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211	STEM Education	ABS-224
Comparative Study of GeoGebra-Based Learning and Physical Manipulatives on Students^ Conceptual Understanding and Learning Motivation in Geometry at Elementary School Nia Jusniani Universitas Terbuka Abstract The integration of technology in mathematics education has attracted increasing scholarly attention- however, empirical evidence comparing digital tools with physical manipulatives in elementary geometry instruction remains limited. This study examines the comparative effectiveness of GeoGebra-based learning and physical manipulatives on Grade IV students^ conceptual understanding and learning motivation at SD IC, Cianjur Regency, Indonesia. A quasi-experimental pretest-posttest design was employed involving 70 students divided equally into experimental and control groups. Results revealed that the GeoGebra group achieved significantly higher conceptual understanding scores (M = 82.4, SD = 7.3) than the physical manipulatives group (M = 74.1, SD = 8.1), t(58) = 4.32, p < .001, Cohen^s d = 1.08, with a higher normalized gain (0.68 vs. 0.49). Learning motivation also differed significantly in favor of GeoGebra (M = 84.2 vs. 76.5), t(58) = 3.87, p < .01, Cohen^s d = 0.93. These findings suggest that GeoGebra, delivered via LCD projector, effectively supports geometry learning in resource-constrained elementary settings. Keywords: GeoGebra- physical manipulatives- conceptual understanding- learning motivation- geometry- elementary school Share Link | Plain Format | Corresponding Author (Nia Jusniani)

212	STEM Education	ABS-232
Analisis Kemampuan Berpikir Geometris Siswa Sekolah Dasar Di Kota Depok Dodi Lesmana(a) ,Mira Amelia Amri(b), Puryati(c) Universitas Negeri Jakarta Universitas Terbuka Abstract This study aims to identify the geometric thinking abilities of fifth-grade elementary school students on the subject of flat shapes and their properties, as well as to describe these abilities based on three indicators: visualization, analysis, and informal deduction, while also describing the factors that influence them. This study uses a mixed methods approach with an explanatory sequential design, administering tests to 75 students as a sample of the population of fifth-grade students at public elementary schools in Depok City, supplemented with interview data to deepen understanding. Quantitative data showed that students^ geometric thinking skills were still low, as indicated by the percentage of correct answers for visualization skills (36%) and analysis and informal deduction skills (only 4%). Qualitative data reinforced these findings. The interview results explained that students had difficulty understanding geometry because the material was abstract, there were many properties that had to be memorized, and the teachers^ explanations were ineffective with imprecise drawings. Keywords: geometric thinking, mathematics, primary school Share Link | Plain Format | Corresponding Author (Dodi Lesmana)

213	STEM Education	ABS-234
A Multi-Criteria Evaluation Model for Elite Police Recruitment: Integrating CIPP, CSE-UCLA, and Extended ELECTRE III for Gegana Counter-Terrorism Unit, Indonesia Yofran Hengki Ndoluanak(a), Muchlas Suseno(b), Ahmad Ridwan(c) (a,b,c) Doctoral Program in Education Research and Evaluation, Universitas Negeri Jakarta, Indonesia Abstract Background: Elite police recruitment systems in developing countries frequently lack systematic, merit-based evaluation frameworks that can simultaneously address quantitative personnel gaps and qualitative competency requirements. Indonesia^s Gegana Counter-Terrorism Unit (Korbrimob Polri) exemplifies this challenge, operating with a systemic personnel deficit of 51.2% against its authorized strength while facing rapidly escalating threat volumes across four specialized sub-units. Objective: This study develops and validates a hybrid evaluation model integrating the CIPP (Context, Input, Process, Product) framework with CSE-UCLA (Center for the Study of Evaluation-University of California, Los Angeles) and Extended ELECTRE III multi-criteria decision analysis to generate an empirically grounded, merit-based recruitment competency prioritization system. Methods: A mixed-methods convergent parallel design was employed. Data were collected from three instruments: Instrument C1 (document audit of personnel strength against Daftar Susunan Personel/DSP, February 2026, n=4 sub-units), Instrument C2 (semi-structured in-depth interviews with nine subject-matter experts, September 2025), and Instrument C3 (Likert-scale competency survey, 80 respondents, 46 items, &#945-=0.923). The three data sources were synthesized using Extended ELECTRE III with three integrated dimensions: D1-Importance (from C3, weight=0.40), D2-Gap Criticality (from C1, weight=0.35), and D3-Field Validation (from C2, weight=0.25), producing outranking matrices with concordance threshold c&#772-=0.618 and discordance threshold d&#772-=0.553. Results: Personnel audit revealed a systemic deficit of 1,671 positions across four sub-units (Wanteror 49.8%, Jibom 44.9%, KBRN 46.2%, Bantek 39.2% fulfillment), with average international certification compliance of only 43.3%. Thematic analysis of C2 identified seven major themes across 45 analysis units, with T7.1 (Selection Instrument Gap) achieving universal saturation acros Keywords: Keywords: elite police recruitment- CIPP evaluation model- CSE-UCLA- Extended ELECTRE III- multi-criteria decision analysis- counter-terrorism personnel- merit-based selection- competency profiling Share Link | Plain Format | Corresponding Author (YOFRAN HENGKI NDOLUANAK)

