrieved from the Scopus database and screened in accordance with PRISMA guidelines, yielding five empirical articles that satisfied the predefined inclusion criteria. Analysis proceeded through bibliometric mapping and thematic synthesis. Findings reveal that Hijaiyah sign language and staged instructional approaches constitute the predominant strategies, with visual and multisensory methods demonstrating significant effectiveness in improving Qur'anic literacy encompassing reading, tajwid comprehension, and memorization. However, instructional effectiveness is conditioned by teacher competence, availability of appropriate learning media, and environmental support. Bibliometric analysis further indicates that technological integration remains nascent, representing a substantive gap and opportunity for future inquiry. This study contributes a structured scientific synthesis to the field of inclusive Islamic education and underscores the need for technology-driven pedagogical innovations, adaptive curricula, and systematic teacher preparation programs.

Development of AI-Based Algorithm Learning Media with a Personalized Learning and Mediated Learning Experience Framework

2026-05-18T02:17:04+00:00

Algorithm learning in Informatics at Phase E requires media that can adapt to the individual needs of students. However, most conventional media remain static and one-directional. This study develops an AI-based algorithm learning medium that integrates the principles of personalized learning and Mediated Learning Experience (MLE) using the ADDIE model. It also evaluates usability through the System Usability Scale (SUS) and thematic analysis involving 22 tenth-grade high school students. The MLE principles intentionality, meaning, transcendence, and competence are translated into system features through a Socratic AI dialogue architecture. The average SUS score is 77.39 (SD = 12.87; 95% CI [71.68, 83.10]), which falls within the Acceptable range (Grade B–C). Thematic analysis identifies five main themes, with appreciation for content personalization (41%) and technical constraints (36%) emerging as the most prominent findings. The main contribution of this study is conceptual and design-oriented. It proposes a framework that maps personalized learning and MLE principles into concrete features within AI-based educational media.

The Improvement of Mathematical Creative Thinking Abilities Based on Self-Confidence Category in Senior High School Students

2026-05-06T00:50:03+00:00

The development of mathematical creative thinking abilities has become an essential focus in 21st-century education, yet students’ performance in this area remains relatively low, particularly when influenced by affective factors such as self-confidence. This study aims to examine the effectiveness of the Treffinger learning model, assisted by GeoGebra, in improving students’ mathematical creative thinking abilities, and to analyze differences in improvement across self-confidence categories (high, medium, and low). The research employed a quantitative quasi-experimental design with a pretest–posttest non-equivalent control group design. The study was conducted with senior high school students, where the experimental class received Treffinger learning assisted by GeoGebra, while the control class received conventional instruction. Data were collected through tests of mathematical creative thinking ability and a self-confidence questionnaire and analyzed using normalized gain and inferential statistical tests. The results revealed that the improvement in students’ mathematical creative thinking abilities in the experimental class was significantly greater than in the control class across all self-confidence categories. These findings indicate that the Treffinger model, assisted by GeoGebra, is effective in enhancing both the cognitive and affective aspects of learning. Therefore, integrating innovative learning models and technology is recommended to foster students’ creative thinking and support their self-confidence in learning mathematics.

The Effects of Digital Fashion Literacy, Critical Thinking, and Perseverance on Students’ Creative Thinking Ability in Fashion Design Education

2026-04-04T00:49:59+00:00

Creativity is considered an essential competence in vocational education, particularly in fashion design learning where students are required to generate innovative design ideas and develop original fashion products. However, the development of students’ creative thinking skills is influenced by multiple cognitive and non-cognitive factors. The purpose of this study is to examine the effects of digital fashion literacy, critical thinking, and perseverance on students’ creative thinking ability in vocational fashion education. The study employed a quantitative correlational research design involving 128 eleventh-grade vocational students enrolled in fashion design programs in two public vocational senior high schools located in East Java Province, Indonesia. Information was obtained through questionnaires that participants completed independently without assistance to measure digital fashion literacy, critical thinking, and perseverance, while creative thinking ability was assessed through a performance-based design task evaluated using a structured rubric. Multiple linear regression techniques were employed as the primary statistical method to examine and interpret the dataset with the assistance of Stata MP 17. The results indicate that digital fashion literacy (β = 0.338, p < 0.001), critical thinking (β = 0.182, p = 0.015), and perseverance (β = 0.282, p < 0.001) have positive and significant effects on students’ creative thinking ability. Simultaneously, the regression model explains 33.4% of the variance in creative thinking ability (R² = 0.334). These findings highlight the importance of integrating digital competence, higher-order thinking skills, and perseverance within vocational learning environments to enhance students’ creative potential in fashion design education.

