International Conference in Education and Vocation: Multicultural and Inclusive Approaches
The International Conference in Education and Vocation: Multicultural and Inclusive Approaches (ICEV-MIA) 2026 serves as a collaborative platform for educators, researchers, policymakers, practitioners, and students to explore innovative strategies and solutions to address global challenges in education and vocational training. Building on the success of previous conferences, ICEV-MIA 2026 embraces the theme "Global Challenges in Education and Vocation: Bridging the Gap with Multicultural and Inclusive Approaches", which highlights inclusive approaches in education and vocational training for learners from diverse cultural backgrounds. The theme focuses on adapting teaching methods to be inclusive and relevant, particularly in multicultural contexts, while emphasizing the importance of equitable education for all.
STRENGTHS-BASED GROUP PSYCHOEDUCATION WITH INCLUSIVE PRINCIPLES TO DEVELOP UNIVERSITY STUDENTS' SELF-DETERMINATION
Inclusive higher education requires support systems that enable students with diverse abilities and learning needs to participate meaningfully and to act as agents in their academic, social, and career development. Although inclusive policies have expanded access, access alone does not automatically strengthen students' self-determination. Many students still experience difficulty in making choices, regulating behaviour, expressing needs, building confidence, and using self-knowledge to plan meaningful goals. This conceptual article, refines a model of Strengths-Based Group Psychoeducation with Inclusive Principles to develop university students' self-determination. The model synthesizes Causal Agency Theory and the functional model of self-determination, strengths-based counselling, psychoeducational group practice, and inclusive education principles. Psychoeducation is positioned as the intervention structure, strengths-based processes as the core developmental activities, and inclusive principles as the ethical and contextual foundation. The model targets four essential characteristics of self-determined behaviour: autonomy, self-regulation, psychological empowerment, and self-realization. It operates through five core processes: inclusive group alliance, strengths assessment and SWOB analysis, exploration of hopes and personally meaningful goals, strengths-based action planning, and construction of a positive self-identity. The article contributes to guidance and counselling by offering a theoretically coherent and practically applicable framework for developing student agency in inclusive higher education.
strengths-based counselling; group psychoeducation; inclusive education; self-determination; higher education
Copyright (c) 2026 International Conference in Education and Vocation: Multicultural and Inclusive Approaches
THE EFFECTIVENESS OF THE CAMPUS EMERGENCY RESPONSE SYSTEM FROM THE PERSPECTIVE OF BACHELOR OF APPLIED SCIENCE IN OCCUPATIONAL SAFETY AND HEALTH STUDENTS
The campus emergency response system is an essential component of safety management aimed at minimizing injuries, losses, and panic during emergency situations such as fires, earthquakes, accidents, or other crises. This system includes written policies, standard operating procedures (SOPs), evacuation routes, assembly points, emergency facilities and equipment, response teams, and coordinated crisis communication mechanisms. The effectiveness of an emergency response system is not solely determined by the availability of documented procedures but also by the level of awareness, understanding, and preparedness of the academic community in implementing them. This study aims to analyze the effectiveness of the campus emergency response system from the perspective of students enrolled in the Bachelor of Applied Science in Occupational Safety and Health (OSH) program, as they possess foundational competencies in safety management. The research employed a quantitative approach with a descriptive-analytic design. Respondents were selected using a total sampling technique. Data were collected through a structured questionnaire measuring perceptions of policy implementation, emergency facilities, training and socialization programs, evacuation simulations, and system readiness. Data analysis was conducted using descriptive and inferential statistical methods to assess the perceived effectiveness of the system. The expected outcomes of this study include a comprehensive evaluation of the campus emergency response system’s effectiveness and strategic recommendations to strengthen campus resilience and promote a sustainable safety culture within higher education institutions.
Emergency response system, Campus safety, Emergency preparedness, Occupational Safety and Health Students, Safety Management, Safety Culture.
THE EFFECTIVENESS OF THE OCCUPATIONAL SAFETY AND HEALTH (OSH) COMMUNICATION AND PROMOTION COURSE IN IMPROVING SAFETY BEHAVIOR AMONG OCCUPATIONAL SAFETY AND HEALTH STUDENTS
The development of safety behavior is a fundamental objective in Occupational Safety and Health (OSH) education, as students are prepared to become future safety professionals and agents of change in the workplace. The OSH Communication and Promotion course plays a strategic role in fostering safety values, attitudes, and behaviors through persuasive and educational communication approaches. This study aims to analyze the effectiveness of the OSH Communication and Promotion course in improving the safety behavior of Occupational Safety and Health students. This research employed a quantitative approach using a quasi-experimental design with a one-group pretest–posttest model. In this design, students’ safety behavior was measured before and after participating in the course, without a control group. The respondents consisted of OSH students enrolled in the course during the current semester. Data were collected using a structured questionnaire assessing two primary dimensions of safety behavior: safety compliance (adherence to safety procedures) and safety participation (active involvement in safety-related activities). Data analysis was conducted using a paired sample t-test to determine significant differences between pretest and posttest scores.The findings indicate a significant improvement in students’ safety behavior after completing the course. These results suggest that communication-based learning, participatory discussions, and practical safety promotion activities effectively enhance safety behavior and strengthen students safety mindset as prospective OSH professionals.
Occupational Safety and Health (OSH), safety behavior, safety compliance, safety participation, communication-based learning, safety promotion.
