Indonesian Journal of Learning Education and Counseling

Critical-Pluralistic Thinking Orientation of Urban High School Students in Indonesia: A Psychometric and Dimensional Profile Analysis

2026-05-02T09:28:31+08:00

Investigation the Association of Low Academic Achievement with Student Loneliness

2026-03-07T08:22:50+08:00

Students with low levels of social interaction tend to be socially withdrawn and rarely engage with their peers. They also tend to be less active in participating in classroom learning activities. This condition often leads to feelings of loneliness, which may affect academic achievement. This study aims to examine the relationship between low academic achievement and students’ loneliness. This research employed a quantitative correlational design with a sample of 141 junior high school students. Data were collected using rating scales, namely a low academic achievement scale and a loneliness scale. Instrument validity was established through expert judgment and a pilot test involving 30 respondents. Cronbach’s alpha reliability coefficients were 0.867 for the low academic achievement scale and 0.912 for the loneliness scale. The data analysis methods used were correlation analysis and simple regression. The research results indicate that low academic achievement has a relationship with loneliness of 0.508 (p < 0.05). The findings demonstrate a significant association between low academic achievement and students’ loneliness, falling within the moderate correlation category. Meanwhile, the regression analysis showed that low academic achievement contributed an effective 25.8% to loneliness. The findings of this study highlight the importance of attention to students’ psychological well-being in the educational context. Efforts to improve academic achievement should not focus solely on instructional strategies but should also be accompanied by adequate social and emotional support involving school counselors, schools, and the broader social environment.

Pancasila Values, Moral Integrity, and the Normalization of Academic Dishonesty: Evidence from Indonesian University Students

2026-06-24T17:27:09+08:00

To date, due to ethical relativism, academic dishonesty is increasingly normalized by students, yet traditional studies often ignore how national ideologies and knowledge decay influence this phenomenon. Driven by self-regulatory theory, this study aims to investigate the impact of Pancasila as the national ideology values, mediated by moral integrity, on normalized academic dishonesty, while also considering the moderating role of the ideology course completion time as a proxy of the knowledge decay mechanism. The data were collected from 310 Indonesian students and analyzed using Hayes PROCESS Macro. The result shows that ideological values, when mediated by moral integrity, may serve as a vital moral anchor within the SRT framework, effectively balancing the normalization of academic dishonesty. Yet, the influence of ideological standards potentially weakens over time since course completion, indicating that this deterrent effect is subject to knowledge decay. Theoretical and practical contributions are further discussed.

Accounting Education in Transition in South Africa: Perceived Challenges, Student Engagement, and Academic Performance in Online and In-Person Learning Environments

2026-03-16T20:03:12+08:00

This paper explored the perceived challenges students face in online learning for Accounting compared to traditional face-to-face learning at a South African university. As education increasingly transitions to digital platforms, understanding how these learning environments affect student engagement, academic performance, and overall satisfaction becomes essential. This study employs a qualitative approach, utilising semi-structured student interviews, grounded in the Community of Inquiry (CoI) Framework. The diverse responses gathered were synthesised into a cohesive analysis, with similar responses clustered to form overarching themes. The research highlights significant differences in learning experiences; while online learning offers flexibility, it presents challenges in maintaining student engagement. Conversely, traditional learning provides direct interaction and support, yet may lack the adaptability that some students require. This study underscores the necessity for educational institutions to integrate effective strategies from both modalities to enhance the academic experiences of accounting students. This implies that educational institutions should establish flexible learning policies that accommodate different student needs and invest in digital resources and support systems for students struggling with specific learning modalities.

Empathy, Emotional Regulation, and Digital Literacy as Predictors of Cyberbullying Mitigation in Online Learning Environments

2026-08-13T11:11:08+08:00

Cyberbullying remains an important concern in digitally mediated university learning, particularly in EFL contexts where students must negotiate linguistic meaning, interpersonal sensitivity, and responsible online communication simultaneously. However, research has given comparatively limited attention to the psychosocial and digital competencies associated with students' constructive responses to cyberbullying. This study examined the relationships of empathy, emotional regulation, and digital literacy with cyberbullying mitigation behavior among EFL university students. Employing a quantitative cross-sectional correlational design, the study involved 327 English Department students at Universitas Lancang Kuning, Indonesia. Data were collected through a five-point Likert-scale questionnaire measuring the four study constructs and were analyzed using descriptive statistics, Pearson Product-Moment correlation, and multiple linear regression. The findings showed that empathy, emotional regulation, and digital literacy were positively associated with cyberbullying mitigation behavior. Empathy emerged as the most prominent correlate, followed by digital literacy and emotional regulation. Collectively, the findings indicate that constructive responses to cyberbullying are closely associated with students' emotional sensitivity, capacity to manage reactions during online interaction, and ability to participate ethically and responsibly in digital environments. The study extends existing cyberbullying research by shifting attention from perpetration and victimization toward the competencies associated with supportive, non-retaliatory, and constructive responses in university-level EFL communication. These findings highlight the relevance of integrating empathy, emotional self-regulation, digital ethics, and responsible online communication into EFL learning practices and institutional cyberbullying-prevention initiatives

