Exploring the impact of emotionalized learning experiences on the affective domain: A comprehensive analysis

Kuo, Yen-Ku; Batool, Sadia; devi, Sheila; Tahir, Tehseen; Yu, Jiawen

doi:10.1016/j.heliyon.2023.e23263

Cited by 9 publications

(4 citation statements)

References 17 publications

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“…This assertion finds empirical support from numerous studies, including those by Coppola et al (2021) and Hamka et al (2020), which underscore the symbiotic relationship between spiritual well-being and mental health. The personal domain, a cornerstone of Fisher's framework, places emphasis on inner connections and core values, thereby nurturing emotional resilience-a crucial component for bolstering mental well-being, as expounded by Kuo et al (2024). Similarly, the communal and environmental domains accentuate the pivotal role of robust social connections and a nurturing environment in fostering mental health, as posited by Leung & Pong (2021).…”

Section: Discussionmentioning

confidence: 99%

“…Those with high spiritual well-being often experience a greater sense of purpose, contributing to positive mental health (Bożek et al, 2020;Coppola et al, 2021;Hamka et al, 2020). The personal domain emphasizes inner connection and values, fostering emotional resilience (Godor et al, 2023;Zach & Rosenblum, 2021;Kuo et al, 2024). Moreover, communal and environmental domains stress social connections and a harmonious environment, supporting mental health (Torres-Soto et al, 2022;Leung & Pong, 2021;Singh et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

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Students' Spiritual Well-being Landscape: Insights from Indonesian Islamic Universities

Rozikan,

Wibowo,

Purwanto

et al. 2024

Intl. J. Rel.

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Introduction: The rising prevalence of mental health concerns among students in Indonesian higher education necessitates thorough exploration. This study systematically investigates the intricate landscape of spiritual well-being among Indonesian students within Islamic universities. Methodology: Employing a rigorous mixed-methods approach, a survey covering 1547 students aged 18-22, consisting of 26.8% males and 73.2% females across 30 Indonesian Islamic universities was conducted, from Jawa (58.1%), Kalimantan (9.5%), Papua (4.5%), Sulawesi (7.8%), Sumatera (20.1%). This study systematically investigates the intricate landscape of spiritual well-being among Indonesian students within Islamic universities. Guided by Fisher's four-domain theory—personal, communal, environmental, and transcendental—the survey served as the analytical framework. Results: Survey outcomes reveal nuanced levels of spiritual well-being: very low (0.0%), low (42.3%), moderate (57.1%), high (0.6%), and very high (0.0%). The survey results highlight a diverse spectrum of spiritual well-being levels among students, with a significant portion falling into the low to moderate range. This indicates a clear imperative for interventions aimed at enhancing spiritual well-being among this demographic. In-depth interviews with 30 academics from 30 Islamic universities illuminate the repercussions of low spiritual well-being, impacting various dimensions of students' lives. Interview findings discern three distinctive counseling approaches: modern (reality, behavior, and REBT), post-modern (SFBC), and religious counseling (fill ard kholifah counseling). However, these approaches are underutilized, resulting in suboptimal provision of counseling services. The findings recommend each institution focus on crafting an Islamic counseling model to mitigate the prevalence of mental health concerns and significantly enhance students' spiritual well-being, aligning with the distinct characteristics of those studied in Islamic universities in Indonesia.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Students' Spiritual Well-being Landscape: Insights from Indonesian Islamic Universities

Rozikan,

Wibowo,

Purwanto

et al. 2024

Intl. J. Rel.

View full text Add to dashboard Cite

show abstract

“…This incongruence suggests a need for bridging the gap between instructors' theoretical knowledge and their actual classroom implementation. Reference [ [5] , [69] ] suggests that teachers' encouragement should extend beyond praising correct responses from students; it should also be utilized to manage lessons and foster a conducive reflective learning environment. There is also a claim that supporting learners' efforts to refine and complete their contributions can help them participate more and acquire the language [ 21 ].…”

Section: Discussionmentioning

confidence: 99%

Utilizing communication strategies to enhance reflective learning in Ethiopian EFL classrooms

Haile,

Olamo,

Yemiru

2024

Heliyon

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“…As is known, educational activities in schools are teaching and learning processes that focus on changes in cognitive aspects (knowledge), affective aspects (attitudes), and psychomotor aspects (skills) (Abbasi et al, 2023;Borgerding et al, 2018;Kuo et al, 2024). Specifically referring to the cognitive aspect, learning outcomes are a reference to students' academic mastery, where the better the students' academic mastery, the better the learning outcomes will be, and vice versa.…”

Section: Introductionmentioning

confidence: 99%

Integrating Ethnoscience in Physics Teaching Materials and its Impact on Student’s Science Process Skills and Mastery Concept

Pieter,

Risamasu

2024

jppipa, pendidikan ipa, fisika, biologi, kimia

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This research aims to integrate ethnoscience in Enggros and Tobati tribal communities into physics teaching materials and see how it influences students' science process skills and mastery of concepts. The type of research is research and development (R&D) on the 4D model which was modified into 3D without a dissemination stage. The research sample was class XI students at public high schools in Jayapura City. Five validators validated the physics teaching materials developed. To see the effect of using teaching materials, a quasi-experiment was used using a randomized pretest-posttest control group design. The research results showed that the developed teaching materials had a positive impact, and it was found that there were significant differences in science process skills and concept mastery between students who studied with the developed teaching materials and those who studied with conventional teaching materials. The teaching materials developed can mediate student learning transitions and support science process skills and students' mastery of concepts in learning science.

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Exploring the impact of emotionalized learning experiences on the affective domain: A comprehensive analysis

Cited by 9 publications

References 17 publications

Students' Spiritual Well-being Landscape: Insights from Indonesian Islamic Universities

Students' Spiritual Well-being Landscape: Insights from Indonesian Islamic Universities

Utilizing communication strategies to enhance reflective learning in Ethiopian EFL classrooms

Integrating Ethnoscience in Physics Teaching Materials and its Impact on Student’s Science Process Skills and Mastery Concept

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