Indonesian Journal of Education and Youth Development
Indonesian Journal of Education and Youth Development (IJEYD) The Indonesian Journal of Education and Youth Development (IJEYD) is a peer-reviewed academic journal dedicated to advancing research and scholarly discussions in the fields of education, educational innovation, and youth development within the Indonesian and global contexts. IJEYD serves as a platform for researchers, educators, and policymakers to share insights, empirical studies, and theoretical analyses that contribute to the enhancement of educational practices and youth empowerment. Scope and Focus IJEYD welcomes original research articles, literature reviews, and case studies that address topics such as: Educational Theories and Practices: Curriculum development, pedagogy, and teacher education. Educational Innovation: Technology integration, digital learning, and innovative teaching methodologies. Youth Development: Character building, leadership education, mental health, and career readiness. Education Policy and Reform: Comparative education, policy analysis, and strategies for educational improvement. Indonesian Education Studies: The role of local culture, traditions, and policies in shaping education and youth development. Publication Frequency IJEYD is published three times a year in April, August, and December. Each issue features high-quality research articles that undergo a rigorous double-blind peer review process to ensure academic excellence and integrity. Publication and Indexing The journal aims to be indexed in prominent academic databases and follows Open Access principles, ensuring that research is freely accessible to scholars and practitioners worldwide. Target Audience IJEYD is designed for academics, educators, researchers, policymakers, and students interested in the intersection of education, youth development, and innovation, with a special focus on Indonesia and Southeast Asia.
Development of Arabic Speaking Skills of Students at Roudlotul Huda Islamic Boarding School
This study is motivated by the importance of speaking skills (maharat al-kalam) as one of the primary competencies in communicative Arabic language mastery. So far, Arabic language learning in many educational institutions has primarily focused on grammatical aspects (nahwu and ṣaraf), resulting in students’ speaking abilities not being optimally developed. Pondok Pesantren Roudlotul Huda, as an Arabic language learning community, implements a different approach through the muḥadatsah program, which emphasizes the active use of language in daily life. The purpose of this study is to describe the forms of the muḥadatsah program, its implementation process, and the strategies used to develop students’ speaking skills at Pondok Pesantren Roudlotul Huda. This study employed a descriptive qualitative approach, with data collected through observation, interviews, and documentation. The research subjects consisted of Arabic language supervisors (ustadz) and active students of Pondok Pesantren Roudlotul Huda. The collected data were analyzed through three stages: data reduction, data presentation, and conclusion drawing. The results of the study indicate that the development of speaking skills at Pondok Pesantren Roudlotul Huda is carried out through several main activities. First, the Daily Muḥadatsah Program, which trains students to speak spontaneously on simple themes. Second, Weekly Thematic Dialogues, which improve speaking abilities through structured thematic discussions. Third, the implementation of Bi’ah Lughawiyyah (language environment), which habituates students to using Arabic in everyday communication. Fourth, Speaking Competitions and Proficiency Evaluations, which foster students’ confidence and creativity in public speaking. Through these various activities, the students’ speaking abilities showed significant improvement in terms of fluency (ṭalaqah), vocabulary mastery (mufradat), and sentence structure accuracy (tarkib). The muḥadatsah program at Pondok Pesantren Roudlotul Huda has proven effective in developing students’ Arabic speaking skills through a communicative approach and the establishment of a language-rich environment.
Copyright (c) 2026 Hariri Kurniawan, Feska Ajefri (Author)
Financial Management in Non-Formal Education: A Narrative Literature Review of Practices and Challenges
This narrative literature review examines the practices, challenges, and strategies of financial management within non-formal education (NFE) institutions, such as Community Learning Centers (PKBM) and Course and Training Institutions (LKP). Through a systematic search of Google Scholar (2015–2025), the review synthesizes peer-reviewed studies to highlight how financial governance directly impacts institutional sustainability. Key findings reveal a structural gap between operational needs and volatile funding sources, compounded by a widespread lack of accounting competence among NFE administrators. Despite these challenges, emerging best practices demonstrate that institutional resilience can be achieved through funding diversification, particularly via self-sustaining business units and private sector partnerships, and the adoption of digital financial management tools. The study concludes that transitioning from traditional to accountable, technology-assisted financial systems is an urgent imperative for NFE quality reform.
