EDU SOCIETY: JURNAL PENDIDIKAN, ILMU SOSIAL DAN PENGABDIAN KEPADA MASYARAKAT

Parents’ Use of KOCAK for Sexual Abuse Prevention Education among Preschool Children

Nethania Romauli, Arizal Mutahir, Hariyadi Hariyadi, Ankarlina Pandu Primadata — Tue, 20 Oct 2026 00:00:00 +0000

Previous studies on child sexual abuse (CSA) prevention have largely focused on educational interventions and children’s protective knowledge, while parental perspectives on using story-based media to facilitate age-appropriate prevention education remain underexplored. This study explores parents’ perspectives on using KOCAK (Kokoru and Children’s Stories) to educate children aged 4–5 about sexual abuse prevention. Employing a descriptive qualitative design, data were collected through observation and in-depth interviews with parents of children aged 4–5 at Hompimpaa School. The findings indicate that KOCAK supports parent–child communication when discussing safe and unsafe touch and personal privacy boundaries. However, two mini visual cards require revision to provide more representative illustrations. The storybook content was considered relevant to children’s experiences, with further development needed through case-based narratives addressing gadget use and digital safety. This study contributes context-specific insights into how parents perceive and adapt story-based educational media for early childhood CSA prevention. Its practical implications include improving visual representations, expanding digital safety content, and strengthening parental guidance to support age-appropriate, open, and protective communication with young children. Unlike previous studies that primarily emphasize children's protective knowledge or interventions, this study uniquely reveals how parents critically evaluate and adapt specific visual symbols and story-based narratives to address both bodily safety and emerging digital risks in early childhood CSA prevention.

Anggah-Ungguhing Balinese Speech Levels in Muslim Wedding Rituals: Implications for Community Education

Siti Rosidah, I Wayan Gede Wisnu, Ida Bagus Rai — Tue, 20 Oct 2026 00:00:00 +0000

Previous studies on Balinese speech levels have primarily focused on language use within Hindu communities, while their use in Muslim wedding rituals remains underexplored. This study examines the terminology of Muslim wedding rituals and the forms of Anggah-Ungguhing used by the Muslim community in Pegayaman Village, Buleleng, Bali. Employing a qualitative descriptive approach with a phenomenological orientation and communication ethnography, data were collected through video observation, interviews, and documentation, then analyzed through data reduction, classification, description, and conclusion drawing. The findings identify three levels of wedding ritual organization, nista, madya, and utama, comprising six ritual stages: metahu, mapaitungan, nyangkreb, ngunye, nyuang nganten, and natab. The analysis documents six speech categories: Alus Singgih (2 words), Alus Mider (105), Alus Sor (7), Alus Madia (32), Mider (19), and Andap (49). These findings demonstrate the continued use of differentiated Balinese speech levels in Muslim wedding practices. The study contributes to research on language maintenance among non-Hindu communities and offers insights for culturally responsive multicultural education. The originality of this study lies in demonstrating how six categories of Balinese speech levels are maintained and used in Muslim wedding rituals, highlighting the role of local cultural practices in sustaining Balinese linguistic traditions beyond Hindu communities.

School Meal Programs and Student Learning Motivation: A Qualitative Case Study in Indonesia

Tue, 20 Oct 2026 00:00:00 +0000

Although school meal programs are widely associated with nutritional and health benefits, their relationship with students’ learning motivation remains underexplored across diverse educational contexts. This study examines how Indonesia's Free Nutritious Meals (Free Nutritious Meals/MBG) program relates to students' learning motivation at SMA Gama Yogyakarta. Employing a qualitative case study design, data were collected through in-depth interviews, observations, and documentation and analyzed using an interactive analytical approach. The findings indicate that the program is perceived to support students' learning focus, reduce classroom lethargy, and contribute to more consistent school attendance. Adequate meal provision appears to function as an external support for daily academic engagement. However, menu variations and inconsistent meal distribution schedules present challenges to the program's sustained implementation. These findings suggest that school meal programs may support a more active learning environment when nutritional provision is accompanied by reliable logistical management. The study contributes context-specific evidence to discussions of school nutrition and educational engagement, highlighting the importance of integrating food provision with consistent service delivery. Its original contribution lies in identifying the perceived links between meal provision, classroom alertness, learning focus, and attendance within a single Indonesian secondary-school case.

School Counseling and Public Education for the Holistic Development of Gifted Learners

Intan Nur Wulandari, Henny Septia Utami — Tue, 20 Oct 2026 00:00:00 +0000

Although previous studies have examined school counseling services and students’ academic development, the specific role of counseling in addressing the learning needs of fast learners remains insufficiently synthesized, particularly regarding the integration of academic support, motivation, and socioemotional development. This study aims to examine how school counseling services support the academic development of fast learners. Using a library research design, this study reviews relevant books, scholarly articles, and previous research, which are analyzed descriptively through content analysis. The findings indicate that school counseling can help fast learners identify their potential, strengthen learning motivation, develop effective study skills, and address academic barriers. Classroom guidance services are particularly relevant for facilitating self-development, time management, achievement motivation, and independent learning. Collaboration among school counselors, subject teachers, and parents also emerges as an important component of educational support. This study implies that counseling programs should be designed responsively to learners’ individual characteristics and developmental needs. Its conceptual contribution lies in synthesizing individualized support, classroom guidance, and stakeholder collaboration as complementary dimensions of counseling for fast learners. This synthesis offers an integrated perspective for developing more responsive school counseling practices.

Understanding Teachers’ Ethical AI Use: A Backward Mapping Study in Indonesian Vocational Education

Tue, 20 Oct 2026 00:00:00 +0000

Previous studies have examined artificial intelligence (AI) adoption in education, focusing primarily on pedagogical benefits, digital competence, and ethical challenges. However, limited attention has been paid to how AI ethics are implemented at the school level through the interplay between educators’ practices, institutional arrangements, and policy awareness. This study analyzes the implementation of AI ethics among teachers at SMK Negeri 3 Yogyakarta, Indonesia, through Richard Elmore’s backward mapping perspective. Using a qualitative case study design, data were collected through participant observation, in-depth interviews, and documentation involving the vice principal, teachers, and students. The findings reveal that teachers use AI to support lesson planning, instructional material development, and assessment. Although teachers recognize ethical risks, particularly data security and students’ dependence on technology, most have limited understanding of Minister of Communication and Informatics Circular Letter No. 9 of 2023 on AI ethics. Consequently, ethical practices remain informal and largely dependent on individual teachers’ discretion. Key barriers include inadequate infrastructure, limited policy dissemination, and the absence of school-specific AI regulations. These findings highlight the need to align national ethical guidance with institutional policies, teacher capacity development, and practical school-level implementation. The study’s original contribution is its identification of a gap between teachers’ emerging ethical awareness and the institutional mechanisms required to translate AI ethics into consistent educational practice.