Augmentative and Alternative Communication and Communication Skills in Deaf Students: A Systematic Review

2026-05-01T08:39:29+00:00

Limited access to auditory input can create significant barriers for Deaf and Hard-of-Hearing students, particularly in language acquisition and social communication. This study aims to systematically review empirical research on the use of AAC systems in enhancing the communication abilities of hearing-impaired students. Articles were retrieved from the Scopus database and by using Preferred Reporting Items for Systematic Reviews and Meta-Analyses procedures. A total of five empirical studies met the inclusion criteria and were analyzed through qualitative analysis. Results showed that Augmentative and Alternative Communication treatments led to gains in initiations, single-word spoken-language production, receptive and expressive vocabulary, single-word reading accuracy, social communication skills. Results found were positive with both low and high technology approaches, although benefited most when used in conjunction with speech-language therapy and early intervention programs. Implementation obstacles included insufficient support for training teachers and providing places to go online. In general, these results indicated that Augmentative and Alternative Communication systems contributed to the communication development process, enhancing language acquisition skills and serving social participation in students with hearing disabilities. It was suggested that additional larger-scaled empirical studies with experimental designs should be conducted to reinforce the existing evidence.

Peer-Mediated Interventions for Children with Intellectual and Developmental Disabilities: A Systematic Literature Review

2026-05-05T05:44:36+00:00

Children with intellectual and developmental disabilities (IDD) frequently experience difficulties in social interaction and communication, highlighting the need for effective inclusive intervention strategies in educational settings. This study aims to systematically review the implementation and effectiveness of peer-mediated interventions for children with IDD in inclusive school contexts. A systematic literature review was conducted following the PRISMA 2020 guidelines, complemented by a bibliometric analysis using the Bibliometrix package. A total of 194 articles were identified, of which 13 studies met all inclusion criteria and were included in the final synthesis. The results indicate that peer-mediated interventions, such as peer tutoring, peer modeling, and peer support, significantly improve social interaction, communication skills, and behavioral engagement among children with IDD. The effectiveness of these interventions is influenced by key factors, including structured peer training, active teacher facilitation, and supportive learning environments. Additionally, the bibliometric findings reveal a growing research interest in this field, with dominant themes centered on social interaction, communication, and inclusive education. In conclusion, peer-mediated interventions represent an effective and practical approach to enhancing social and communicative outcomes while promoting inclusive learning environments for children with IDD. The findings suggest that educators should integrate structured peer-mediated strategies into classroom practices, while policymakers and researchers are encouraged to further develop and expand evidence-based inclusive interventions across diverse educational contexts.

A Systematic Literature Review on the Development of Technology-Based Interactive Learning Modules for Students with Physical Disabilities

2026-05-01T08:41:59+00:00

This study focused on the design and implementation of technology-based interactive learning modules for physically challenged students. It was based on the lack of organized and pedagogically meaningful digital learning modules in special education. The comparative analysis of citation data was performed in line with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses framework using bibliometric methodology. From a total of 142 records screened, we included 7 studies for qualitative synthesis. The results suggested that interactive learning technologies, such as assistive technology, web-based platforms, augmented reality, virtual reality, and motion-based systems, enhanced accessibility to learning material but also contributed positively with student engagement and skill development. These technologies contributed on cognitive and motor learning outcomes and created really inclusionary adaptive teaching environments. However, the findings also expose that most of studies have primarily focused on technology tools only rather than curriculum design according to structured instructional module. The authors suggested that ambitious interactive learning modules should be designed in a systematic and pedagogically integrated manner. Future research needs to focus on blending the unique aspects of instructional design with technological innovation in order to more readily promote effectiveness for practitioners working within special education.