Copyright (c) 2026 Desmawati Desmawati, Tarekah Hasanah, Undang Rosyidin (Author)
Transformation of University Financial Governance Towards Financial Independence in the Digital Era: A Systematic Literature Review
This study investigates the transformation of higher education financial governance as institutions transition toward financial independence in an increasingly digital and market-driven landscape. Utilizing a Systematic Literature Review (SLR) of scholarship from 2014 to 2024, the research synthesizes global and national perspectives, with a particular focus on the Indonesian context, to identify strategies for revenue diversification and the role of digital innovation. Findings indicate that the shift from bureaucratic-administrative to managerial-entrepreneurial models is essential for institutional resilience. Key strategies include the optimization of endowment funds, research commercialization, and Public-Private Partnerships (PPP). Furthermore, the integration of Enterprise Resource Planning (ERP) systems and Financial Technology (FinTech), such as blockchain for auditing, significantly enhances transparency and accountability. The study concludes that achieving financial autonomy requires a holistic alignment of robust governance frameworks, digital infrastructure, and public transparency to ensure long-term fiscal sustainability.
Copyright (c) 2026 Samsul Hadi, Fitriyana Fitriyana, Evi Gusliana, Undang Rosyidin (Author)
The Mental Health Mandate: Evaluating the Legal Requirement for Psychological Support Services within Higher Education Institutions
As global reports indicate clinically significant levels of mental disorder symptoms among university students, higher education institutions (HEIs) are increasingly positioned as front-line mental health responders. However, the legal basis for this expectation remains fragmented and contested. This study employs a dual-method approach, qualitative doctrinal analysis and a systematic literature review, to evaluate the legal mandates for psychological support in the US, UK, and EU. Findings indicate that while a universal right to therapy is absent, a de facto mandate has emerged through disability and equality laws, which categorize mental health support as an enforceable "reasonable accommodation" rather than a discretionary welfare service. The research explores the shift from in loco parentis to organizational risk management, highlighting the evolution of "duty of care" in the context of student suicide and foreseeable harm. Synthesizing these findings, the study identifies a persistent gap between statutory access requirements and actual clinical needs, often exacerbated by the friction between privacy laws (HIPAA/FERPA) and fragmented administrative systems. The research concludes that HEIs must transition from purely defensive, risk-averse practices toward standardized, proactive governance to meet evolving legal obligations and ensure equitable participation in higher education.
Copyright (c) 2026 Meiria Nurphi (Author)
The Synergy of Local Wisdom and National Education Policy: A Literature Review on Character Building in Indonesian Early Childhood Education
This integrative literature review explores the synergy between local wisdom (kearifan lokal) and national education policy in shaping character building within Indonesian Early Childhood Education (ECE). Drawing upon 19 peer-reviewed articles published between 2015 and 2026, the study examines how indigenous cultural practices, such as traditional games, folklore, and arts, serve as pedagogical vehicles for realizing the character dimensions outlined in the Profil Pelajar Pancasila and the Kurikulum Merdeka. The findings reveal that project-based learning and ethnopedagogical approaches successfully bridge top-down policy with grassroots cultural realities. However, significant barriers remain, including insufficient teacher competency in culturally responsive pedagogy, a lack of localized teaching materials, and epistemological tensions between universalized developmental standards and diverse indigenous values. The review concludes by advocating for strengthened school-community partnerships, the development of culturally sensitive assessment metrics, and a decolonized paradigm that honors Indonesia's cultural plurality as its primary educational asset.
Copyright (c) 2026 Elly Purwanti, Siti Khomsiyati (Author)
Concept of Islamic Education According to Walisongo
This research examines the concept of Islamic education according to Walisongo through a library research approach, by analyzing relevant literature about the methods of da'wah and education of each saint, such as Sunan Gresik who taught agriculture and built religious schools, and Sunan Ampel who pioneered inclusive Islamic boarding schools. The findings show that Walisongo applies a holistic and acculturative approach, integrating sharia, Sufism, local arts and culture (such as wayang, song and gamelan), as well as practical skills to spread Islam peacefully in the archipelago, including figures such as Sunan Bonang, Sunan Drajat, Sunan Kudus, Sunan Giri, Sunan Kalijaga, Sunan Muria, and Sunan Gunung Jati. The implication is that their educational model is relevant to be developed in the context of contemporary Islamic education in Indonesia in order to form a tolerant, adaptive and noble character.