214	STEM Education	ABS-235
Exploration of the STEAM Approach in Patchwork Doll Making Activities in Art Learning at Elementary School 44 Bengkulu Adinda Asri Ramadhanti, Ratna Sari, Dwi Anggraini Primary Education Department, University Bengkulu, Bengkulu, Indonesia Abstract Art learning in elementary schools plays an important role in developing students^ creativity, skills, and critical thinking abilities. However, in practice, art learning still tends to be conventional and has not fully integrated approaches that encourage cross-disciplinary exploration. The STEAM (Science, Technology, Engineering, Art, and Mathematics) approach presents an innovative alternative that can connect various fields of knowledge in one meaningful learning activity. One relevant medium to implement is patchwork dolls, which not only utilize simple and environmentally friendly materials but also provide space for students to actively create. This study aims to explore the application of the STEAM approach in patchwork doll making activities in art learning in elementary schools. This study aims to (1) describe the STEAM-based learning process through patchwork doll making, (2) analyze the development of student creativity during the activity, and (3) identify critical thinking and problem-solving skills that arise in the learning process. This study uses a qualitative approach with descriptive methods. The results show that the STEAM approach in art learning through patchwork dolls can create an active, contextual, and enjoyable learning experience, while supporting the development of students^ creativity and thinking skills holistically. Keywords: STEAM, Arts Learning, Creativity, Elementary School Share Link | Plain Format | Corresponding Author (Adinda Asri)

215	Student Wellbeing (Mental Health and Student Counselling	ABS-6
LEARNING THROUGH MOTIVATIONAL VIDEO SHOWS IN REINFORCEMENT OF THE IMPORTANCE OF GUIDANCE AND COUNSELING COURSES FOR TEACHER TRAINING AND EDUCATION STUDENTS Sutirna, Evi Karina Ambarwati, Suntoko, Hani Nurus Sofiani Universitas Singaperbangsa Karawang, Jawa Barat, Indonesia Abstract The purpose of this article is to provide students with an overview of how to prepare for the future through motivational videos in guidance and counseling lessons at the Faculty of Teacher Training and Education, Singaperbangsa University, Karawang. The research instrument used motivational videos, followed by a questionnaire at the end of the lecture regarding the importance of guidance and counseling courses. The instrument was administered via Google Forms, and the results were analyzed by measuring the percentage of students^ perceptions of the importance of guidance and counseling courses for teacher training and education students. The conclusions of this study were interpreted based on percentage criteria with categories of Strongly Agree, Agree, Somewhat Agree, Disagree, and Strongly Disagree regarding the guidance and counseling course given to students of the teaching and education study program. Keywords: Motivational Video, Guidance and Counseling, Perception, Teaching and Education Students Share Link | Plain Format | Corresponding Author (Sutirna Sutirna)

216	Student Wellbeing (Mental Health and Student Counselling	ABS-12
DIGITAL HEALTH AND WELLNESS AS A DIMENSION OF DIGITAL CITIZENSHIP: A CIVIC EDUCATION PERSPECTIVE AMONG INDONESIA UPPER SECONDARY STUDENTS Suriaman (a*), Cecep Darmawan (a), Sapriya (a), Karim Suryadi (a), Nisrina Nurul Insani (a), T Heru Nurgiansah (b), Farid Wajdi (c) a) Pendidikan Kewarganegaraan, Universitas Pendidikan Indonesia, Kota Bandung 40154, Indonesia b) Pendidikan Pancasila dan Kewarganegaraan, Universitas PGRI Yogyakarta, Kota Yogyakarta, Indonesia c) Pendidikan Pancasila dan Kewarganegaraan, Universitas Sembilanbelas November Kolaka, Kolaka, Indonesia *suriamanagus1990[at]upi.edu Abstract Although upper secondary students are increasingly exposed to digital environments, such exposure is not always accompanied by adequate digital health practices. This issue is critical because digital health and wellness constitutes an important dimension of digital citizenship, yet it remains underexamined from a civic education perspective. This study aims to map students^ digital health and wellness and examine whether it differs across school types. Using a descriptive-comparative quantitative design, data were collected from 142 tenth-grade students enrolled in public senior high schools, Islamic senior high schools, vocational high schools, and private schools through a five-item Likert-scale instrument. The instrument demonstrated good reliability (Cronbach^s alpha = .878). The findings indicate that students^ digital health and wellness was generally high (M = 4.21, SD = 0.62). The highest mean was found in students^ awareness of health risks associated with excessive digital device use (M = 4.32), whereas the lowest mean concerned the use of digital features or applications to manage digital health (M = 4.13). A Kruskal-Wallis test revealed significant differences across school types (H(3) = 19.77, p < .001). The study concludes that the central issue lies not in low awareness, but in the gap between awareness and digital self-regulation practices. These findings provide an empirical basis for strengthening digital well-being within civic education through a digital citizenship framework. Keywords: civic education- digital citizenship- digital health and wellness- upper secondary students- student wellbeing Share Link | Plain Format | Corresponding Author (Suriaman Suriaman)