UNVEILING LANCANG KUNING UNIVERSITY STUDENTS’ PERCEPTIONS TO SUPPORT ACADEMIC WRITING THROUGH AI CHATBOTS
The ability to master English facilitates intercultural interactions and becomes a much-needed skill in various professional fields. Especially in the academic context of students who study English as a Foreign Language (EFL). This study aims to identify the Lancang Kuning university students’ perceptions toward the use of AI chatbots in supporting academic writing. This study employed quantitative approach to ascertain and delineate the students’ perceptions to support academic writing among EFL students and by administered questionnaire to 23 participants. To discover the relationship between students' perceptions and their writing ability, an essay writing task and rubric-based assessment were administered to the students. After analysis using SPSS, a significant correlation was found between perceptions and academic writing ability. The analysis results showed a correlation coefficient value of r = 0.527 with a significance value of 0.010. The significance value is <0.05., H₀ is rejected and H₁ is accepted. A positive correlation coefficient value indicates that the higher students' perceptions of AI chatbots, the higher their academic writing skills. In addition, a correlation value of 0.527 indicates a positive relationship at a moderate level (moderate correlation). Furthermore, this study provides an empirical overview of the dynamics of AI use in the early stages of its adoption in the local academic environment.
AI chatbots, EFL students, academic writing, perception
THE EFFECTIVENESS OF BUSY BOOK MEDIA IN IMPROVING THE ABILITY TORECOGNIZE NUMBER SYMBOLS 1 TO 5 AMONG CHILDREN WITHMILD INTELLECTUAL DISABILITIES
This study aimed to determine whether busy book media is effective in improving the ability to recognize number symbols from 1 to 5 among children with mild intellectual disabilities. The study employed an experimental method using a Single Subject Research (SSR) design with an A-B-A format. Data were analyzed using visual graph analysis. The results of data analysis from 17 observation sessions conducted under three conditions showed that the baseline phase (A1) yielded scores of 0%, 0%, and 0%. During the intervention phase (B), the scores increased to 20%, 20%, 40%, 60%, 40%, 60%, 60%, and 60%. Finally, in the second baseline phase (A2), the scores were 40%, 60%, 80%, 60%, 60%, and 60%. The findings indicate that the ability to recognize number symbols from 1 to 5 improved after the implementation of busy book media for a student with mild intellectual disabilities in Grade I/C at SLBN 1 Painan.
THE EFFECT OF BIOLOGICAL RISK LITERACY ON THE HYGIENE BEHAVIOR OF OCCUPATIONAL SAFETY AND HEALTH VOCATIONAL STUDENTS
Biological risks are one of the main hazards in Occupational Safety and Health (OHS) practices, particularly in practice-based vocational learning that demands consistent hygiene behavior. This study aims to analyze the effect of biological risk literacy on the hygiene behavior of Occupational Safety and Health vocational students. The study used a quantitative approach with a cross-sectional design on 32 students selected through proportional random sampling. Data were collected using a structured questionnaire that had been tested for validity and reliability, then analyzed using simple linear regression at a significance level of 0.05. The results showed that biological risk literacy significantly influenced student hygiene behavior (p < 0.05), contributing 5% to the variation in hygiene behavior. Students with better biological risk literacy tended to demonstrate more optimal hygiene practices, including adherence to hand hygiene, use of personal protective equipment, and biological waste management. These findings underscore the importance of strengthening biological risk literacy through practical application in the vocational occupational health and safety (K3) curriculum to foster sustainable preventive behaviors.
STUDENTS’ PERCEPTIONS OF ICT INTEGRATION IN LEARNING ARGUMENTATIVE TEXT IN MAN 2 MODEL KOTA PEKANBARU
The integration of Information and Communication Technology (ICT) in English as a Foreign Language (EFL) learning has become increasingly important in modern education. In learning argumentative text, students are required to think critically, construct logical arguments, and organize ideas clearly. The use of digital technology is considered helpful in supporting this learning process. However, the effectiveness of ICT integration largely depends on how students perceive its usefulness and ease of use. Therefore, this study aims to investigate students’ perceptions of ICT integration in learning argumentative text at MAN 2 Model Kota Pekanbaru. This research employed a quantitative descriptive design. The participants were 72 eleventh-grade students in the 2025/2026 academic year. Data were collected through a 30-item questionnaire using a five-point Likert scale distributed via Google Forms. The instrument focused on three main indicators: perceived usefulness, perceived ease of use, and student engagement. The data were analyzed using descriptive statistics, particularly mean and standard deviation, with the help of SPSS version 26. The findings show that students generally have positive perceptions toward ICT integration, with an overall mean score of 3.60, which falls into the high category. Among the indicators, perceived usefulness obtained the highest mean score (3.65), followed by perceived ease of use (3.60) and student engagement (3.54). These results indicate that students believe ICT helps them understand learning materials, access information more easily, and participate more actively in learning activities. In conclusion, ICT integration contributes positively to students’ learning experiences in argumentative text within the EFL classroom and can support the development of students’ engagement and writing skills.