Copyright (c) 2026 Abdul Azis Khoiri, Faldo Riski Al hidaya (Author)
The Role of Islamic Religious Education in Shaping The Islamic Character of The Younger Generation
This study analyzes the strategic role of Islamic Religious Education (PAI) in overcoming moral degradation among Indonesian youth due to deviant behavior such as violence, bullying, and misuse of digital technology, with an emphasis on Islamic character building based on divine obligations from the Qur'an (At-Tahrim: 6) and the hadith of fitrah, encompassing the pillars of shiddiq, amanah, tabligh, and fathonah. Using a qualitative literature study approach from primary sources (the Qur'an, hadith, classical Islamic texts) and secondary sources (journals), the analysis integrates the concepts of Islamic education al-tarbiyah as the holistic cultivation of human potential (khalaqiyyah, rūhiyyah, 'aqliyyah, akhlāqiyyah) towards perfection; al-ta'lim as the transformation of critical knowledge from birth involving cognitive, affective, and psychomotor aspects; and al-ta'dib as disciplinary education for the habit of noble character to achieve human adabi which collaborate despite different emphases, in order to produce a generation that is faithful, pious, and adaptive in a multicultural society.
Copyright (c) 2026 Faldo Riski Al hidaya, Abdul Azis Khoiri (Author)
The McDonaldization of Merdeka Belajar: How Globalized Standardization is Quietly Erasing Indigenous Indonesian Pedagogies
This library research critically examines the Merdeka Belajar-Kampus Merdeka (MBKM) policy through the lens of George Ritzer’s sociological framework of McDonaldization to understand its impact on Indigenous Indonesian Pedagogies. As Indonesia aligns its higher education system with global neoliberal pressures for workforce readiness, the MBKM policy is championed as a movement for educational autonomy. However, utilizing Critical Discourse Analysis (CDA) and comparative juxtaposition, this study reveals a profound paradox: the policy’s implementation relies on rigid mechanisms of efficiency, calculability, predictability, and control that mirror the rationalization of the fast-food industry. The analysis demonstrates how accelerated degree pathways (Efficiency) and metric-obsessed performance indicators (Calculability) systematically erode traditional Javanese and Pesantren pedagogies, specifically values such as Ngeli (process-oriented depth) and Olah Rasa (emotional refinement). Furthermore, centralized digital platforms (Predictability) and app-based surveillance (Control) displace the context-specific wisdom of Kodrat Alam and the spiritual autonomy of the Pamong. The study concludes that MBKM facilitates the grobalization of Indonesian education, replacing locally significant cultural practices with globally standardized, empty forms (nothing). It advocates for a de-McDonaldization strategy that harmonizes administrative modernization with the preservation of Indonesia's holistic, character-driven educational heritage.
Copyright (c) 2026 Iis Maisaroh, Selvy Ratna Sari, Elly Purwanti, Satwika Alhummaira (Author)
Curriculum as Political Hostage: A Genealogy of 'Ganti Menteri Ganti Kurikulum' as Systemic Trauma in Indonesian Education
This study investigates the persistent phenomenon of Ganti Menteri, Ganti Kurikulum (Change Minister, Change Curriculum) in Indonesian education, analyzing it not merely as administrative inconsistency but as a structural pathology where curriculum policy functions as a tool for political legitimacy. Utilizing a qualitative library research method underpinned by Michel Foucault’s genealogical analysis and institutional trauma theory, this research traces the trajectory of curriculum reforms from the Old Order (1947) to the current Kurikulum Merdeka. The findings reveal that curriculum changes are frequently driven by legitimacy through negation a political logic where new ministers validate their authority by pathologizing predecessor policies and sustained by a proyek economy that incentivizes frequent material procurement. This cycle of discontinuity inflicts systemic trauma on the educational ecosystem, manifested as chronic teacher reform fatigue, the erasure of institutional memory, and administrative paralysis. The study concludes that unless curriculum development is decoupled from the five-year political cycle through a legally binding Grand Design and an independent oversight commission, Indonesian education will remain trapped in a state of perpetual, superficial reinvention.