217	Student Wellbeing (Mental Health and Student Counselling	ABS-13
NEUROEDUCATION STRATEGIES FOR MANAGING MIXED-ABILITY EFL CLASSROOMS AND ENHANCING STUDENT WELL-BEING: INDONESIA-PAKISTAN COMPARISON Rukminingsih1*, Rajper Dost Muhammad2 1English Language Education Department, PGRI Jombang University, City, Indonesia 2English Language Department, Government Degree College Therhi, Pakistan Abstract Mixed-ability classrooms are common in English as a Foreign Language (EFL) education, where students differ in cognitive abilities, prior knowledge, and learning styles. These differences present challenges for educators in creating inclusive learning environments that support both academic development and student well-being. Drawing on neuroeducation, which integrates neuroscience, psychology, and education, this study investigates how brain-based teaching strategies can support the management of mixed-ability EFL classrooms while promoting students^ well-being. This study aims to compare the implementation of neuroeducation-informed strategies in EFL classrooms and examine their relationship with student well-being in Indonesia and Pakistan. The research employed a comparative mixed-methods involving 120 university students from selected higher education institutions in both countries. Data were collected through a close - ended questionnaire measuring neuroeducation teaching strategies, student well-being and open-ended questionnaire. Quantitative data were analyzed using descriptive and comparative statistical techniques, while qualitative data were analyzed thematically. The findings indicate that neuroeducation strategies, such as differentiated instruction, collaborative learning, and emotionally supportive classroom environments, active and brain-based learning activities, flexible grouping and multisensory learning approaches can enhance student engagement, reduce learning anxiety, and improve overall well-being in mixed-ability classrooms. The study offers pedagogical implications for implementing neuroscience-informed practices in EFL education. Keywords: mixed-ability classrooms- neuroeducation- student well-being, Indonesia-Pakistan comparison. Share Link | Plain Format | Corresponding Author (Rukminingsih new)

218	Student Wellbeing (Mental Health and Student Counselling	ABS-17
PRINCIPAL LEADERSHIP IN MANAGING INCLUSIVE EDUCATION: PLANNING, IMPLEMENTATION, AND EVALUATION AT MI MIFTAHUL HUDA GADINGREJO Nia Maysaroh Oktavia (1), Fatikh Inayatur Rakhma (2) 1) Universitas PGRI Wiranegara 2) Universitas PGRI Wiranegara Abstract Inclusive education aims to provide equal educational opportunities for all students, including students with special needs. Effective management and leadership from school principals play an essential role in ensuring the successful implementation of inclusive education in schools. This study aims to analyze the management of inclusive education at MI Miftahul Huda Gadingrejo, focusing on the role of the principal in the planning, implementation, and evaluation of educational services for students with special needs. This research employs a qualitative approach using in-depth interviews, observations, and documentation as data collection techniques. The principal serves as the main informant due to their central role in policy-making and program management related to inclusive education. The findings reveal that the principal demonstrates a strong understanding of inclusive education as a non-discriminatory educational service that supports the development of each student^s potential. In the planning stage, the principal conducts screening and assessment to identify students with special needs and prepares supporting policies such as Standard Operating Procedures and Individualized Education Programs. In the implementation stage, the school establishes an inclusion team, empowers special assistant teachers, collaborates with external institutions, and applies adaptive learning strategies. Evaluation is conducted through monitoring, supervision, and assessment of student development using portfolios and authentic assessments. Overall, inclusive education management at the school has been implemented effectively despite several limitations in facilities and infrastructure Keywords: principal leadership, inclusive education, planning, implementation, evaluation Share Link | Plain Format | Corresponding Author (Nia Oktavia)