A STUDY OF NATURAL LIGHTING EFFICIENCY AS A SUSTAINABILITY INDICATOR
This functional change significantly alters the building's spatial configuration, including façade orientation, opening positions, and interior spatial layout, which in turn directly affects the quality of daylighting within the building. This study aims to examine daylighting efficiency in type-36 houses converted to commercial use as a primary sustainability indicator. The methods employed combine field measurements using a lux meter at representative sampling points, daylighting simulation using Dialux Evo software, and comparative analysis against the SNI 03-6575-2001 illuminance standard — used as a minimum visual comfort reference despite being originally intended for artificial lighting — and GBCI as the sustainability target. Three sample converted buildings in a middle-class residential area in Pekanbaru City, with varying building orientations relative to the sun, were selected as research objects. Analysis showed that façade modifications, primarily the closure of original window openings and the addition of massive commercial signage, reduced the effective opening area to below 10% of the floor area. Simulation results showed interior illuminance levels ranging from 50–180 lux at peak daytime hours, far below the 250 lux standard (SNI baseline) and 300–500 lux (GBCI target) required for commercial spaces. Consequently, 72% of the converted buildings failed to meet the minimum SNI 03-6575-2001 illuminance standard, and none met the GBCI requirements (at least 30% of work area ≥300 lux or DF ≥2%), resulting in heavy dependence on artificial lighting and inefficient electricity consumption. Based on these findings, the study recommends daylighting retrofitting strategies tailored to spatial constraints, such as the application of light shelves, modular skylights, and transparent materials on vertical partitions to improve the daylight factor without compromising privacy and commercial function. These findings are expected to contribute to the development of design guidelines for residential-to-commercial adaptation oriented toward energy sustainability principles in tropical urban areas.
NAVIGATING CULTURAL DIVERSITY IN EFL CLASSROOMS: TEACHERS’ PERSPECTIVES ON CHALLENGES AND PEDAGOGICAL STRATEGIES
This study examines the challenges and pedagogical strategies involved in navigating cultural diversity in English as a Foreign Language (EFL) classes from teachers' perspectives. Teachers are under growing pressure to manage a variety of language, cultural, and social backgrounds while preserving efficient teaching and learning procedures as multicultural student populations continue to expand. The purpose of this study is to investigate the main challenges teachers face and the strategies they use to create inclusive and effective learning environments. Semi-structured interviews and classroom observations with EFL instructors from higher education settings were used in this qualitative method. To find trends in intercultural communication, classroom management, and teaching methods, the data were subjected to thematic analysis. The results show that teachers face a variety of challenges, including disparities in student participation, cultural misconceptions, communication methods, and language proficiency. These problems frequently affect both the overall effectiveness of collaborative learning and student engagement. Teachers exhibit adaptive pedagogical practices despite these obstacles, such as using culturally responsive teaching, fostering collaborative learning, modifying instructional resources, and encouraging respect among students. To promote meaningful engagement and minimize potential tensions in multicultural classrooms, teachers' intercultural knowledge and adaptability are crucial. By offering empirical insights into instructors' lived experiences, this study advances the fields of EFL and multicultural education. The results have important implications for developing inclusive teaching strategies and improving teacher readiness in culturally diverse classrooms.
MULTICULTURAL, INCLUSIVE, AND CULTURALLY DIVERSE EDUCATION THROUGH A LIVING CURRICULUM: A CASE STUDY IN GREEN SCHOOL BALI
Increasing cultural heterogeneity in contemporary education systems poses significant challenges for developing curriculum policy that is simultaneously multicultural, inclusive, and contextually responsive. Existing approaches often remain fragmented, treating diversity, inclusion, and sustainability education as separate domains while insufficiently incorporating local knowledge systems. This study examines how a living curriculum model implemented by Green School Bali contributes to the reconceptualization of curriculum policy as an eco-spiritual and adaptive curriculum framework. A qualitative case study design was employed at Green School Bali. Data collection involved in-depth interviews with curriculum leaders and educators and analyzed using thematic analysis to identify patterns in governance, pedagogical practices, and the integration of cultural and ecological values within environmental education. The findings suggest that the curriculum operates as a dynamic and adaptive system characterized by strong teacher agency and continuous engagement with environmental and community contexts. Learning processes emphasize experiential and place-based learning, fostering intercultural understanding and inclusive participation. Local philosophical frameworks, including Tri Hita Karana and Sad Kerthi, are embedded in practice, integrating spiritual, social, and ecological dimensions. This approach supports holistic learner development, including cultural awareness, environmental responsibility, and ethical engagement. Despite these strengths, challenges remain in maintaining curriculum coherence, addressing linguistic diversity, and ensuring consistency within decentralized governance contexts. This study advances an eco-spiritual and adaptive framework for curriculum policy, offering a context-sensitive model for strengthening multicultural, inclusive, and sustainability-oriented education.
Multicultural Education, Inclusive Pedagogy, Adaptive Curriculum; Eco-Spiritual Education; Decolonial Knowledge Frameworks
Innovation is the process of improving the quality of life and overall human progress. Innovation is an idea or method developed to solve a specific problem, and thus, innovation can be said to be subjective and specific. Innovation in education, particularly in technology-based learning, is key to improving the quality of education and meeting the evolving needs of students in today's increasingly advanced digital era, while simultaneously expanding access to education and creating more effective and engaging learning methods. 21st-century or digital age education standards for teachers and students are inseparable from the application of technology in learning. Therefore, teachers must possess competencies related to the use of digital technology, which is transforming education today. Technology has become a key driver of transformation in the world of education. This change is evident in various aspects, from learning methods to educational management.
