This article analyzes the existence of Madrasah Mamba’ul Ulum, HIS Kasatryan and HIS Pamardi Putri in the political constellation of the movements in 1920s.These educational institutions were established in  the area of the Kasunanan Palace. Madrasah Mamba’ul Ulum consisted of elementary school, junior high school and senior high school, catering for children of abdi dalem (servants in the palace) and those of lay people. On the other hand, HIS Kasatryan and HIS Pamardi Putri were elementary schools for children  of lower aristocrats. The founders of the institutions gave freedom to the managers to make decisions concerning education (school-based management) in terms of the curriculum, teachers, learning materials, learning strategies,  and evaluation system. Even society members were allowed to take part in the implementation (community-based education). The local contents, the Javanese  culture and Islam were the subjects that guided the students’ ethics and moral so that they developed as individuals who were responsible and just and capable of protecting their fellow people.  Keywords: Madarasah Mamba’ul Ulum, HIS Kasatryan, HIS Pamardi Putri, Javanese culture, Islam

This study aimed to (1) develop the chained-reward  tutorial technique in the Indonesian language learning, (2) improve competence in writing deductive and inductive paragraphs among Year XI students of IPA1 SMAN 1 Depok, and (3) develop remedial and enrichment programs in the teaching and learning process. This study was a classroom research study consisting of two cycles. Each cycle consisted of planning, action, observation, and reflection. The action focused on the empowerment of the students who had attained the mastery level to guide those who had not attained it in a chain, both by teachers and students alternately. The research setting was SMAN 1 Depok. The research subjects were 42 Year XI students in the third semester in the academic year 2008-2009, consisting 16 male students and 26 female students. The criterion for the subject selection was that the students had good academic achievement but poor ability in writing deductive and inductive paragraphs. The data were collected through observations, documents, field notes, tests, and student questionnaire. The  data were analyzed using a qualitative technique, namely the interactive analysis technique developed by Miles and Huberman. The results of the research showed that the chained-reward tutorial method applied in two cycles managed to improve competence in writing deductive and inductive paragraphs and develop remedial and enrichment activities in learning.  Keywords: chained-reward tutorial method, deductive and inductive paragraphs

Thisstudy aimed to investigate (1) the effectiveness of practicum learning at the Fashion Expertise Program in State Vocational High Schools in Yogyakarta Special Territory, and (2) the effect of teachers’  mastery on practicum learning materials, practicum learning methods, teachers’ understanding of students’ characteristics, and teachers’ competence in evaluation on the  effectiveness of practicum learning.  This study was a correlational ex post facto study. The sample consisted of 202 Year II students of the Fashion Expertise Program in State Vocational High Schools in Yogyakarta Special Territory, selected from a population of 425 students by the proportional random sampling technique. The data were analyzed by using the descriptive technique, partial correlation, and multiple regression at a significance level of 5%.  The results of the descriptive analysis showed that the effectiveness of the practicum learning was in the good category (mean = 7.97 and maximum score = 9.22). The partial correlation analysis showed that there was a positive and significant influence of teachers’ mastery on practicum learning materials, practicum learning methods, teachers’ understanding of students’ characteristics, and teachers’ competence in evaluation on the  effectiveness of practicum learning, with coefficients of, respectively, r1y (2, 3, 4) = 0.326, r2y (1, 3, 4) = 0.187, r3y (1, 2, 4) = 0.182, and r4y (1, 2, 3) = 0.163. The multiple regression analysis showed that the coefficient of  the multiple correlation R was 0.553. The coefficient of determination (R2) was 30.60%, consisting of teachers’ mastery on practicum learning materials (7.20%), practicum learning methods (15.60%), teachers’ understanding of students’ characteristics (5.90%), and teachers’ competence in evaluation (1.90%). Keywords: effectiveness, practicum learning

This article analyzes the main program for Early Childhood Education (ECE) in the government program in 2009 stated in the President Regulation Number 38 Year 2008. The analysis employs the public policy model by Joko Wiyono, which is an applied analysis descriptive in nature, focusing on the content analysis. The targets are to analyze (1) the main determinant factors, (2) policy contents, and (3) expected and unexpected effects of the policy. The results of the analysis show that the determinant factors have not taken into account of the gap in the ECE implementation, concerns about the discontinuity among types of ECE services, and the development of the kindergarten education discourse. The contents of the program have not made ECE a priority, not all types of ECE services have been developed, and the coordinator of ECE programs has not been explicitly appointed. The objectives of the ECE programs have not set targets quantitatively.   Keywords: public policy analysis, Early Childhood Education

