REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY

Challenges of the Modern World in the Educational Field: Mixed Methods on Depression, Anxiety & Stress, GPA, OCB & Dropouts Rate in UK, Ireland & Spain

2026-05-12T07:59:41+00:00

This study examines how depression, anxiety, and stress affect academic performance, Organizational Citizenship Behavior (OCB), and dropout risk among adolescents in technical and vocational education institutions across the United Kingdom, Ireland, and Spain. Given rising mental health concerns, educators and researchers prioritize understanding how these issues shape educational outcomes. A mixed-methods approach combined quantitative analysis and narrative inquiry. Quantitatively, Structural Equation Modeling (SEM) using IBM SPSS AMOS tested links between depression, anxiety, stress, Grade Point Average (GPA), OCB, and dropout risk using data from 1,456 students aged 15-18. Qualitatively, semi-structured interviews explored lived experiences and views on mental health and academic engagement. Results showed depression, anxiety, and stress significantly lowered GPA and OCB while increasing dropout risk. Stress was the strongest predictor across outcomes. Qualitative themes included emotional overload, academic fatigue, social withdrawal, and institutional troubles. Students reported stress as the most immediate influence on learning, social participation, and educational persistence. Cross-national comparisons showed consistent relationships, though effect sizes varied by educational and socio-cultural context. The study concludes mental health is a major driver of educational success and retention in vocational education, supporting broad mental health interventions, early support mechanisms, and policy actions to improve student well-being, academic outcomes, and long-term educational trajectories.

The Role of Islamic Religious Education Teachers and Parents in the Formation of Student Morals After the COVID-19 Pandemic at Muhammadiyah Plus Salatiga Junior High School in 2023

2026-05-20T02:26:03+00:00

The COVID-19 pandemic brought significant changes to students’ learning environments and social interactions, creating new challenges for moral development. This study aims to examine the role of Islamic Religious Education (PAI) teachers and parents in shaping students’ morals after the COVID-19 pandemic at Muhammadiyah Plus Salatiga Junior High School in 2023. This study employed a descriptive qualitative field research design. The subjects were PAI teachers and parents of students at Muhammadiyah Plus Salatiga Junior High School. Data were collected through in-depth interviews and observations, while data analysis consisted of data reduction, data presentation, and conclusion drawing. The findings revealed that PAI teachers contributed to students’ moral formation by acting as organizers, correctors, motivators, and facilitators. Parents supported moral development by helping students establish positive habits, providing role models, and supervising activities related to moral values. The moral formation process was supported by teacher competence, a conducive school environment, a supportive curriculum and learning materials, and active parental involvement. However, several factors hindered this process, including negative environmental influences, the uncontrolled use of technology and social media, limited parental involvement, family conflicts, lack of parental attention, and inadequate understanding of religious and moral values. The study highlights the importance of collaboration between schools and families in fostering students’ moral development in the post-pandemic era.

The Effect of the Use of Gadgets as a Learning Resource on Economic Learning Outcomes Reviewed from the Critical Thinking of Class X Students of SMAN 107 East Jakarta

2026-06-04T08:33:33+00:00

This study examined the influence of gadget utilization as a pedagogical resource and critical thinking on economic learning outcomes among 140 tenth-grade students at SMAN 107 East Jakarta. Grounded in the Unified Theory of Acceptance and Use of Technology (UTAUT), the research employed a quantitative survey design. Primary data were collected via closed-ended questionnaires, while secondary data were obtained from summative assessments. Path analysis using SPSS version 25 revealed four key findings: (1) gadget use directly and positively affected learning outcomes (coefficient = 0.345); (2) critical thinking directly and positively influenced learning outcomes (coefficient = 0.520); (3) gadget use directly and positively enhanced critical thinking (coefficient = 0.527); and (4) critical thinking significantly mediated the relationship between gadget utilization and learning outcomes, with an indirect effect of 0.274 (p < 0.05). These results affirm that integrating gadgets as learning tools, alongside fostering critical thinking skills, substantially improves student academic performance. The study underscores the importance of technology acceptance and cognitive development in educational settings, aligning with UTAUT’s emphasis on performance expectancy and facilitating conditions. Practical implications suggest that educators should strategically incorporate gadgets to promote higher-order thinking, thereby maximizing learning gains. Future research may explore additional mediating variables and broader sample populations to generalize these findings.

iSpeak-Smart: A Differentiated Mobile Learning Medium for Public Speaking Courses to Stimulate Students’ Interpersonal Intelligence and Self-Regulated Learning

2026-06-23T04:25:13+00:00

The rapid transformation of vocational education demands innovative digital environments that cultivate professional communication and independent learning skills. Static, unstructured learning resources often lead to low interpersonal intelligence and self-regulated learning (SRL) among students. This study developed and tested the effectiveness of iSpeak-Smart, a knowledge-based mobile learning system designed to stimulate interpersonal intelligence and improve students’ SRL in an adaptive and personalized manner within the Public Speaking subject at SMK Negeri 1 Malang. This study employed the Research and Development (R&D) method using the ADDIE model, covering analysis, design, development, implementation, and evaluation stages. Quantitative data from validation results, practicality questionnaires, and test scores were analyzed using descriptive statistics and the N-Gain Score, while qualitative data were collected through interviews with teachers and students and validator suggestion sheets. iSpeak-Smart met the “very feasible” criteria for content, language, and graphics, with an average validation score above 88%. The media significantly increased students’ interpersonal intelligence in empathy, effective communication, and social interaction, and significantly improved SRL, particularly in planning, monitoring, and evaluating independent learning. It also increased learning motivation through differentiated learning, gradual scaffolding, and self-reflection, fostering a meaningful, mindful, and enjoyable learning experience. iSpeak-Smart is proven effective as an adaptive learning ecosystem integrating public speaking skills, interpersonal intelligence, and SRL development, supporting digital learning practices in vocational high schools (SMK) amid the challenges of dynamic and heterogeneous communication learning in educational digitalization.

Android-Based Media Innovation to Improve Vocational Students’ Task Performance and Self-Regulated Learning

2026-06-10T04:35:53+00:00

The development of 21st-century digital technology calls for a transformation of learning media in vocational high schools to address students’ low levels of self-regulated learning and task performance in meeting administration practical training. This study aims to develop an Android-based learning medium called “Smart Meeting Admin” to improve task performance and self-regulated learning among vocational high school students majoring in Office Management and Business Services. The research method used is Research and Development (R&D) employing the ADDIE development model. Data were collected through expert validation sheets, student response questionnaires, and measurement instruments for task performance and self-regulated learning, analyzed descriptively and quantitatively. The results indicate that the “Smart Meeting Admin” platform is deemed highly suitable for use based on evaluations by subject matter experts and media experts. Additionally, there was a significant improvement in students’ self-regulated learning abilities and task performance scores after utilizing this application in the learning process. The implications of this study suggest that the integration of mobile-based learning media can serve as an effective innovative solution to foster independent learning while optimizing students’ practical skills in the digital age.