THE EFFECTIVENESS OF THE TRADITIONAL ENGKLEK GAME IN IMPROVING SENSORY INTEGRATION SKILLS IN CHILDREN WITH AUTISM
Children with autism often experience obstacles in sensory integration, especially in the tactile aspect, which is characterized by an avoidant response to touch stimuli. This study aims to determine the effectiveness of the traditional hopscotch game modified with a textured surface as an intervention to improve tactile sensory integration skills in children with autism. This study used the Single Subject Research (SSR) method with an A–B–A design consisting of a baseline phase (A1), intervention (B), and baseline (A2), which was carried out in 12 sessions with one research subject. Data collection was carried out through structured observations of children's abilities in stepping on textured surfaces and maintaining foot contact for a certain duration. Data were analyzed using visual analytic techniques to examine changes in direction, level, and stability between phases. The results showed a gradual increase in tactile sensory integration abilities during the intervention phase, with scores reaching 83.3 % and exceeding the minimum criterion of 70%. Although there was a decline in the final baseline phase, abilities did not return to baseline, indicating a sustained intervention effect. These findings indicate that the traditional textured hopscotch game is effective in improving tactile sensory integration abilities through a combination of sensory stimulation and meaningful and enjoyable motor activities. This research contributes to the development of culturally relevant, contextually relevant, and applicable play-based sensory interventions for children with autism.
STRATEGY OF GUIDANCE AND COUNSELING SERVICES IN DEVELOPING STUDENTS SELF-RESILIENCE IN HIGHER EDUCATION
The increasing academic demands and socio-cultural challenges in higher education have made students more vulnerable to stress, anxiety, and low adaptability, highlighting the importance of self-resilience as a crucial psychological capacity. However, many students still lack the ability to cope effectively with academic pressures and diverse campus environments. This study aims to explore and analyze the strategies of guidance and counseling services in developing students’ self-resilience in higher education. This research employed a qualitative approach with a descriptive design. Data were collected through in-depth interviews, observations, and documentation involving counseling lecturers and students at a university. The data were analyzed using thematic analysis to identify key patterns and strategies implemented in counseling services. The findings indicate that effective strategies include preventive, developmental, and remedial counseling services, the integration of multicultural approaches, and the use of both face-to-face and digital counseling methods. These strategies contribute significantly to enhancing students’ ability to adapt, manage stress, and maintain psychological well-being. The study contributes to the development of a more comprehensive and context-based counseling service model that supports student resilience in diverse higher education settings.
A CORRELATION BETWEEN ONLINE INDEPENDENT LEARNING AND PEDAGOGICAL SELF-EFFICACY AMONG PRE-SERVICE TEACHERS OF ENGLISH
Online learning requires pre service teachers to develop a high level of learning independence in order to manage the learning process effectively. In teacher education contexts, Online Independent Learning plays an important role in shaping Pedagogical Self Efficacy, which refers to students‟ beliefs in their ability to plan, implement, and evaluate instructional activities. This study aims to examine the correlation between Online Independent Learning and Pedagogical Self Efficacy among pre service teachers in the English Education Study Program, Faculty of Teacher Training and Education, Universitas Lancang Kuning.This study employed a quantitative correlational design involving 55 students as respondents. Data were collected using Online Independent Learning and Pedagogical Self Efficacy questionnaires and analyzed using Spearman Rank Correlation because the data were not normally distributed. The results showed a significance value of 0.000 < 0.05 with a correlation coefficient of 0.769, indicating a positive and strong correlation between the two variables. These findings confirm that higher levels of online independent learning are associated with higher levels of pedagogical self efficacy, highlighting the importance of strengthening learning independence in online learning environments to support the pedagogical competence development of pre service teachers.
Online Independent Learning, Pedagogical Self Efficacy, Pre Service Teachers
ANALYZING USE OF TECHNOLOGY-ASSISTED LANGUAGE LEARNING AND THE EFFECT ON STUDENTS’ ENGLISH SPEAKING SKILLS
English speaking skill is crucial, yet it's still low. One of factors contributed is teaching method. This study aims to determine: 1) how Technology-Assisted Language Learning is used to teach speaking English; and 2) how students' English speaking skills are affected both before and after Technology-Assisted Language Learning is used, 3) to determine whether using Technology-Assisted Language Learning significantly affects the students’ ability to speak English. The study used a pre-experimental design with a single group pre-test and post-test. The 295 students in the tenth grade at SMA Negeri 8 Padangsidimpuan make up the population of this study. Purposive sampling was used to select a sample of 31 students from class X-8. Tests and observation sheets are the tools used to gather data. With a mean score of 85.88%, the observation reveals that the use of Technology-Assisted Language Learning is classified as “Very Good”. When students use Technology-Assisted Language Learning, their speaking becomes “Good” from “Enough”. Asymp. Sig. (2-tailed) = 0.000 < 0.05 is the Wilcoxon Signed Ranks Test result, indicating that Ha is accepted. We may conclude that students’ English speaking is significantly impacted by Technology-Assisted Language Learning.
Technology-Assisted Language Learning (TALL); students’ ability; speaking English skill; teaching method; The effect
THE EFFECT OF IMPLEMENTING AN INDUSTRY-BASED LEARNING MODEL ON EFI ENGINE TUNE-UP COMPETENCE IN AUTOMOTIVE VOCATIONAL HIGH SCHOOLS
The vocational education process in Indonesia continues to face crucial challenges related to the issue of link and match, where there is often a gap between the competencies of vocational high school (SMK) graduates and the actual standards required by the workforce, particularly in automotive engineering. Conventional learning that has not fully integrated industrial work culture results in graduates lacking optimal job readiness. This study aims to analyze the effect of implementing an industry-based learning model on improving students’ competencies in EFI Engine Tune-up material. The research method employed is a quantitative approach with a quasi-experimental design using a control group with pretest and posttest. The sample consisted of two classes of automotive students, divided into an experimental class receiving industry-based learning and a control class receiving conventional learning methods. Data were collected through vocational competency tests and analyzed using normality tests, homogeneity tests, and hypothesis testing with the Independent Sample t-test. The results show a significant difference in learning outcomes, where the experimental class achieved an average post-test score of 86.50, higher than the control class with an average of 74.20. Statistical analysis indicates a significance value of less than 0.05, meaning the hypothesis is accepted. It can be concluded that the Industry-Based Learning Model is effective in improving EFI Engine Tune-up competence, as it successfully integrates technical skills (hard skills) and operational discipline (soft skills) in accordance with industry standards. Therefore, this model is recommended for wider implementation in vocational high schools.