The conceptual change model (CCM) provides teachers with an opportunity to think about the best means to make students learn scientific concepts for understanding. The learning process should be based on the objective to facilitate the formation of students’ metacognitive ability so that a learning process for a conceptual change can take place. A conceptual change can take place because basically each individual confronts and evaluates the newly acquired concepts in accordance with intelligibility, plausibility, and  fruitfulness. This article discusses CCM and the possibility of students’ conceptual change to occur as a result of science learning. Theoretically, CCM is supported by two factors, namely 1) the status of a concept, explained in terms of intelligibility, plausibility, and fruitfulness, and 2) the components of conceptual ecology, i.e. how an individual determines the truth of a concept. The two factors have a great influence on what students learn and how they evaluate the truth of an available concept. Besides, a conceptual change, in some cases, occurs when students’ commitments as learning outcomes are in agreement with conceptual ecology that they have possessed or they can understand scientifically. Regardless of the types of concepts that students hold, teachers have an obligation to create a learning process that facilitates the formation of students’ metacognitive ability because this is important for a conceptual change.  Keywords: conceptual change, Conceptual Change Model, conceptual under-standing, science learning     

This study aimed to investigate the influence of the BrainGym on the improvement of the numerical skills of Year 3 students of elementary school. The research subjects consisted of 40 Year 3 students out of 43 students of SD Percobaan 2 Depok, Sleman Regency, Yogyakarta. Three students were not included in the study because they were absent when the posttest was administered. The instrument to collect the data on students’ numerical skills was an informal assessment instrument in the form of an inventory developed by the teacher. The inventory was a numerical skill test, consisting of 10 items and a checklist to obtain information on the use of the BrainGym. The data analysis showed that there was a significant difference in the means of the numerical skill test before and after the BrainGym treatment (ttest = - 2.772; p = 0.008). The mean after the treatment (Mposttest = 12.67) was higher than that before the treatment  (Mpretest = 11.70). It was concluded that the BrainGym treatment was effective to improve the score of the numerical skills of Year 3 students of elementary school. The evaluation of the BrainGym movements showed that they were easy and fun. The students felt that they were more relaxed and comfortable, and did not have tensions and boredom so that they kept motivated. The classroom atmosphere was more lively and dynamic, and the students felt fresher and managed to think clearly.    Keywords: BrainGym, numerical skills  

Sports are believed to be an effective instrument to inculcate positive values for human development. Sports provide learners with space to learn tolerance, cooperation, perseverance, discipline, competitiveness, leadership, etc. However, in reality this is not always the case, which makes experts in sports education have a lot of concern. It is necessary to find a solution if there is something wrong in sports education. It seems necessary to deconstruct and reconstruct sports education at school. This article offers a sports learning model called Sport-ed. There are two theoretical frameworks as the underlying principles, namely the constructivist approach and the experiential learning. From these perspectives, sports learning is expected to organize learners’ experience in the meaningful interpretation of social life. Values such as honesty, tolerance, and moral  should be integrated into the basic structure of learners’ logic.  Keywords: sports, sports education, value construction  

This study aimed to investigate the attitudes of the students in the Faculty of Sports Sciences, the Yogyakarta State University, towards attempts to prevent traffic accidents. This study was a descriptive study on attitudes. The research population consisted of the students from both regular and non-regular programs in all the study programs, namely PJKR, PKO, Ikora, and PGSD study programs. The sample consisted of 340 students out of 2,447 students, selected by using the proportional sampling technique. The data were collected by using the Likert scale in which each item had four options. The data were  analyzed by using the descriptive quantitative technique employing the percentage. The results of the study showed that the students’ attitudes towards attempts to prevent traffic accidents were good enough (79.58%). This indicated that the students had a great concern in the victims of traffic accidents and had a high motivation to be involved in attempts to prevent and deal with traffic accidents.  Keywords: attitudes, traffic accidents   

This study aimed to reveal (1) the difference in students’ motivation to learn music, and (2) the difference in the ability to play music between the students taught with creativity elements in learning music and those taught without them. This study employed a pretest-posttest control group design. The data were analyzed by the descriptive technique and t-test. The research subjects were Year V students of SD Negeri Sinduadi, Mlati, Sleman. The  research results showed the following. (1) In the experimental group, students’ motivation to learn music was higher than that in the control group (tobserved = 4.330; p < 0.05). It was concluded that there was a difference in students’ motivation to learn music between those taught with creativity elements in learning music and those taught with the conventional method. (2) In the experimental group, the ability to play music was better than that in the control group. It was concluded that there was a difference in students’ ability to play music between those taught with creativity elements in learning music and those taught with the conventional method.Keywords: music learning, creativity, motivation