219	Student Wellbeing (Mental Health and Student Counselling	ABS-36
Developing an Adversity Quotient Measurement Instrument For Mathematics Learning Muhammad Faruq Wahyu Utomo, Aan Hendrayana, Abdul Fatah Universitas Sultan Ageng Tirtayasa Abstract This study aims to develop a valid and reliable Adversity Response Profile (ARP) instrument specifically designed to measure the Adversity Quotient of junior and senior high school students in a mathematics context. This research employs a Research and Development (R and D) design utilizing the 4D model (Define, Design, Develop, and Disseminate). The instrument construction is grounded in Stoltzs CO2RE dimensions: Control, Origin, Ownership, Reach, and Endurance. The content validity was assessed by expert validators, while the empirical validity and reliability were evaluated through a limited pilot test involving 36 students. The results of the expert validation led to a structural simplification into 20 negative events (40 items), which demonstrated a high content validity index with an Aikens V coefficient more than 0.83. Furthermore, the empirical analysis indicated that all 40 items were valid with correlation coefficients ranging from 0.350 to 0.834 ( more than r table), and the instrument exhibited very high reliability with a Cronbachs Alpha coefficient of 0.947. Based on these findings, the developed ARP instrument is deemed feasible and effective for categorizing students into Quitter, Camper, and Climber levels. Keywords: Adversity Response Profile, Adversity Quotient, Mathematics Learning Share Link | Plain Format | Corresponding Author (Muhammad Faruq Wahyu Utomo)

220	Student Wellbeing (Mental Health and Student Counselling	ABS-38
PANCASILA CHARACTER EDUCATION TO OVERCOME DELINQUENCY IN SCHOOL-AGE CHILDREN TRIJAKA FKIP UNIVERSITAS TERBUKA Abstract PENDIDIKAN KARAKTER PANCASILA UNTUK MENGATASI KENAKALAN PADA ANAK USIA SEKOLAH Oleh: Trijaka FKIP Universitas Terbuka Penelitian ini bertujuan untuk mengetahui penyebab kenakalan pada anak usia sekolah melalui pendekatan teori komunikasi hati menurut Puji Lestari. Metode penelitian menggunakan deskriptif kualitatif dan yuridis normatif untuk menjelaskan perlunya komunikasi hati yang dibangun di dalam keluarga, sekolah, dan di masyarakat. Sumber penelitian melalui data sekunder yang diperoleh dari Laporan Komisi Perlindungan Anak Indonesia (KPAI) dalam periode 10 tahun terakhir yaitu tahun 2016-2025 per 31 Desember 2025 pukul 24.00 WIB untuk mengetahui jenis-jenis kenakalan yang dilakukan oleh anak-anak usia sekolah di Indonesia. Temuan penelitian menjelaskan bahwa melalui pendidikan berkarakter Pancasila sebagai dasar negara mampu mewujudkan nilai-nilai komunikasi hati yang sesuai bagi anak usia sekolah menjadi generasi penerus bangsa yang unggul dan bermartabat menuju Indonesia Emas 2045. Kata Kunci: Teori Komunikasi Hati, Pendidikan Karakter Pancasila, Kenakalan Anak Usia Sekolah. PANCASILA CHARACTER EDUCATION TO OVERCOME DELINQUENCY IN SCHOOL-AGE CHILDREN By: Trijaka FKIP Universitas Terbuka This study aims to determine the causes of delinquency in school-age children through the approach of Puji Lestari^s theory of emotional communication. The research method uses qualitative descriptive and normative juridical approaches to explain the need for emotional communication within families, schools, and communities. The research source is secondary data obtained from the Indonesian Child Protection Commission (KPAI) Report for the last 10 years, from 2016 to 2025, as of December 31, 2025, at midnight Western Indonesian Time (WIB). This study aims to determine the types of delinquency committed by school-age children in Indonesia. The research findings explain that through character education based on Pancasila as the foundation of the state, appropriate values of heart-to-heart communication can be realized for school-age children, becoming the nation^s next generation of excellence and dignity, leading to a Golden Indonesia 2045. Keywords: Heart-to-heart Communication Theory, Pancasila Character Education, School-Age Child Delinquency Keywords: Heart-to-heart Communication Theory, Pancasila Character Education, School-Age Child Delinquency Share Link | Plain Format | Corresponding Author (TRIJAKA JAKA)

