International Journal of Universal Education

Critical Thinking Skills Based on Huma Betang Values in Prospective Elementary School and Special School Teachers

Ady Ferdian Noor — 2026-07-03

Critical thinking skill is an essential competence for educators in the era of disruption, yet its development is often detached from socio-cultural contexts. This paper aims to explore the integration of Huma Betang local wisdom values into the development of critical thinking skills for prospective Elementary School and Special Education teachers. Huma Betang, as the life philosophy of the Dayak people in Central Kalimantan, offers fundamental pillars such as Belom Bahadat (ethics), Hapakat (deliberation), Handep (collaboration), and Equality. Through a descriptive-conceptual analysis method, this discussion demonstrates that the internalization of Huma Betang values can transform critical thinking indicators (analysis, evaluation, and inference) into more humanistic and inclusive practices. For prospective elementary teachers, these values strengthen their character in instilling basic reasoning in students. For prospective special education teachers, the value of equality in Huma Betang serves as a critical basis for advocacy and curriculum adaptation for children with special needs. The results of the discussion are that the curriculum includes integrated learning of local wisdom Huma Betang which produces teachers who are not only logically intelligent, but also wise in acting culturally (inclusive, humanistic, and contextual).

The Effect of Self-Efficacy and Self-Esteem on Academic Achievement of Grade 10 Students at MAN Kota Palangkaraya

Fahrurrazi Fahrurrazi — 2026-07-03

Academic performance among adolescents in Palangkaraya City is influenced by various internal factors, specifically the psychological constructs of self-efficacy and self-esteem. This study aims to investigate the relationship between self-efficacy, self-esteem, and the academic achievement of students. The research utilizes a quantitative approach with a correlational study design. The sample consists of 183 students from MAN Palangkaraya, selected to represent the student population in the region. Data were collected using Indonesian-adapted versions of the Academy Self-efficacy Scale and the Self-esteem Inventory – Long Form (SEI-LR). To ensure the instruments' cultural and linguistic suitability, a pilot study was conducted to establish reliability and validity within the local context. A Pearson correlation analysis will be conducted to evaluate the linear relationship between these variables. It is hoped that the findings will contribute to a deeper understanding of how self-efficacy and self-esteem impact academic success. The results are intended to provide a guide for developing educational strategies focused on enhancing these psychological traits to improve overall student academic achievements.

The Psychosocial Dynamics Behind Turkey's Withdrawal from The Istanbul Convention: A Study of Cultural Values, Collective Identity, and Resistance to Global Gender Norms

Haris Munandar — 2026-07-03

Background: Turkey's withdrawal from the Istanbul Convention in March 2021 marked a striking reversal, as Turkey had been the first country to ratify this Council of Europe treaty combating violence against women in 2012, despite persistently high femicide rates nationwide. This study examines the psychosocial factors underlying Turkey's decision, focusing on the interplay between cultural values, collective identity, and resistance to global gender norms. Method: Employing a qualitative explanatory approach through library research, data were collected from academic literature, official documents, institutional reports, media publications, and political statements. The analysis applies Richard Snyder's Decision-Making Theory, examining internal settings (society and human environment), social structure and behaviour (common values, institutional patterns, and social processes), and external settings (other cultures and societies). Result and Discussions: Findings reveal that Turkey's withdrawal was predominantly driven by domestic factors, particularly Islamic teachings and traditional cultural values concerning gender roles, family honour, and patriarchal structures. The conservative public and ruling AKP party, led by President Erdoğan, shared a common value orientation perceiving the convention as threatening traditional family values and normalizing homosexuality. Anti-gender movements in Turkey, inspired by similar movements in Central and Eastern Europe, amplified these concerns. Turkey's growing de-Europeanization and frustration with EU accession processes further reinforced the rejection of externally imposed norms. This withdrawal represents a complex psychosocial phenomenon where cultural identity, religious values, collective resistance, and political calculations converged. The decision reflects broader global contestation over gender equality norms, highlighting tensions between universal human rights frameworks and locally embedded cultural-religious values. This study contributes to understanding how psychosocial dynamics shape foreign policy decisions in culturally conservative contexts.

Classical Guidance With a Problem Based Learning Approach to Improve High Shool Students Understanding of Sex Grooming

M. Fatchurrahman — 2026-06-30

Sexual grooming is a form of non-physical abuse that can occur in subtle and manipulative ways, and is often unrecognised by the victims, particularly schoolchildren who lack the understanding and experience to recognise and understand these covert forms of abuse. This study aims to determine the effect of classical guidance using a Problem-Based Learning (PBL) approach on improving high school students' understanding of sex grooming. The study used a quantitative approach with a pre-experimental method and a one-group pretest-posttest design. The research subjects were 11th-grade students at Muhammadiyah High School in Palangka Raya, selected using simple random sampling. The research instrument was a sex grooming understanding scale that had undergone validity and reliability testing. Data analysis techniques used the Wilcoxon Signed Ranks Test nonparametric statistical test. Based on the results of the Wilcoxon analysis, the Asymp. Sig. (2-tailed) value is 0.238, which is greater than the significance level of 0.05. Based on these results, it can be concluded that there is no statistically significant difference between the pretest and posttest scores. Thus, the null hypothesis (H0) is accepted, while the alternative hypothesis (Ha) cannot be accepted. These findings indicate that classical guidance services with a problem-based learning approach have not shown statistically significant changes in understanding in the context and conditions of this study. However, descriptively, there is a tendency for changes in scores in some students, which indicates a learning process and internalization of material during the service.

Implementation of Inclusive Education at Elementary School 4 Kasongan Lama

Dora Dora — 2026-06-30

Inclusive schools are educational services provided to children with special needs to ensure they receive an appropriate education. Government policies, as stipulated in Law Number 20 of 2003, Article 32, and the Minister of National Education Regulation Number 70 of 2009, provide opportunities for children with special needs to receive education in regular schools. In inclusive schools, children with special needs can learn alongside typically developing children and are treated the same as other children. This demonstrates the positive psychological impact of inclusive schools on children with special needs. Various problems that have emerged after more than ten years of implementation in inclusive education practice indicate challenges hindering its implementation in Indonesia. One of these factors is teacher competence, as teachers are not yet fully able to handle children with special needs in regular classrooms. The success of implementing inclusive schools depends on teachers' competence and on collaboration among schools, the government, and parents.