Ki Hajar Dewantara is recognised as the Father of National Education and a National Hero of Indonesia. He established the Taman Siswa educational movement rooted in the principles of the Indonesian nation, aiming to enhance the dignity of the state and its people for the benefit of humanity globally. This qualitative research utilised a hermeneutic methodology to interpret Javanese literary traditions, particularly collections of Serat (manuscripts) and the aphoristic teachings of Ki Hajar Dewantara, and to express their meanings through systematic analysis. The researchers identified and developed the ideal traits of counsellors within the framework of Ki Hajar Dewantara’s philosophical framework. The findings demonstrate a clear, mutually supportive connection among the ideal qualities of counsellors, counselling communication techniques, and Ki Hajar Dewantara’s educational philosophy.

This study presents baseline data on the levels of creative competence, cultural literacy, and career readiness among students in the Guidance and Counseling Study Program, informing the design of a learning model that integrates Digital Art and local wisdom. Using a descriptive quantitative design, the study involved 290 students across semesters, genders, and ethnic backgrounds. Data were collected via a validated questionnaire comprising three operationalised competency constructs and analysed using descriptive statistics. Results show that cultural literacy had the highest mean percentage (35.5%), followed by career readiness (33.2%) and creative competence (31.3%), indicating relatively strong cultural understanding. In contrast, creativity and career readiness remain at moderate levels. Descriptive patterns across semesters suggest higher scores in early semesters, with career readiness rising among final-year students. Gender-based differences were minimal, and ethnic-group variations must be interpreted cautiously, given unequal sample sizes. Overall, the findings provide an empirical profile of students’ initial competencies and serve as foundational evidence for developing learning innovations that incorporate digital art and local cultural values.

Guidance and counselling services are vital in helping students manage their emotions, including those shaped by religious values. This descriptive study aims to demonstrate the effect of guidance and counselling rooted in religious values on students' emotional regulation. Data collection methods included interviews, documentation, and descriptive assessment scales on emotional regulation. The participants were selected through purposive non-random sampling, comprising 16 students who had received guidance and counselling on religious values and emotional regulation, as well as 2 counsellors providing these services. The analysis employed specific techniques. The counsellors' services involved guidance and counselling incorporating religious values such as patience, self-reflection, sincerity, striving for improvement, and faith in what Allah provides. These services contributed to improved emotional regulation by helping students identify causes of negative emotions, change thought patterns, and select activities that produce positive emotions. The religious values integrated into the guidance and counselling included classical guidance, group guidance, individual counselling, and group therapy. Students demonstrated increased capacity to regulate their emotions, especially when confronting changing situations that evoke emotions, with the least effective strategy being to divert attention from triggers of negative emotions. Based on these findings and the noted limitations, further research with a larger, more diverse population is essential. It is also important to explore how counselling services grounded in religious values can further enhance emotional regulation across diverse contexts.

Bullying in schools continues to affect victims in various ways. One significant impact is the decline in their academic performance and achievement motivation. This study aimed to evaluate the effectiveness of motivational interviewing techniques in enhancing achievement motivation among victims of bullying. It employed a true experimental design with a pre-test and post-test control group. Data were gathered using an achievement motivation scale developed specifically for victims of bullying. Participants were selected based on their responses, specifically those with low achievement motivation. Since the data were not normally distributed, the Mann-Whitney test was used for analysis. An N-gain test assessed the technique's effectiveness. Results from the Mann-Whitney test showed a significant difference (p = 0.009) in score distributions between the experimental and control groups after intervention. The experimental group, which received motivational interviewing, achieved an average N-gain score of 58.05%, indicating it was quite effective compared to the control group that received routine counselling. In summary, motivational interviewing techniques have demonstrated considerable effectiveness in increasing achievement motivation among victims of bullying.

This study offers a systematic bibliometric analysis of global conflict resolution research published between 2000 and 2025. Its aim is to identify publication trends, leading countries and institutions, influential authors, productive journals, and thematic developments within the field, serving as guidance for studies in guidance and counselling. Using the PRISMA protocol, data were solely retrieved from the Scopus database, limited to peer-reviewed English-language journal articles. The final dataset was analysed using VOSviewer to map co-authorship networks, institutional collaborations, citation patterns, and keyword co-occurrence. The results reveal a steady increase in the number of conflict resolution publications, with the most significant growth occurring from 2020 to 2025. The United States emerged as the most prolific contributor, followed by Germany, the United Kingdom, Canada, China, and Spain. Leading institutions such as the University of California, Utrecht University, Southwest University, Tel Aviv University, and Beijing Normal University demonstrate strong collaborative activity. Thematic mapping indicates a sustained research focus on interpersonal conflict, emotion regulation, communication, and peace education. This study provides a comprehensive overview of the structure and evolution of conflict resolution research and highlights opportunities for future investigation, particularly in education and counselling.