221	Student Wellbeing (Mental Health and Student Counselling	ABS-54
Interrelationship Between Mathematical Resilience and Mathematical Creative Thinking: A Systematic Literature Review Siti Ulfah (1*), Hepsi Nindiasari (2), Anwar Mutaqin (3) 1,2,3 FKIP, Univeritas Sultan Ageng Tirtayasa, Serang, Indonesia *email: sitiulfah.math[at]gmail.com Abstract This article examines the relationship between mathematical resilience and mathematical creative thinking skills through a systematic literature review (SLR). It analyzes 32 high-quality articles published between 2018 and 2026, sourced from Google Scholar, ERIC, Scopus, and the websites of mathematics education journals and scientific publishers. The selection process includes determining the need and research question, establishing the scope, searching, filtering, coding, mapping, assessing, synthesizing, and communicating the results. The results show that mathematical creative thinking skills are typically measured using indicators of fluency, flexibility, novelty, and elaboration. Mathematical resilience is measured using the dimensions of value, struggle, and growth. Overall, the analysis indicates a positive relationship between the two variables. Students with higher mathematical resilience tend to persist when facing open-ended problems, explore various alternative solutions, and generate diverse solutions. However, research directly demonstrating the relationship between these two variables remains dominated by small-scale, descriptive qualitative studies. Therefore, the relationship between mathematical resilience and mathematical creative thinking ability needs to be further tested through experimental research using larger samples, standardized instruments, and a longer period. Keywords: mathematical creative thinking ability- mathematical resilience- systematic literature review. Share Link | Plain Format | Corresponding Author (SITI ULFAH)

222	Student Wellbeing (Mental Health and Student Counselling	ABS-75
Physical Activity and Adolescents^ Learning Engagement: Parallel Mediation via Cognitive Reappraisal and Basic Psychological Needs Satisfaction SHIYIN ZHANG The Open University of Ya^an Abstract This study investigated the relationship between physical activity and learning engagement among 1,773 Chinese secondary school students, focusing on the parallel mediating roles of cognitive reappraisal (a positive emotion regulation strategy) and basic psychological needs satisfaction. Physical activity was operationalized as sports and fitness activities (e.g., running, badminton, basketball) conducted in either outdoor or indoor settings. Results showed that physical activity significantly and positively predicted learning engagement through two indirect pathways: via cognitive reappraisal (indirect effect = 0.04, 95% CI [0.03, 0.06]) and via basic psychological needs satisfaction (indirect effect = 0.16, 95% CI [0.12, 0.20]), with the direct effect being non-significant, indicating full mediation. These findings suggest that physical activity enhances adolescents^ cognitive reappraisal skills and satisfies their basic psychological needs for autonomy, competence, and relatedness, thereby indirectly promoting learning engagement. Keywords: physical activity- learning engagement- basic psychological needs satisfaction- cognitive reappraisal Share Link | Plain Format | Corresponding Author (SHIYIN ZHANG)

223	Student Wellbeing (Mental Health and Student Counselling	ABS-78
Technological Innovation for Strengthening in Double Track Entrepreneurship Programs Idayatul Mafuroh (a*), Syaifuddin Syaifuddin (b) (a) SMA Negeri 7 Semarang, Semarang, Indonesia *idayatulmafuroh.im[at]gmail.com (b) Doctoral Program of Science Education, Faculty of Mathematics and Natural Science, Abstract Keywords: double track- entrepreneurship- PLS-SEM- SDGs- technological innovation Share Link | Plain Format | Corresponding Author (Idayatul Mafuroh)

224	Student Wellbeing (Mental Health and Student Counselling	ABS-119
Academic Engagement of Students with Autism Spectrum Disorder in Inclusive Education: A Systematic Literature Review Iffah Fuadah, Noviana Mustapa, Siti Aisyah, Erie Siti Syarah Universitas Terbuka Abstract Academic engagement plays a crucial role in the educational success and social participation of students with Autism Spectrum Disorder (ASD) in inclusive classrooms. However, engagement is a multidimensional construct-comprising behavioral, cognitive, and emotional aspects-that is often affected by varied teaching approaches, technological tools, and contextual supports. A systematic understanding of interventions that effectively enhance these dimensions remains limited. This Systematic Literature Review (SLR) aims to synthesize empirical evidence from 2015-2025 on interventions that promote academic engagement among students with ASD in inclusive educational settings and which dimensions they most strongly influence. A structured search was conducted across major international databases including ScienceDirect, Wiley Online Library, JSTOR, ProQuest, and Scopus. Six primary studies were selected that met the inclusion criteria: (1) published within the last ten years, (2) focused on students with ASD and teacher who teach students with ASD, (3) situated in inclusive or mainstream school contexts, and (4) examined interventions related to academic engagement. This research analyzes various evidence-based interventions designed to enhance the academic, social, and emotional engagement of students with Autism Spectrum Disorder (ASD), particularly within inclusive classroom settings. The findings indicate that behavioral engagement serves as the central focus, mechanism, and necessary foundation for achieving broader, and positive outcomes. Additionally, factors such as clear communication, social support from teachers and peers, and the creation of safe and motivating environments significantly contribute to improved engagement. Effective academic engagement for students with ASD requires a multi-dimensional and context-sensitive approach that integrates behavioral, cognitive, and emotional supports. Utilizing structured behavioral supports to optimize academic participation, which consequently triggers improvements in cognitive independence and the quality of emotional engagement. Future studies should include a larger number of participants and more diverse educational settings to enhance generalizability. Collaborative, multi-site, and cross-national research projects are particularly needed to capture variations in inclusion practices across cultural and systemic contexts. Keywords: Autism Spectrum Disorder, academic engagement, inclusive education, behavioral engagement, cognitive engagement, emotional engagement, intervention, systematic literature review Share Link | Plain Format | Corresponding Author (Iffah Fuadah)

