Indonesian Journal of Learning Education and Counseling

Design and Validation of LexiPlay: A Multisensory Game-Based Application for Literacy Learning among Children with Dyslexia

2026-03-10T11:04:56+08:00

Children with dyslexia often experience difficulties in reading, spelling, and phonological processing, which may hinder their literacy development. Although various educational applications have been developed to support learning, many existing platforms do not sufficiently integrate multisensory learning principles and game-based features that are essential for supporting children with dyslexia. Therefore, this study aims to develop and validate LexiPlay, a multisensory game-based learning application designed to support literacy development among children with dyslexia, and to examine its validity and practicality as a learning medium. This study employed a Research and Development (R&D) approach based on the Borg and Gall model. Data were collected through observation, interviews, and documentation. The development process involved expert validation, instrument validation, individual trials, and small-group trials with students with dyslexia. The collected data were analyzed using both qualitative and quantitative approaches. The results indicate that the LexiPlay application achieved a “highly valid” classification based on expert evaluation and was considered “highly practical” based on limited field testing. The application integrates multisensory learning elements, gamification features, and a dyslexia-friendly interface, which contribute to improving student engagement and supporting early literacy learning. These findings suggest that LexiPlay has strong potential as an innovative digital learning tool to support literacy development in children with dyslexia and provide important implications for special education, inclusive education practices, and the development of evidence-based digital learning interventions.

The Impact of Data-Driven Planning on Teacher Resilience: The Mediating Role of Team Collaboration

2026-03-09T16:07:57+08:00

This study aims to examine the effect of data-driven planning on teachers’ resilience through team collaboration in vocational high schools. This study addresses the limited empirical evidence linking data-driven planning to teacher resilience, particularly through collaborative mechanisms. Using quantitative research design, data were collected through a structured questionnaire administered to 482 teachers’ senior high schools in West Sumatra, selected using the proportional stratified random sampling technique. The data were analyzed using Partial Least Squares–Structural Equation Modeling (PL S-SEM) to test both direct and indirect relationships among variables, with reliability assessed through Cronbach’s alpha and composite reliability, and validity evaluated using Average Variance Extracted (AVE). Data-driven planning is conceptualized as the systematic use of data for instructional and managerial decision-making, team collaboration as structured professional interaction among teachers, and teacher resilience as the ability to adapt and sustain performance under challenges.The findings indicate that data-driven planning has a positive and significant effect on team collaboration, collaboration has a strong positive effect on teacher resilience, and collaboration significantly mediates the relationship between data-driven planning and resilience. These findings highlight the critical role of collaborative practices as a mechanism linking planning processes to resilience outcomes.This study contributes to the existing literature on educational management by integrating data-driven planning, collaboration, and resilience into a single empirical model. Practically, the results suggest that schools should strengthen collaborative data use to enhance teacher resilience.

Resilient Economics Education Ecosystem: A Scoping Review of Teaching and Learning Strategies in South African Schools

2026-02-14T07:04:34+08:00

The study explores strategies to foster a resilient Economics education ecosystem that addresses resource limitations and capacity constraints in South African schools. Economics education faces systemic, pedagogical, and contextual challenges that reduce instructional quality. This hinders student engagement and limits the development of critical thinking skills. Strengthening the educational ecosystem is therefore critical to improving teaching and learning outcomes. This study employed a systematic review of coping strategies, mapping peer-reviewed articles, grey literature, and reports published between 2020 and 2025. A total of 40 studies met the inclusion criteria and were analysed to identify patterns in factors influencing Economics instruction. Findings highlight the centrality of teacher expertise, supported by ongoing professional development and collaboration, in enhancing instructional resilience. Adequate infrastructure and learning resources facilitate students’ conceptual understanding, while inequalities in schools constrain learning conditions. Effective leadership and adherence to policy further support instructional delivery, motivation, and curriculum implementation. The study concludes that a resilient instructional ecosystem requires coordinated support across its components to strengthen classroom and school environments and enhance students’ understanding of Economics content. These insights inform instructional and policy strategies, guide resource allocation, and promote innovative pedagogies. The study contributes to sustainable, high-quality Economics education in South African schools.