Recent research in Islamic counselling and psychology has explored spiritual strategies for family conflicts, but the experiential meaning of Sufi-based practices within counselling remains underexplored. Most existing studies describe Sufi ideas theoretically but rarely examine how counsellors and families experience these principles in tension, reconciliation, and relational adjustments. This study fills that gap by examining how specific Sufi values are embodied, interpreted, and applied in Islamic family counselling sessions. Using a hermeneutic-phenomenological approach inspired by van Manen, the research involved five Muslim counsellors and eight families, selected through purposive sampling from a community counselling network. Data collection included detailed interviews and ethically approved observations of counselling sessions during non-private moments. Analyses combined meaning-unit condensation with reflexive thematic analysis. Three experiential themes emerged: (1) inner readiness as an ethical foundation, where both counsellors and parents describe quieting the heart as essential for dialogue; (2) embodied spiritual regulation, with practices like dhikr helping to recalibrate emotional intensity and foster empathetic listening; and (3) relational deliberation, where Qur’an-guided reflection promotes more collaborative and less adversarial decision-making. These results offer a contextual understanding of how Sufi-inspired spirituality influences conflict resolution in Indonesian Muslim families. Further studies should explore these patterns in various settings and larger samples.

Counselling ethics has been predominantly shaped by Western philosophical traditions, yet its application in culturally diverse settings requires ethical grounding that resonates with local moral understandings. Rather than assuming limitations in international codes, this study examines how a contextualised ethical perspective may complement existing frameworks by exploring the teachings of Abah Anom, a widely respected Sufi guide whose ethical reflections remain influential within Indonesian Muslim communities. His teachings are analysed not as theological prescriptions but as culturally situated ethical resources that illuminate intention, emotional discipline, relational presence, and moral orientation in counselling practice. The study employs a Gadamerian hermeneutic approach, drawing on textual sources, including Miftahus Shudur, sermon transcripts, and institutional documents, and purposively selected informants comprising senior disciples, a Sufi scholar, and counsellors familiar with his teachings. The analytic process followed an iterative part-whole movement, dialogical interpretation, and socio-religious contextualisation to construct meaning across texts, participant experiences, and contemporary counselling concerns. The analysis identifies four ethical dispositions: sincerity, patience, empathy, and service, as dynamic modes of ethical self-formation rather than fixed moral virtues. These dispositions guide counsellors in aligning intention with client welfare, regulating affective responses, deepening relational understanding, and maintaining an orientation of service towards others. A key interpretative insight that emerged is the view of ethical practice as an ongoing cultivation of inner states, offering an alternative perspective to procedural or rule-based approaches commonly emphasised in professional codes. The study contributes by showing how a local Sufi moral framework can enter into constructive dialogue with global counselling ethics and enrich culturally responsive practice without proposing doctrinal authority or universal applicability. Future research may focus on how these ethical dispositions are enacted in real counselling interactions or undertake comparative hermeneutic studies across other Indonesian spiritual traditions.

Recent frameworks in digital flourishing and self-regulation highlight that intrapersonal regulatory abilities are vital in shaping individuals’ well-being in online environments; however, empirical evidence linking these mechanisms among university students remains scarce. To address this gap, this study investigates the relationship between self-control and digital well-being and examines online mindfulness as a mediating psychological factor. A total of 300 undergraduate students (122 males and 178 females; aged 18–23 years) completed validated measures of self-control, online mindfulness (adapted from MAAS), and digital well-being. A mediation analysis using Hayes’ PROCESS macro with 5,000 bootstrap samples was conducted. Self-control significantly predicted digital well-being directly (β = .348, SE = 0.053, t = 6.61, p < .001; 95% CI [.244, .452]) and indirectly through online mindfulness (β = .178; 95% CI [.118, .246]), indicating partial mediation. Self-control also strongly predicted online mindfulness (β = .421, SE = .053, t = 7.89, p < .001), and online mindfulness significantly predicted digital well-being after controlling for self-control (β = .422, SE = .043, t = 9.81, p < .001). Gender-specific analyses showed consistent mediation patterns for males (indirect effect = 0.167; 95% CI [.094, .248]) and females (indirect effect = .184; 95% CI [.122, .259]). These findings enhance theoretical understanding by clarifying how self-regulatory capacity boosts digital well-being through mindful online awareness. Practically, the results provide an empirical foundation for designing digital-based guidance and counselling interventions that encourage online mindfulness to promote healthier technology engagement among students.

