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

Samuel PD Anantadjaya — 2026-06-25

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

Azizah Azizah — 2026-06-27

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

Alifia Shafa Salsabila — 2026-06-29

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.