Lack of career exploration leads to career indecisiveness among Indonesian high school students. According to some studies, successful career exploration is determined by students’ initiative. However, no consistent answer about factors that make the students self-directedly engage in career exploration. This study is aimed to explore student’s self-directedness during the career exploration, including the factors that encourage student’s career exploratory behavior. This single case study used semi-structured interview and document analysis to investigate the experience of one Indonesian high school student. Two themes emerged from the data: involvement factor in career exploration, which determined by internal and external influence, and qualities of self-directedness, which is reflected by the employment of strategies and self-awareness. Recommendation for parents and educators to provide exposure to various activities, explicit teaching of self-directed learning and related skills is also essential to build students’ initiative in career exploration.

Adolescents are often associated with high work in risk taking behavior. Neuroscience experts then proposed hypotheses that tend to be related to adolescent brain development, in the prefrontal cortex and limbic systems. Through fMRI-related scanning is the cognitive ability that plays a role in self-regulation and decisionmaking is still growing until late adolescence. That's how the limbic system is so sensitive to socio-emotional stimuli. Therefore adolescents need to be changed. For these things can reduce the tendency of adolescents to behave deviant. Along with that, Hujjatul Islam Al-Ghazali also mentions self control as a testament to the strength of one's character. Preventive measures have been taken to improve adolescent selfcontrol and prevention in risky behaviors through various trainings. Nevertheless, the outcomes of the existing training proved not to provide long-term pricing. Furthermore this article discusses the approach that can be done by parents and educators as a combination of Islamic perspectives and neuroscience findings in assisting adolescents develop self-control.

Educational decision making can be a challenging process for senior high school students. There are research reports investigated Indonesian high school students who perceived that they have taken wrong major decisions. This problem demands special attention from educators and school counselors to figure out the condition that gives rise to the phenomenon. This qualitative case study explored experiences of Indonesian high school students in academic major decision making. The purpose of this paper is to present an in-depth information about high school students’ strategies in educational planning process. Five students from three public high schools in Indonesia participated in this study. Qualitative data were collected from individual interviews and analyzed using thematic approach. The study identified four strategies of major decision making: reflecting on experiences, engaging in information-seeking, considering alternative majors, and compromising aspirations. The findings highlight the need to provide a comprehensive support for systematic educational exploration and decision making.

There are number of researches have studied the experience on Quran memorization, but there are only small number of studies that have explored deeper, how huffadhs manage their cognition for the success in memorization. This current study aimed to investigate qualities of metacognitive knowledge in the proses of memorization of Quran using Flavell's components of metacognitive knowledge which are task, strategy, and person. This qualitative case study took place in one university in Malaysia used interview and think after journal to investigate the metacognitive knowledge of two young huffazs as they memorized and revised the Qur'an. As the result, the study identified the six attributes of metacognitive knowledge: understanding the nature of task, understanding the influence, applying memorization strategies, monitoring the process, utilizing resources, and practicing immediate coping. The results contribute to the understanding of adolescent huffadhs memorization technique and suggest the benefit of teaching metacognitive strategy in the Quran memorization.