Indonesian Journal of Learning Education and Counseling

Understanding the work-life balance of female faculty members with young children in a state university

2025-02-10T11:34:44+08:00

This research investigated how university teacher-mothers with young children balance their professional and maternal roles. Using narrative analysis and thematic inquiry, the research investigated the challenge, coping mechanisms, and institutional support mechanisms required by five purposively chosen teacher-mothers from various campuses of a state university. Findings indicated that teacher-mothers experience perpetual challenges, including pressure from regular teaching, administrative tasks, research tasks, and extension and production activities. Balancing these roles with motherhood was complicated and draining, often resulting in work and family life conflicts. Coping mechanisms involved preparing lessons in advance, prioritizing childcare over work when needed, seeking assistance from family and community members, and strictly following official working hours to maintain clear boundaries. Participants emphasized the imperative need for institutional support, including an on-campus childcare facility and clear-cut policies for flexible working hours. These mechanisms would make it easy to find reliable childcare and offer much-needed flexibility to adjust to the unpredictable demands of caring for young children. This research surmises the need to develop family-friendly policies in academic institutions to develop a more inclusive and supportive environment for female faculty members. By recognizing their dual roles as educators and mothers, universities can achieve work-life balance and improve faculty well-being and productivity.

e-Module e-Sipa' in Culture-Based Basic Services as a Preventive Effort to Bullying in Students

2024-12-18T13:27:39+08:00

This study aims to develop a bullying prevention E-Module based on 3S culture (sipakatau, sipakainga, and sipakala'biri) in the form of a service E-Module for BK teachers. The development model used is the ADDIE model with a small group trial on 15 students with subject characteristics, namely grade VII students of SMPN 40 Bulukumba. The validation results showed that the e-module material and media obtained a high level of acceptance. Quantitative descriptive analysis stated that 1) the appearance of the E-Module E-Sipa' is attractive by 95%; 2) the E-Module E-Sipa' is practical to use by 93%; 3) the E-Module E-Sipa' is easy to access by 95%; 4) the language in the E-Module E-Sipa' is easy to understand by 90%; 5) the steps of the E-Module E-Sipa' activities are easy to access and interesting by 90%; 6) the material in the E-Module E-Sipa' is easy to understand by 87%; 7) the material in the E-Module E-Sipa' is in accordance with the needs of students by 98%; and 8) the E-Module E-Sipa' helps students in preventing bullying behavior by 98%. And the results of the practicality test on the E-Module E-Sipa' average percentage of 95% with very practical criteria. So it can be concluded that the E-Module in basic BK services based on culture as a preventive measure of bullying behavior in students can be a tool for BK teachers in preventing bullying behavior in students.

Adoption of e-learning in Zimbabwe’s higher education: Opportunities and challenges

2025-03-05T23:28:51+08:00

This paper explores the adoption of e-learning in Zimbabwe's higher education, examining the opportunities and challenges associated with its implementation in the teaching and learning process. The paper was grounded in a systematic review approach, which provides a holistic view of the issue under investigation. In this regard, the PRISMA 2020 checklist ensured transparency and consistency in selecting the 60 papers from databases (Scopus, DOAJ, DHTE, WoS, Scielo SA, and IBSS). In addition, this approach ensured that all the crucial aspects of the issue under investigation were included in the analysis and discussion. The paper highlights e-learning as a concept and its process in the context of higher education. It also articulated a multifaceted approach that can be employed to enhance the adoption of e-learning in higher education. This led to the interrogation of the potential of e-learning to enhance accessibility, reduce costs, and improve educational outcomes. However, it also identifies significant barriers, including limited internet connectivity, inadequate technological infrastructure and resistance to change from both lecturers and students. In conclusion the adoption of e-learning in Zimbabwe's higher education presents both significant opportunities and notable challenges. To unlock the full potential of e-learning, policymakers, educational institutions and stakeholders need to collaborate in addressing these challenges. Ultimately, with the right approach, e-learning can play a transformative role in improving the quality and accessibility of higher education in Zimbabwe, contributing to broader educational socio-economic development targets.

Collaborative Strategies for Enhancing Student Discipline: A School-Based Approach

2025-02-28T11:06:39+08:00

This study aims to determine the strategies set by Sekolah Rendah Santi Wittya Serong School Pattani Thailand in forming students' disciplined character, as well as the obstacles and solutions faced in the process. The method used is descriptive qualitative with data collection through interviews with five informants, consisting of the vice principal, homeroom teacher, and three students, as well as observations in the school environment. The results show that the school implements several strategies to form students' disciplined character, such as habituating routine activities (dhuha prayer, prayer before learning begins), implementing clear rules, giving educational reprimands or punishments, and being an example from an educator. However, there are several obstacles such as low student awareness of the rules that apply in schools and lack of understanding of the rules that have been in effect. To overcome this, the school also collaborates with parents of students through regular meetings, and provides socialization regarding the importance of disciplined character in students. This study concludes that the formation of disciplined character requires collaboration between schools, students, and parents of students, as well as conducting continuous evaluation of the strategies set.