Industry-Based Learning Model, Student Competence, EFI Engine Tune-up, Automotive Vocational School
BLENDED LEARNING TRENDS, THEMES, AND FUTURE DIRECTIONS: A BIBLIOMETRIC ANALYSIS 2019-2024
An exploratory overview of blibiometric analysis on trends, themes and directions of future research on blended learning for the period 2019-2024. To conduct the analysis, we used the PRISMA approach and a systematic selection of articles from Scopus: the toolkit consisted of 200 articles and allowed us to gain an understanding of the trends in the manifestation of this concept over the past 6 years. Out of 73 blended learning themes, we found an increase in the number of publications by 2022. China is the country with the largest contribution, 45 articles indexed, while Tlili A. is the most cited author, 287, and Hwang G.-J. produced 5 articles, with the highest number. The analysis revealed that of all the learning delivery strategies, blended learning has become the most influential strategy in education policy today especially after the pandemic. Blended learning tends to overcome the problems of technological fatigue and social isolation. Therefore, long-term research is needed to determine the optimal approach in terms of technological strategy implementation and future development of support.
Blended Learning, Bibliometrik, trend, themes, future direction
THE ROLE OF GUIDANCE AND COUNSELING IN THE SELF-ADJUSTMENT OF CHILDREN WITH SPECIAL NEEDS IN HIGH SCHOOL LEVEL INCLUSION SCHOOLS IN PEKANBARU CITY
This study aims to examine the role of guidance and counseling (BK) in supporting the adjustment of children with special needs (ABK) in inclusive high schools in Pekanbaru City. Children with special needs are individuals with characteristics that differ from those of children in general, both physically, intellectually, socially, and emotionally, and therefore require appropriate educational services. In inclusive education, the adjustment of children with special needs includes the ability to manage emotions, control behavior, and build positive social interactions. This study used a Systematic Literature Review (SLR) method with a qualitative descriptive approach to relevant scientific articles reviewed since 2020. The results indicate that BK services play a strategic role in supporting the adjustment of children with special needs through systematic services such as class guidance, individual and group counseling, and collaboration with teachers and parents. Furthermore, limited teacher knowledge and limited facilities were found to be major barriers to inclusive education. However, training and outreach have been shown to improve teacher competence, empathy, and the ability to develop Individual Learning Programs (IPPs). The presence of shadow teachers also plays a crucial role in improving student focus, communication, and engagement in learning, although consistent support is still needed. The implementation of PPI supports more targeted learning tailored to student needs, but still faces challenges such as limited teaching staff and parental involvement. Therefore, optimizing guidance and counseling services, improving teacher capacity, and ongoing collaboration are key to the success of inclusive education and the adjustment of children with special needs.
guidance and counseling, children with special needs, adjustment, inclusive education, individual learning program.
THE CORRELATION BETWEEN PRESERVICE TEACHERS’ CREATIVITY AS A PART OF 4C SKILLS AND WRITING PERFORMANCE AT ENGLISH LANGUAGE EDUCATION
21st-century skills, particularly the 4Cs (critical thinking, communication, collaboration, and creativity), have become a major focus in higher education, including in academic writing instruction. Creativity is often considered a factor that can enhance the quality of students’ writing. However, the relationship between creativity and writing performance among prospective English teacher students still requires empirical evidence. This study aims to determine whether there is a correlation between creativity and students’ writing performance in the English Language Education Study Program. This study employed a quantitative method with a correlational design. The research subjects consisted of 53 third- and fifth-semester students who had completed the Argumentative Writing course. Creativity data were collected through a questionnaire, while writing performance data were obtained from students’ writing assignment scores. Data analysis was conducted using the Spearman Rank correlation test. The results showed a correlation coefficient of r = -0.191 with a significance value of 0.170 (p > 0.05). This indicates that there is no significant correlation between creativity and writing performance. The very weak and non-significant correlation suggests that creativity is not a primary factor determining academic writing quality. Writing performance is likely more influenced by linguistic aspects such as grammar, vocabulary, organization, and coherence. Based on these findings, it can be concluded that creativity does not have a significant relationship with students’ writing performance in this study.