225	Student Wellbeing (Mental Health and Student Counselling	ABS-132
Feedback Literacy as Autonomy Scaffolding: Indonesian EFL Writing Instructors Practices Lilik Ulfiati- Susanah- Melati- Radiatan Mardiah Universitas Jambi Abstract Despite developing academic importance in feedback literacy, research has mainly dominated on students capacities, avoiding the pedagogical focus of feedback givers undertheorized, remarkably within non-Western EFL settings. This research studies Indonesian EFL writing instructors^ ways demonstrating feedback literacy which reflect autonomy-supportive focus in writing classrooms. Applying a qualitative design grounded in an interpretivist epistemology, data were collected through semi-structured and in-depth interviews with purposively selected EFL academic writing instructors at Indonesian undergraduate levels. Braun & Clarke^s (2006) thematic analysis consisted of six-stage procedure was applied to examine nine overarching themes and twenty-three discrete codes. Results reveal that instructors perform autonomy-supportive feedback to encourage metacognitive awareness- promoting self-assessment and peer feedback dispositions within portfolio-based mutli-draft pedagogies- implementing error-coding systems that send self-correction agency to students- and positioning feedback instrumentally as authorization rather than instruction/ recommendation. These practices cooperatively operationalize Carless & Boud^s (2018) feedback literacy concept and Benson^s (2013) three-way autonomy framework within a sociocultural setting in which transmission-oriented pedagogical models remain dominant. This study provides as empirically grounded, contextually situated account of instructor feedback literacy that develops the field^s employment with non-Western EFL contexts. Keywords: EFL- Feedback Literacy- Learning Autonomy Share Link | Plain Format | Corresponding Author (Lilik Ulfiati)

226	Student Wellbeing (Mental Health and Student Counselling	ABS-194
DESIGNING A DATA-INFORMED AND DISTRIBUTED LEADERSHIP-BASED ELEMENTARY SCHOOL COUNSELING MANAGEMENT MODEL Diki Hermawan, Dina Ayu Setiani, Fadhilah Nur Agustin Universitas Muhammadiyah A.R. Fachruddin Abstract Due to the shortage of school counselors in elementary schools, counseling practices are often delegated to classroom teachers. This condition creates persistent challenges, as practices tend to be reactive, fragmented, and insufficiently supported by systematic data use. This study aims to design and refine a distributed and data informed leadership model for student counseling management to enhance the effectiveness of school-based counseling practices. Building on this premise, the study develops a practical and scalable model conceptualized as the Data-Informed Distributed Educational Leadership (DIDEL) Model of School Counseling. A Design-Based Research (DBR) approach was employed over a two-year period in an elementary school setting, involving iterative cycles of problem analysis, prototype design, implementation, and refinement. Data sources included student behavioral records, teacher reports, counseling documentation, parent engagement data, and stakeholder reflections. The findings indicate that integrating systematic data use and distributed leadership structures enables more proactive identification of student needs, fosters collaborative decision-making, and supports more targeted interventions. These improvements reflected in more consistent behavioral monitoring and increased teacher engagement. This study contributes to addressing the limitations of individual-centered counseling practices by proposing a systemic, data-informed, and collaboratively enacted model that is adaptable for broader implementation in elementary school contexts. Keywords: Data Informed Decision Making- Distributed Leadership- Elementary School Counseling Management Share Link | Plain Format | Corresponding Author (Diki Hermawan)