Virtual Reality (VR) Innovation in Project Based Learning (PjBL) for Teaching English Vocabulary to Elementary Students

2026-06-08T03:52:13+00:00

The urgency of this research is that the learning process is considered to require exploration and manipulation of objects in visual form to understand concepts. Students have difficulty mastering English due to its abstract and decontextual nature. The purpose of this study is to implement immersive VR with the PjBL model effectively to improve English vocabulary acquisition to understand the relationship between shape and space. The method used is User Experience (UX) Integration of Action Design Research (ADR) with the CII Framework. The number of respondents in this study was 32 students. The results showed a significant effect (Cohen's d = 3.43), paired sample t-test results (t = 14.762; p < 0.001), and an N-Gain score of 0.63. These findings prove that combining immersive VR with the PjBL model effectively improves English vocabulary acquisition, engagement, and student learning experience, and validates the CII framework as a viable approach to technology-enhanced language learning.

Assessing the Development of Self-Confidence in Socially Deprived Students: A Rasch Model Analysis

2026-05-30T04:15:16+00:00

This research is motivated by the low confidence of students which can hinder academic, social, and emotional success. One of the factors that contribute to low self-confidence in adolescents is social deprivation, which refers to a lack of social interaction or a feeling of isolation in the surrounding environment. This study aims to develop an instrument to measure the confidence of students with social deprivation using the Rasch Model to obtain a valid and reliable measuring tool. A quantitative approach with a survey method through an online questionnaire was used in this study, with participants as many as 396 high school students in Pangandaran Regency who experienced social deprivation, selected through purposive sampling techniques. The instrument was developed based on Lindenfield's theory, covering aspects of inner confidence and innate confidence, and analyzed using the Rasch Model through Winsteps software version 3.73. The results of the study show that this instrument is valid and reliable, with a unidimensionality confirmed through raw variance explained of 48.1%. In addition, response categories 0 and 1 are well understood, supporting validity, while high reliability with Alpha Cronbach 0.89 and Person Reliability 0.87, as well as person-fit analysis show consistent responses. Thus, this instrument can be used to measure the self-confidence of students who experience social deprivation more accurately. The recommendations of this study include the implementation of instruments in guidance and counseling services in schools as well as follow-up research to test the effectiveness of psycho-cybernetics-based interventions in improving students' self-confidence with social deprivation.

The Impact of Courageous Leadership Practices on Enhancing Entrepreneurial Behavior in Human Resources

2026-05-31T03:24:30+00:00

This study will study the effect of courageous leadership which is an independent variable affecting the entrepreneurial behavior of the human resource management which is a dependent variable to the Ministry of Labor and Social Affairs. As the subject is very important for public organizations given their role in the society, the research used a descriptive-analytical methodology. This study accessed a purposive sample of 125 respondents, that included senior, middle and executive leaders. The main research tool was 30-item questionnaire. Data analysis was done through SPSS (version 25) applying mean, standard deviation, coefficient of variation, R2, F-test, simple linear regression, relative importance and Pearson correlation test to check the hypothesis. The results showed that the dimensions of courageous leadership are collectively used by administrative leaders to better strengthen HR entrepreneurial behavior rather than through the individual dimension, indicating a high correlation and combination between each dimension of courageous leadership and promoting proactive and innovative behavior.

The Influence of Book Creators on the Literacy and Numeracy Skills of Children Aged 5-6 Years

2026-06-14T12:56:08+00:00

This study aims to determine the effect of the use of Book Creator digital media on the literacy and numeracy skills of children aged 5–6 years. The study used a quasi-experimental method with a pretest-posttest nonequivalent control group design. The study subjects consisted of 30 children who were divided into an experimental group (n=15) and a control group (n=15). The experimental group learned using the Book Creator "Naya and Niko's Adventure to the Cheerful Village" for three meetings, while the control group used conventional learning. Literacy and numeracy ability data were collected using checklist observation sheets and analyzed through Shapiro-Wilk, Levene, Independent Sample t-Test, Mann-Whitney U Test, and N-Gain percentage. The results showed that there was a significant difference between the experimental group and the control group in literacy (p = 0.007) and numeracy (p = 0.017) skills. N-Gain analysis showed an increase in literacy ability in the experimental group by 38.48% and numeracy by 55.73%, higher than in the control group. These findings show that the use of Book Creator has a positive effect on the literacy and numeracy skills of children aged 5–6 years, with a higher effectiveness on numeracy skills. Media Book Creator can be an interactive digital learning alternative and in accordance with the characteristics of early childhood learning.