4c skills, Correlational Study, Creativity Skills, EFL Context, Preservice Teachers, Writing Performance
ANALYSIS OF THE POTENTIAL OF LOCAL WISDOM OF LUBUK LARANGAN IN SUNGAI SALAK, RAMBAH SAMO DISTRICT, AS A BIOLOGY LEARNING RESOURCE
This study aims to analyze the potential of the local wisdom of Lubuk Larangan in Sungai Salak, Rambah Samo District, as a biology learning resource for Senior High School (SMA). Lubuk Larangan represents a form of community-based local wisdom in managing and conserving aquatic resources that embodies ecological, social, and cultural values. This research employed a descriptive qualitative approach with a case study method, involving traditional leaders, village officials, and members of the Sungai Salak community as research subjects. Data were collected through observation, interviews, and documentation, and were analyzed descriptively through data reduction, data display, and conclusion drawing. The findings reveal that Lubuk Larangan has strong potential to be utilized as a biology learning resource, as reflected in its environmental conservation values, biodiversity, interactions between living organisms and their environment, and customary regulations that support river ecosystem preservation. Moreover, it is relevant to several biology topics, including ecosystems, biodiversity, food chains, and environmental conservation. The utilization of Lubuk Larangan as a learning resource can provide contextual learning experiences, enhance students’ conceptual understanding, and foster environmental awareness. Therefore, the local wisdom of Lubuk Larangan in Sungai Salak is highly feasible to be implemented as a contextual and environment-based biology learning resource that supports meaningful learning.
local wisdom, lubuk larangan, biology learning resource
LEVEL OF SELF MEDICATION KNOWLEDGE OF CHILDREN FEVER AMONG PARENTS IN RIAU
Self-medication in the context of health maintenance is a widely practiced communal effort to alleviate health concerns, therefore its importance should not be underestimated. Fever occurs when the body's temperature rises above 37℃. The purpose of this study was to determine the level of knowledge of parents' self-medication of fever in children, as well as the sociodemographic relationship between the two at Andalan Jaya Pharmacy Pekanbaru. This is a quantitative descriptive research methodology. The study used a total sampling system. This study included all patients who visited the Andalan Jaya pharmacy in Pekanbaru and had self-medicated, for a total of 90 respondents. Data was collected through questionnaires.The results showed that the level of knowledge of self-medication for fever in children was good (75.6%), sufficient (23.3%), and less (1.1%). The Chi square analysis results for gender and occupation were more than 0.05, indicating that there was no a significant relationship with self-medication knowledge. The Rank Spearman analysis results for the variables of age and education showed p value of 0.497 and 0.787, indicating that there was no significant relationship with the level of knowledge of self-medication, whereas the income factor obtained a p value of 0.039, indicating that it had a significant relationship with the level of knowledge of self-medication at Andalan Jaya Pharmacy in Pekanbaru.
Knowledge, Self-Medication of Parents, Children Fever
ENGLISH TEACHERS’ PERCEPTIONS OF DEEP LEARNING IN SENIOR HIGH SCHOOLS IN PEKANBARU
Deep learning is increasingly emphasized as a pedagogical direction to enhance learning quality through meaningful, reflective, and competence oriented learning. This research investigated senior high school English teachers’ perceptions of deep learning in Pekanbaru using a descriptive quantitative survey design. Data were collected using a four point Likert Scale questionnaire distributed through MGMP (Musyawarah Guru Mata Pelajaran), a local professional forum for English teachers in Pekanbaru, Indonesia. A total of 30 teachers participated voluntarily. The instrument consisted of 20 items across five indicators: conceptual understanding, perceived relevance and benefits, perceived feasibility and readiness, School Support, and challenges. Content validity was assessed through expert judgment by two lecturers, and reliability indicated excellent internal consistency (Cronbach’s alpha = 0.952). Data were analyzed using IBM SPSS Statistics Version 27 with descriptive statistics, including mean, median, mode, standard deviation, variance, minimum, maximum, and range. Overall perceptions were in the Strongly Agree range (M = 3.3783; median = 3.4500; mode = 3.80; SD = 0.40443; variance = 0.164; min = 2.45; max = 4.00; range = 1.55), indicating strong endorsement with relatively consistent responses. At the indicator level, perceived relevance and benefits showed the strongest endorsement in the Strongly Agree range (M = 3.5833; SD = 0.44689), while challenges showed the lowest mean in the Agree range (M = 3.1167; SD = 0.49451), which indicates comparatively weaker perceived adequacy of enabling conditions. Conceptual understanding (M = 3.4667; SD = 0.46763) and School Support (M = 3.4333; SD = 0.52083) were also in the Strongly Agree range. Perceived feasibility and readiness remained in the Strongly Agree range (M = 3.2917; SD = 0.52145) but were closer to the Agree boundary, which suggests uneven readiness across teachers. Overall, teachers strongly endorsed deep learning, but consistent implementation likely requires strengthened enabling conditions related to planning time, workload, assessment alignment, and sustained training support.
Deep Learning, Teachers’ Perceptions, English Language Teaching, Senior High School, Descriptive Quantitative Survey
THE ROLE OF MACHINE TRANSLATION IN ENHANCING ENGLISH LANGUAGE EDUCATION PROGRAM STUDENTS’ TRANSLATION PERFORMANCE AT UNIVERSITAS LANCANG KUNING
The introduction of Machine Translation (MT) tools like Google Translate and DeepL has been a major impact on translation methods in language instruction due to the rapid advancement of digital technology. The goal of this research is to look at how Machine Translation can enhance the translation abilities of students in the English Language Education Program at Universitas Lancang Kuning. The study used a qualitative descriptive methodology. Students who had finished courses in IT-Based Translation and Translation were interviewed in a systematic manner to gather data. Using Miles, Huberman, and Saldaña's qualitative analysis approach, which comprises data condensation, data presentation, and conclusion formulation and validation, the data were examined. The results show that machine translation is essential in a number of ways to aid students' translation skills. By helping pupils improve their translation accuracy, develop their editing and critical awareness, boost their efficiency and productivity in completing translation assignments, make complex texts easier to understand, and increase their confidence in translation tasks, MT helps students succeed in their translation studies. Since students are still conducting post-editing and critical analysis of the machine's output, they said that MT is used more as a supplementary aid than as the finished product of translation. When utilized thoughtfully and reflectively in translation instruction, these results suggest that Machine Translation can serve as a valuable cognitive and instructional support tool. As a result, MT integrated as an additional learning tool into university translation classes.