227	Student Wellbeing (Mental Health and Student Counselling	ABS-200
THE ROLE OF COUNSELING IN MANAGING ACADEMIC STRESS AND IMPROVING COLLEGE STUDENTS WELL-BEING Putri Khairunnisa1, Khairiyah Khadijah2, Elhafizah Shalsabilla3, Tiara Amelda 4, Anjhani Dwi Utari5, Rista Novila Prasja6, Suci Islami7 University of Riau, Faculty of Education and Educational Sciences, Pekanbaru, Indonesia Abstract Academic stress is a common problem experienced by college students due to increasing academic demands, which impact their psychological and physical well-being as well as their academic performance. This study aims to examine the role of counseling services in managing academic stress and its implications for student well-being. The method used was a Systematic Literature Review (SLR) following the PRISMA guidelines to ensure systematic and objective literature selection. The literature search was conducted via Google Scholar, Scopus, and Web of Science, covering publications from 2020 to 2025. Through the identification, screening, and eligibility stages, 15 articles meeting the inclusion criteria were selected. The research findings indicate that: (1) academic stress is influenced by internal factors such as low self-regulation ability and coping skills, as well as external factors such as course load and academic pressure- (2) unmanaged stress impacts anxiety, reduced motivation, sleep disturbances, and decreased well-being- and (3) there is a negative relationship between academic stress and student well-being. Furthermore, counseling services whether individual, group, or based on local wisdom are effective in helping students manage stress adaptively. Thus, counseling plays a crucial role in prevention, intervention, and development efforts to enhance student well-being. Keywords: Academic stress, student wellbeing, counseling, coping with stress, students Share Link | Plain Format | Corresponding Author (Putri Khairunnisa)

228	Student Wellbeing (Mental Health and Student Counselling	ABS-202
Feedback Literacy as Autonomy Scaffolding: Indonesian EFL Writing Instructors Practices Lilik Ulfiati- Susanah- Melati- Radiatan Mardiah Universitas Jambi Abstract Despite developing academic importance in feedback literacy, research has mainly dominated on students capacities, avoiding the pedagogical focus of feedback givers undertheorized, remarkably within non-Western EFL settings. This research studies Indonesian EFL writing instructors^ ways demonstrating feedback literacy which reflect autonomy-supportive focus in writing classrooms. Applying a qualitative design grounded in an interpretivist epistemology, data were collected through semi-structured and in-depth interviews with purposively selected EFL academic writing instructors at Indonesian undergraduate levels. Braun & Clarke^s (2006) thematic analysis consisted of six-stage procedure was applied to examine nine overarching themes and twenty-three discrete codes. Results reveal that instructors perform autonomy-supportive feedback to encourage metacognitive awareness- promoting self-assessment and peer feedback dispositions within portfolio-based mutli-draft pedagogies- implementing error-coding systems that send self-correction agency to students- and positioning feedback instrumentally as authorization rather than instruction/ recommendation. These practices cooperatively operationalize Carless & Boud^s (2018) feedback literacy concept and Benson^s (2013) three-way autonomy framework within a sociocultural setting in which transmission-oriented pedagogical models remain dominant. This study provides as empirically grounded, contextually situated account of instructor feedback literacy that develops the field^s employment with non-Western EFL contexts. Keywords: EFL- Feedback Literacy- Learning Autonomy Share Link | Plain Format | Corresponding Author (Susanah Susanah)

229	Student Wellbeing (Mental Health and Student Counselling	ABS-203
SYSTEMATIC LITERATURE REVIEW (SLR): ANALYSIS OF BULLYING BEHAVIOR AND PREVENTION STRATEGIES IN ELEMENTARY SCHOOLS Lena Amelia, Riza Alrkhman, Shofi Siti Nurjanah, Sinta Rohaeni, Rani Ruspita, Pathin Haifa Khairunnisa Universitas Terbuka Abstract School bullying in elementary institutions constitutes an omnipresent and harmful phenomenon with profound repercussions for the development of children^s academic, psychological, and social wellbeing. While independent studies have addressed various aspects of school bullying, there is a dearth of a consolidated review of literature explicitly examining the issue in elementary schools in Southeast Asia and Indonesia. This SLR adhered to PRISMA guidelines for systematically reviewing scientific literature worldwide on (1) common types and prevalence of bullying behaviors in elementary schools- (2) individual, family, and organizational correlates- (3) efficacious methods for bullying prevention and intervention at school- and (4) future consequences of bullying victimization and perpetration. The literature review identified 1,247 relevant studies from searches in five prominent electronic databases (Scopus, Web of Science, ERIC, PubMed, and Google Scholar) via specified search terms. After filtering studies according to predetermined inclusion and exclusion criteria, 25 articles were included in the analysis, spanning publications from 2013 to 2024. Key findings reveal that physical and verbal bullying are common- multi-level ecological variables contribute to the complexity of bullying interactions- whole-school interventions with social-emotional learning yield better results- and childhood bullying victimization impacts adulthood. Keywords: bullying prevention- elementary school- peer victimization- PRISMA- school-based intervention- systematic literature review Share Link | Plain Format | Corresponding Author (Lena Amelia)

