A good relationship between teachers and students can positively influence the subjective well-being of teachers. However, in the context of middle school setting, a good relationship with students was considered as an effortful attempt for teacher to maintain which was related to the teacher well-being too. It was said that the more teaching experience the teacher has, the easier for them to navigate their relationship with students. Therefore, this study aimed to test whether the teaching experience moderate the impact of the teacher-student relationship to the teacher subjective well-being. The teacher-student relationship was measured using the Student-Teacher Relationship Scale (STRS), while the teacher subjective well-being was measured by the Teacher Subjective Well-Being Questionnaire (TSWQ). Respondents in this study were 289 teachers at the middle school level from both junior high school and senior high school or equivalent. The analysis technique used was a simple moderation analysis. The result showed that there was a positive relationship between the teacher-student relationship, the teacher subjective well-being, and teacher experience. However, this study indicated that there was no moderation role of the teaching experience in weakening or strengthening the close teacher-student relationship impact on the teacher well-being.

This research aimed to obtain baseline data as the first stage of preparation of self-instructional training programs as an intervention for early adolescents who had self-esteem problems. The participant in this study was a teenage boy who has a negative self-evaluation related to self-competence at school. The design in this research was single-subject, with A1-A2-A3 design. Measurement of self-esteem in this study was interview techniques on the participant, significant other, and teachers among three different situations. The instrument was developed based on high self-esteem characteristics of Rosenberg and Owens (Guindon, 2010). The results of this study indicated that the boy had low self-esteem related to self-competence and affected to important areas of development such as academic. Based on this study, further researchs was necessary to develope an intervention that solved the problems of self-esteem in early adolescence.

This research aimed to determine the effectiveness of picture in storybook reading to increase kindness in children. This research involved 31 children aged 5-6 years; they were taken from the kindergarten in Bandung as the participants. The intervention was done by reading eight picture books in eight days. The kindness was measured using a measurement instrument created by the researcher, in the form of nine coloured cards that described the behaviour of kindness. The measurement was also done by seeing through the kindness tree and observation sheets that filled out by the teacher. The data analysis using the Wilcoxon Signed-rank test shows a significant difference in the average score of kindness (p<0,05) before and after picture storybook reading. Two weeks after the intervention, the improvement on all kindness behaviours with the post-test score is greater than pre-test score that still can be found. Observation through kindness tree and observational sheets shows the same result.

This article is a narrative description of the ideal concept of teaching and learning Pancasila Education Course for undergraduate students. The conceptualization of this concept is made to answer the situation of the current social life in the society, which is no longer in harmony with the values of Pancasila. The ultimate goal of this design is for students to be able to build their own knowledge (constructivism), understanding and embodiment of Pancasila. The learning approach used in this design is problem-based learning, which is selected to develop students' analytical skills in mastering the knowledge needed to understand the problem. This design is intended for students who have cognitively reached the stage of formal operational development.

Previous studies have shown that father plays an important role in children’s lives (Lamb, 2010). Father involvement has been found to promote independence, self control, and socialize gender role in early childhood children. This study aimed to obtain baseline data as the first stage of preparation of intervention program of father involvement as an intervention for father who had early childhood children. 54 fathers who had early children aged between 1 to 5 year olds were involved in this study. The design in this study was non-experimental research, one-shot study. The instrument was developed based on five aspects of father involvement (Pleck, 2010). The results of this study showed that father involvement in parenting for early childhood was moderate (M = 3.14). The control aspect of the father involvement reached the highest score (M = 3.31), while the lowest aspects of father involvement were in the aspect of positive involvement activities (M = 3.04) and process responsibility (M = 3.04). Based on this study, further research was necessary to develop a psychoeducation intervention program that optimalized father involvement in parenting for early childhood.