Machine translation, Translation Performance, Translation Learning, EFL Students, Technology in Translation
TRANSFORMING TRADITIONAL INSTRUCTION: EXAMINING STUDENTS’ PERSPECTIVES ON FLIPPED CLASSROOM IN A DIGITAL LITERACY ERA
The increasing integration of digital technology in education has accelerated the adoption of the flipped classroom model, which combines online learning activities with face-to-face instruction. In the context of the digital literacy era, students’ readiness and perceptions toward this instructional approach remain critical issues, particularly in English as a Foreign Language (EFL) classrooms. This study investigates junior high school students’ perceptions of the flipped classroom and examines its perceived effectiveness in supporting learning engagement and confidence. Employing a descriptive quantitative survey design, data were collected from 30 students through a validated five-point Likert-scale questionnaire and analyzed using descriptive statistical measures, including mean scores and frequency distributions. The findings indicate that students hold positive perceptions of the flipped classroom (M = 3.97), categorizing their responses within a high level of acceptance. Participants reported enhanced engagement, active participation, and greater learning confidence through the integration of online and in-class activities. Despite the limited sample size, the results suggest that the flipped classroom represents a pedagogically feasible approach for fostering learner autonomy and engagement in EFL contexts within the digital literacy era. Future research is recommended to employ experimental or mixed-method designs to further examine its impact on measurable learning outcomes.
Flipped Classroom, Digital Literacy Era, Students’ Perspectives, Transforming, Traditional Instruction
THE CORRELATION BETWEEN ACADEMIC SELF-EFFICACY AND STUDENTS’ HIGHER-ORDER THINKING SKILLS IN READING COMPREHENSION AT UNIVERSITAS LANCANG KUNING
In contemporary English as a Foreign Language (EFL) education, students are required not only to understand texts linguistically but also to demonstrate higher-order thinking skills (HOTS) such as analyzing, evaluating, and synthesizing information. Alongside cognitive competence, psychological factors particularly academic self-efficacy play a critical role in shaping students’ learning engagement and academic performance. However, empirical studies investigating the relationship between academic self-efficacy and HOTS in EFL reading contexts remain limited, especially in Indonesian higher education settings. This study aims to examine the correlation between academic self-efficacy and students’ higher-order thinking skills in reading comprehension. A quantitative correlational design was employed involving 91 students from the English Education Study Program at Universitas Lancang Kuning. Data were collected through validated questionnaires measuring academic self-efficacy and HOTS and analyzed using Pearson Product Moment correlation via SPSS version 26. The findings revealed a strong positive correlation between academic self-efficacy and HOTS (r = 0.716, p < .001). The coefficient of determination (R² = 0.513) indicates that academic self-efficacy contributes 51.3% to students’ higher-order thinking skills. These findings suggest that students’ beliefs in their academic capabilities significantly influence their cognitive performance in reading comprehension. The study highlights the importance of integrating motivational and cognitive instructional strategies to enhance critical literacy in EFL contexts.
Academic Self-Efficacy, Higher Order Thinking Skills, Reading Comprehension, Correlational Study
AI ABUSE BREAKS THE STRONG BELIEF IN THE POWER OF CRITICAL THINKING: THE PHENOMENON AMONG UNIVERSITY STUDENTS IN ACADEMIC WRITING
This study investigates the impact of artificial intelligence (AI) on students’ critical thinking and ethical awareness in academic writing through a Systematic Literature Review (SLR). The rapid adoption of AI tools such as ChatGPT, Grammarly, and Quillbot has significantly transformed writing practices in higher education. While AI enhances efficiency, organization, and language accuracy, it also introduces serious concerns regarding overreliance, reduced cognitive engagement, and academic dishonesty. A total of selected studies published between 2023 and 2025 were systematically reviewed and analyzed using a theory-driven approach, incorporating Critical Thinking Theory, Cognitive Load Theory, and Bloom’s Taxonomy. The findings reveal a paradoxical impact: AI facilitates writing performance but simultaneously weakens higher-order thinking skills, including analysis, evaluation, and synthesis. Furthermore, ethical challenges such as plagiarism, lack of originality, and data privacy risks emerge as significant issues. This study concludes that AI abuse contributes to diminishing students’ belief in their own critical thinking abilities. Therefore, higher education institutions must establish clear guidelines, promote AI literacy, and redesign assessment practices to ensure responsible AI integration.
BRIEF CAREER COUNSELING AS A PEDAGOGICAL STRATEGY TO FOSTER PLANNED HAPPENSTANCE SKILLS IN HIGHER EDUCATION
The increasing uncertainty in the contemporary career landscape requires university students to develop adaptive competencies, particularly Planned Happenstance Skills (PHS), to respond effectively to unplanned career opportunities. However, higher education practices often emphasize linear career planning rather than preparing students to navigate uncertainty. This paper proposes Brief Career Counseling as a pedagogical strategy to foster Planned Happenstance Skills in higher education. Adopting a conceptual approach, this study integrates perspectives from Planned Happenstance Theory and career counseling to develop a structured model. The analysis identifies three core mechanisms, namely exploration, reflection, and action, through which Brief Career Counseling facilitates the development of key competencies, including curiosity, persistence, flexibility, optimism, and risk-taking. The proposed model positions Planned Happenstance Skills as an integrated adaptive competency system that contributes to students’ career adaptability. Furthermore, the model introduces a dynamic and iterative relationship between counseling processes and adaptive outcomes, emphasizing continuous learning in uncertain career environments. This study contributes to the field by reframing career counseling as a pedagogical strategy rather than a supplementary support service. The findings provide a conceptual foundation for integrating counseling-based interventions into higher education learning design to support adaptive career development.