230	Student Wellbeing (Mental Health and Student Counselling	ABS-210
PROSPECTIVE SCHOOL COUNSELORS^ COMPETENCE THROUGH PROJECT-BASED LEARNING IN IDENTIFYING OPPORTUNITIES AND CHALLENGES OF INCLUSIVE JUNIOR HIGH SCHOOLS Anggita Maritsha , Dhea Amiarti, Irma Krisnawati, Khairatul Nabila , Mitra Fadilla , Nurul Maulini , Suci Wulansari, Munawir Universitas Riau Abstract Inclusive education aims to provide equal educational services for all students, including those with special needs. However, its implementation at the junior high school level still faces challenges such as limited teacher competence, facilities, and school readiness. This study aims to describe the ability of prospective guidance and counseling teachers through Project Based Learning (PjBL) in identifying opportunities and challenges ofinclusive schools. A qualitative approach with document analysis was used on student project reports. The findings reveal four counseling service components: basic services, individual planning, responsive services, and system support. Key challenges include social adjustment issues, limited facilities, lack of special assistant teachers, and low parental involvement. PjBL is effective in improving students^ analytical and practical competencies in understanding inclusive education. Keywords: Inclusive Education, Guidance and Counseling, Project Based Learning (PjBL), Prospective Teachers, Junior High School. Share Link | Plain Format | Corresponding Author (Anggita Maritsha )

231	Student Wellbeing (Mental Health and Student Counselling	ABS-225
RELATIONSHIP BETWEEN DIGITAL FATIGUE AND ACADEMIC STRESS: ROLE OF COUNSELING SERVICES Khairul Rijaluddin 1, Reni Chintya Putri Sirait 2, Salma Khairani 3, Siti Zulaikha 4 , Syahrani Putri 5 , Zaitina Saghiran 6 , Isnaria Rizki Hayati 7 Department of Guidance and Counseling, Universitas Riau, Pekanbaru, Indonesia Abstract The use of digital technology in learning requires students to interact with digital devices for extended periods, which may lead to digital fatigue and influence academic stress. This study aims to analyze the relationship between digital fatigue and academic stress among students at Universitas Riau.This study employed a quantitative approach with a survey method. The sample consisted of 162 students selected using an accidental sampling technique. Data were collected through a questionnaire distributed via Google Forms. The instrument testing included validity and reliability tests, while the prerequisite analysis used a normality test. Data analysis was conducted using the Product Moment correlation and simple linear regression. The results showed a significant relationship between digital fatigue and academic stress, with a correlation coefficient of 0.404 and a significance value of 0.000 (<0.05). The relationship is positive with a moderate category, indicating that higher levels of digital fatigue are associated with higher levels of academic stress. The regression analysis revealed that digital fatigue has an effect on academic stress, with an R Square value of 0.163 or 16.3%. The findings highlight the importance of managing digital technology use wisely and optimizing counseling services to help students manage digital fatigue and reduce academic stress. Keywords: Digital Fatigue, Academic Stress, Students, Counseling Service Share Link | Plain Format | Corresponding Author (Syahrani Putri)

232	Student Wellbeing (Mental Health and Student Counselling	ABS-227
Mapping Global Research Trends on Reflective Practice and Student Mental Health in Education: A Bibliometric Analysis (2015-2025) Hikmawati Risa1*, Yurniwati2, Nina Nurhasanah3 Basic Education, UNJ, Jakarta, Indonesia Abstract Student mental health has become a growing concern in education, highlighting the need for pedagogical approaches that support students^ psychological wellbeing. Reflective practice is recognized as a key component of effective teaching- however, research integrating reflective practice and student mental health remains limited. This study aims to map global research trends using a bibliometric approach. Data were retrieved from the Scopus database for publications from 2015 to 2025, yielding 207 documents. The results show a fluctuating but increasing trend, with a notable rise after 2020 and a peak in 2025. The analysis identifies four major research clusters, with dominant themes including reflective practice, wellbeing, resilience, and social-emotional learning. A shift from clinically oriented research toward educational and wellbeing-focused approaches is observed. However, the integration between reflective practice and specific student mental health outcomes remains limited. This study provides a comprehensive overview of the research landscape and offers directions for future research to strengthen the role of reflective practice in supporting student mental health. Keywords: bibliometric analysis- educational research- reflective practice- social-emotional learning- student mental health- wellbeing Share Link | Plain Format | Corresponding Author (Hikmawati Risa)

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