The Influence of Negative Social Judgment Negative and Body Image on Cyberbullying Behavior Among Students

2026-04-17T15:57:09+08:00

The increase in social media use among adolescents has led to a higher susceptibility to cyberbullying, which is closely linked to negative social judgment and body image dissatisfaction. This quantitative correlational study aims to analyze the partial and simultaneous effects of negative social judgment and body image on cyberbullying behavior. Data were collected from 180 high school students using a proportionate random sampling technique via a valid and reliable questionnaire. The results of the linear regression analysis revealed that negative social judgment acts as the most dominant predictor of cyberbullying, while body image also makes a significant contribution. Collectively, high levels of negative social judgment and poor body image increase adolescents’ tendency to engage in cyberbullying. These findings underscore the urgency for guidance and counseling services to develop intervention programs focused on fostering self-acceptance, social skills, and digital literacy education to minimize the risk of cyberbullying in schools.

Students’ Perceived Teacher Readiness and Student Satisfaction as Predictors of AI Integration in Indonesian Vocational High Schools

2026-08-07T10:06:29+08:00

Meaningful artificial intelligence (AI) integration in vocational education involves not only technical infrastructure but also students’ perceptions of teacher readiness and their learning experiences. However, evidence explaining how these factors are associated with AI integration in Indonesian vocational high schools remains limited. This study aimed to examine the direct and mediated relationships among students’ perceived teacher readiness, student satisfaction, and AI integration. A cross-sectional explanatory survey was conducted with students from five public and private vocational high schools in Yogyakarta. Of 105 questionnaires distributed, 99 complete responses were analysed. Participants were recruited through teacher-facilitated sampling. Quantitative data were analysed using partial least squares structural equation modelling, while open-ended responses were analysed through descriptive thematic coding to contextualise the findings. Students’ perceived teacher readiness was positively associated with AI integration and student satisfaction, while student satisfaction was positively associated with AI integration. Student satisfaction partially mediated the relationship between perceived teacher readiness and AI integration. The model explained 32.4% of the variance in student satisfaction and 68.1% in AI integration. Open-ended responses highlighted pedagogical judgement, practical professional development, ethical validation, equitable access, rapid feedback, and practice-oriented simulation. The conclusions are limited to student perceptions and the participating schools in this context.

Technology Needs and Readiness as Predictors of Vocational Students' Satisfaction with AI-Powered Adaptive Learning Systems

2026-04-21T16:53:17+08:00

The current vocational education curriculum faces significant challenges due to its inability to keep pace with the rapid development of technology-based industries. Innovative solutions, such as AI recommendation systems, are needed to bridge the gap by presenting relevant, personalized, and cutting-edge materials. This study aims to explain the influence of technological needs and readiness on the benefits, feature mapping, and their impact on consumer satisfaction of vocational students in AI recommendation systems. A quantitative approach with a causal associative research type was employed in this study. The population in this study were vocational students spread across four vocational education institutions in Aceh, namely the Aceh Polytechnic, the West Aceh State Community Academy, the South Aceh Polytechnic, and the Lhokseumawe State Polytechnic. The minimum sample size for the main study was determined by the Inverse Square Root Method (ISRM) based on the outcomes of the pilot study, for which data were collected from 183 respondents. The data were analyzed using Structural Equation Modeling-Partial Least Squares (SEM-PLS). The results explain that technological needs and readiness significantly influence the expected benefits and feature mapping, which ultimately increases vocational students' satisfaction with the AI recommendation system. Thus, it can be concluded that the success of an AI system depends on a deep understanding of user needs and expectations, not just on its technical sophistication.

Collaborative Guidance and Counseling and Bullying Prevention in Southeast Asian Schools: The Mediating Role of Social Support Systems

2026-03-11T14:11:52+08:00

Bullying in schools is a serious issue that can disrupt students’ social, emotional, and academic development. Therefore, comprehensive prevention efforts involving multiple stakeholders within the educational environment are required. This study aims to analyze the role of social support systems in the relationship between collaborative guidance and counseling and bullying prevention in schools. This research employed a quantitative approach using a survey method involving 612 secondary school students from three Southeast Asian countries: Indonesia (214 students), Malaysia (198 students), and Thailand (200 students). The respondents consisted of 52% females and 48% males, aged between 14 and 17 years. Data were analyzed using Structural Equation Modeling based on Partial Least Squares (PLS-SEM) and multi-group analysis to examine the consistency of the model across countries. The results indicate that collaborative guidance and counseling has a positive and significant effect on bullying prevention. Furthermore, collaborative guidance and counseling also shows a strong influence on the social support system, which in turn has a significant effect on bullying prevention. Mediation analysis reveals that the social support system functions as a partial mediator in the relationship between collaborative guidance and counseling and bullying prevention. Cross-country analysis demonstrates that the proposed model is consistent across Indonesia, Malaysia, and Thailand, indicating the stability of the relationships among variables across different cultural contexts. These findings highlight the importance of a collaborative guidance and counseling approach supported by a strong social support system in creating a safe and bullying-free school environment