Brief Career Counseling; Planned Happenstance Skills; Career Adaptability; Pedagogical Strategy; Higher Education
EFFORTS TO REDUCE FLAPPING-TYPE STIMMING BEHAVIOR THROUGH SENSORY INTEGRATION THERAPY WITH BRUSHING TECHNIQUES IN GRADE 2 AUTISTIC CHILDREN AT KASIH IBU SPECIAL NEEDS SCHOOL
Children with autism often experience sensory processing disorders that impact the emergence of stimming behavior, one of which is flapping, so targeted sensory interventions such as sensory integration therapy with brushing techniques are needed. Sensory integration therapy focuses on providing tactile, proprioceptive, and vestibular stimulation that helps children regulate responses to sensory stimuli. In sensory integration therapy, there is a brushing technique that has been proven effective in helping children with autism to reduce stimming behavior. This study aims to determine whether sensory integration therapy with brushing techniques can reduce flapping type stimming behavior in children with autism. The subject in this study was a 2nd grade autistic child in the Kasih Ibu Special Needs School of Pekanbaru. This study used a Single Subject Research (SSR) experimental research type. The research design used was an A-B-A design where in the baseline phase (A1) observations were carried out 4 times, in the intervention phase (B) 8 times, and in the baseline phase (A2) 4 times. Observations were carried out through direct observation using a tally sheet as a data collection tool. The data was then analyzed using descriptive analysis techniques and presented in graphs and tables. The results showed a decrease in the frequency of flapping stimming behavior after sensory integration therapy intervention using the brushing technique. The pattern of data changes showed a clear difference between baseline and intervention conditions, with a downward trend in the intervention phase.
Autistic child, Flapping, Integration Sensory Therapy, brushing technique
PENGARUH PENERAPAN MODEL PEMBELAJARAN BERBASIS INDUSTRI PADA KOMPETENSI TUNEUP ENGINE EFI DI SMK PADA JURUSAN OTOMOTIF
Pada proses pembelajara kejuruan di Indonesia hingga saat ini masih dihadapkan tantangan krusial terkait isu link and match, di mana sering kali terdapat kesenjangan kompetensi antara tamatan SMK dengan standar aktual yang sesuai dengan kebutuhan dunia kerja, khususnya pada keahlian teknik otomotif. Pembelajaran konvensional yang belum mengintegrasikan budaya kerja industri secara utuh menyebabkan lulusan kurang memiliki kesiapan kerja yang optimal. Penelitian bertujuan untuk menganalisis pengaruh dalam menggunakan model pembelajaran yang mengacu pada industri terhadap peningkatan kompetensi siswa dengan materi Tune-up Engine EFI. Metode penelitian yang diterapkan adalah pendekatan kuantitatif dengan rancangan quasi-experimental menggunakan desain kelompok kontrol (pembanding) dengan pretest (ujian awal) dan posttest (ujian akhir). Sampel penelitian ini tersiri atas dua kelas siswa jurusan Otomotif, yang terbagi menjadi kelas perlakuan yang diberikan berupa model pembelajaran yang mengacu pada industri dan kelas pembanding dengan metode pembelajaran yang umum. Pengumpulan data dilakukan melalui tes kompetensi kejuruan yang selanjutnya dianalisis menggunakan uji normalitas, uji homogenitas,serta uji hipotesis menggunakan Independent Sample t-Test. Hasil penelitian menunjukkan terdapat perbedaan hasil belajar yang signifikan, di mana kelas eksperimen memperoleh rata-rata nilai post-test sebesar 86.50, lebih unggul dibandingkan kelas kontrol yang memperoleh rata-rata 74.20. Analisis statistik menunjukkan nilai signifikansi kurang dari 0.05, yang berarti hipotesis diterima. Dapat disimpulkan bahwa Model Pembelajaran Berbasis Industri terbukti efektif dalam meningkatkan kompetensi Tune-up Engine EFI, karena mampu menyelaraskan keterampilan teknis (hard skill) dan kedisiplinan operasional (soft skill) siswa sesuai standar industri, sehingga model ini direkomendasikan untuk diterapkan secara luas di SMK.
EFFECTIVENESS OF PICTURE STORY–BASED MINDFUL LEARNING IN IMPROVING CRITICAL THINKING SKILLS OF 5–6-YEAR-OLD CHILDREN
This study aims to examine the effectiveness of mindful learning based on picture stories in improving the critical thinking skills of children aged 5–6 years. The research employed a true experimental design with a pretest–posttest control group design. Participants consisted of 60 kindergarten children in Pekanbaru, divided into an experimental group (n = 30) and a control group (n = 30) using simple random assignment. Data were collected using an observation sheet of critical thinking skills covering four indicators: questioning, reasoning, cause–effect connection, and concluding. The instrument’s content validity index (CVI) was 0.89. Data were analyzed using an independent samples t-test after meeting normality and homogeneity assumptions. Results revealed a significant difference between the experimental and control groups (t(58) = 4.92, p < .001) with a large effect size (Cohen’s d = 0.85). The findings indicate that mindful learning based on picture stories effectively enhances young children’s critical thinking skills.