Design and Implementation of an Online Thesis Management System Using the Waterfall Model at a Health Polytechnic in Indonesia

2026-03-17T14:50:59+08:00

The study aims to develop and validate an online thesis management system designed to address the limitations of manual systems in the thesis supervision process, such as a lack of transparency, delays in communication, and difficulties in monitoring student progress. In response to these challenges, this study proposes an integrated system framework that facilitates real-time academic interaction between students and their thesis advisors. The method employs a system development research approach using the waterfall model, which was selected for its suitability in developing structured and systematically documented systems. The research phases include requirements analysis, system design based on Entity Relationship Diagrams (ERDs) and use case diagrams, implementation, and system testing. The system was evaluated using a usability testing approach, involving the distribution of a questionnaire to 55 respondents to measure usability, ease of use, and user satisfaction. The results indicate that the developed system model is capable of improving the efficiency of thesis supervision management, enhancing the transparency of academic processes, and supporting data driven decision making. The main contribution of this study lies in the development of an adaptive, user-oriented academic information system model, which not only has practical implications for the management of final projects but also provides a conceptual foundation for the development of similar systems in higher education institutions. The implications of this study underscore the importance of ongoing system integration with other academic platforms, as well as the need for periodic system evaluations to enhance the user experience and ensure the sustainability of the implementation.

Analyzing Teachers’ Needs for Digital-Based Collaborative Training Toward Quality Inclusive Education

2026-03-14T11:57:01+08:00

Inclusive education requires effective collaboration between regular teachers and special education teachers to ensure equitable learning opportunities for all students. Although teacher collaboration has been widely discussed in inclusive education literature, limited research has examined teachers’ needs for digital-based collaborative training that supports structured collaboration through digital technology. In many inclusive schools, collaborative practices are still constrained by limited digital competence and the lack of systematic professional development programs. This study aims to analyze teachers’ needs for digital-based collaborative training in inclusive education settings as a preliminary needs analysis for developing a collaborative training model. The study employed a quantitative descriptive design involving 20 teachers from inclusive schools in Makassar, consisting of 10 special education teachers and 10 regular teachers, selected using purposive sampling. Data were collected using a Likert-scale questionnaire and analyzed using descriptive statistical analysis (percentage) to identify the level and dimensions of teachers’ training needs. The findings indicate that teachers demonstrate a high need for strengthening digital literacy to support collaborative practices, particularly in the use of educational technology for communication, joint lesson planning, and instructional coordination between teachers. Teachers also report a strong need to improve collaborative competencies and develop structured strategies for implementing collaborative learning in inclusive classrooms. These findings provide empirical evidence for determining teachers’ professional development priorities and contribute to the development of digital-based collaborative training models that strengthen teachers’ digital competence and support more effective collaborative practices in inclusive education.

Development and Validation of a Cognitive Behavioral Spiritual Counseling Model for Enhancing Spiritual Well-Being among Individuals with Drug Addiction

2026-03-08T15:27:22+08:00

Drug addiction negatively impacts individuals’ quality of life, particularly in terms of spiritual well-being, creating a gap between empirical conditions and the ideal expectation of religious closeness. This gap increases the risk of relapse and highlights the urgency of counseling services that integrate not only cognitive and behavioral aspects but also spirituality, which is often neglected in current approaches. This study aims to develop and validate a Cognitive Behavioral Spiritual (CBT-S) counseling model to enhance the spiritual well-being of clients with addictions. This research employed a research and development approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. Participants included 117 drug-addicted clients to assess spiritual well-being, along with three experts and five addiction counseling practitioners involved in the validation process. Data were analyzed using descriptive qualitative methods and interrater reliability through Cohen’s Kappa. The findings indicate that clients’ spiritual well-being remains in low to moderate categories, forming the basis for developing the CBT-S model. The results show that the CBT-S counseling model is feasible and reliable for improving spiritual well-being. The model offers a novel framework with stages of Al-Aajis, Al-Khathir, Hadith An-Nafs, Al-Hamm, and Al-‘Azm, integrating spiritual values by involving God throughout the counseling process.

Effectiveness of Solution-Focused Brief Counseling in Promoting Self-Disclosure among Junior High School Students: A Single Subject Design Study

2026-03-14T04:51:47+08:00

Self-disclosure among junior high school students in Yogyakarta City is still low, requiring intervention to improve it. This study aims to determine the effectiveness of individual solution-focused brief counseling (SFBC) in improving self-disclosure in junior high school students. This study used a quantitative approach with a single subject design (SSD). The subjects in this study consisted of two junior high school students in Yogyakarta City selected using a purposive sampling technique. Data collection in this study used a self-disclosure scale and self-disclosure observation guidelines. Meanwhile, data analysis used visual data analysis using graphical representation. The results of the visual analysis showed an increase in self-disclosure, as indicated by the ABA design graph. Based on these findings, it can be concluded that individual solution-focused brief counseling is effective in improving self-disclosure in students. The results of this study can be a valuable reference for guidance and counseling teachers/counselors in implementing individual solution-focused brief counseling to help students increase their self-disclosure.