Declining marital commitment weakens family stability and psychological health, increasing the need for evidence-based couple interventions. This systematic review consolidates empirical studies on psychological interventions aimed at strengthening marital commitment among married couples. Searches in Scopus, ProQuest, and Google Scholar covered publications from 2018 to 2025 using keywords related to marital commitment and psychological couple interventions. From 151 records, 15 duplicates were excluded, 136 titles and abstracts were screened, and 46 full texts were evaluated. Thirty-seven studies were discarded because they either did not measure marital commitment or did not meet design criteria. Seven studies met all the inclusion criteria. The methodological quality was assessed with the Mixed Methods Appraisal Tool. The diversity in study designs, formats, samples, and outcome measures precluded meta-analysis, so a narrative synthesis was conducted. Five categories of interventions were identified: cognitive-behavioural therapy (three studies), skills-based training in communication and conflict resolution (two randomised trials), acceptance and commitment therapy (one study), emotion-focused therapy (one study), and solution-focused brief therapy (one randomised trial). Cognitive-behavioural therapy and skills-based approaches showed the most consistent improvements in marital commitment, mainly through cognitive restructuring and enhanced communication. Acceptance-based and emotion-focused therapies showed some benefits but have limited replication; additionally, trials involving motivational interviewing were ineligible. Overall, current evidence most strongly supports cognitive-behavioural therapy and skills training. However, small sample sizes, short follow-up periods, and varied measures of commitment limit the ability to generalise findings, highlighting the need for large, longitudinal studies using standardised instruments across diverse cultural populations. Future research should focus on standardised commitment measures, transparent randomisation processes, and more extended follow-up periods beyond 12 months to evaluate long-term effectiveness and mechanisms across different contexts.

Mental health problems among university students, notably stress, anxiety, and depression, continue to increase, negatively impacting psychological functioning and academic performance. This study evaluated the effectiveness of an integrated Mindfulness-Based Cognitive Counseling (MBCC) and Construal Level Theory (CLT) intervention in improving students‘ mental health. A quasi-experimental pretest-posttest design with a control group was employed, with 24 participants (12 intervention, 12 control) selected via purposive sampling. Instruments included DASS-21, the Five-Facet Mindfulness Questionnaire, and a CLT-based psychological distance scale. MANOVA results showed a significant multivariate effect of the intervention (Wilks’ Λ = .68; F(3, 21) = 3.28; p = .041; η2 = .32). Univariate analyses indicated significant reductions in psychological distress (p = .005), and significant increases in mindfulness (p = .002) and psychological distance (p = 0.023). These findings suggest that the integrated MBCC-CLT intervention is effective in enhancing mental health among university students by reducing distress and promoting adaptive awareness and cognitive appraisal.

The tendency toward social media addiction is an increasingly prevalent phenomenon, especially among adolescents. High levels of social media use among adolescents may cause various negative impacts, both psychologically and socially. Self-awareness and self-control are associated with the tendency toward social media addiction. Based on this, the present study aims to analyze the influence of self-awareness and self-control on the tendency toward social media addiction among adolescents in Bangka Belitung. The study employed a quantitative approach using a survey method. Participants (N = 470) were adolescents aged 13–19 years residing in Bangka Belitung, with daily social media use either less than or greater than three hours. The sample included 180 males (38.3%) and 290 females (61.7%). Age distribution was 13–15 years (n = 170, 36.2%), 16–18 years (n = 140, 29.8%), and 19 years (n = 160, 34.0%). Three psychological scales were used as the instruments: the social media addiction tendency scale based on indicators from Young and Abreu (2017), the self-awareness scale based on the model by Carden et al. (2021), and the self-control scale based on Averill’s theory (Averill, 1973). Data were analyzed using multiple linear regression to examine the influence of each independent variable on the dependent variable, both simultaneously and partially, to test the hypotheses. The findings revealed that self-awareness significantly influenced the tendency toward social media addiction, as did self-control, which also showed a significant influence. Furthermore, self-awareness and self-control simultaneously had a significant effect on the tendency toward social media addiction among adolescents. These findings underscore the importance of strengthening self-awareness and self-control as key psychological factors in preventing social media addiction. Future studies are expected to employ a longitudinal approach or expand the scope of regions and participant age ranges.