Copyright (c) 2026 Rian Sigit Gesang Permana, Mahmud Sahroni, Basirun Basirun, Ari Fatihatul Hidayah (Author)
The Fragility Paradox: Re-evaluating Gen Z’s Mental Health Crisis as a Radical Shift in Leadership Intelligence
The integration of Generation Z into the global workforce, projected to comprise 27% of labor by 2025, coincides with unprecedented rates of reported anxiety, depression, and burnout among this cohort. Prevailing management narratives often pathologize these traits as fragility or a lack of resilience, creating friction with traditional command-and-control leadership models. This integrative literature review challenges that deficit-based perspective by synthesizing scholarship from clinical psychology, management studies, and sociology to reframe Gen Z’s hypersensitivity as a form of high-level adaptive intelligence. Through the lens of Sensory Processing Sensitivity (SPS), the research argues that Gen Z’s emotional reactivity functions as high-fidelity signal detection, enabling the early identification of toxic dynamics, ethical lapses, and systemic risks that stoic leadership models overlook. The findings suggest that Gen Z’s deployment of clinical language reflects advanced emotional literacy rather than victimhood, and their eco-anxiety indicates a capacity for systemic consequence analysis essential for sustainable governance. The study concludes that the corporate sector is undergoing a necessary evolution from Stoic to Permeable leadership, where the very traits labeled as weaknesses are actually critical assets for navigating the ethical complexities of the modern world.
Copyright (c) 2026 Juni Hartiwi, Ajeng Ninda Uminar, Liah Rosdiani Nasution (Author)
The Gamification of Compliance: A Critical Analysis of ClassDojo and Behavior Apps as the Modern Educational Panopticon
This study critically examines the widespread adoption of gamified behavior management applications in contemporary education, utilizing ClassDojo as a primary case study to explore the intersection of surveillance technology and behavioral psychology. Drawing upon Michel Foucault’s concept of the Panopticon and B.F. Skinner’s operant conditioning framework, the research analyzes how these platforms function as digital surveillance infrastructures that normalize continuous monitoring and the datafication of student conduct. Through a qualitative library-based research methodology, the study synthesizes interdisciplinary scholarship to demonstrate that while these tools are marketed as fun engagement strategies, they operate as sophisticated disciplinary mechanisms that erode intrinsic motivation and cultivate performative compliance. The findings reveal that the gamification of behavior substitutes moral reasoning with point-scoring, transforms peers into co-surveillants via public leaderboards, and habituates children to the extractive logic of surveillance capitalism. The paper concludes that the uncritical integration of such technologies threatens to reshape the educational environment into a training ground for the surveillance state, necessitating a re-evaluation of the ethics of educational technology.
Copyright (c) 2026 Sri Andayani (Author)
In Praise of AI Hallucinations: Re-imagining Critical Pedagogy and Truth Verification in the Age of Algorithmic Authority
The rapid integration of Large Language Models (LLMs) in higher education has sparked widespread concern regarding hallucinations, AI-generated inaccuracies that challenge academic integrity. However, this study argues that the greater epistemic threat lies not in AI's errors, but in its increasing perfection, which fosters algorithmic authority and cognitive atrophy among students who passively consume accurate outputs. Through a systematic library research methodology, this paper synthesizes theoretical frameworks from critical pedagogy, transformative learning, and information literacy to propose a counter-intuitive paradigm: instrumentalizing AI hallucinations as pedagogical assets. Findings suggest that while high-accuracy systems induce automation bias and reduce vigilance, flawed outputs can function as disorienting dilemmas that activate critical reflection and epistemic vigilance. The study introduces a forensic reading pedagogy, advocating for the strategic use of AI errors to cultivate the verification skills and analytical autonomy necessary for navigating an AI-mediated information ecosystem.
Copyright (c) 2026 Muhammad Afani Adam, Hendra Novian (Author)
HELICOPTER PARENTING STYLE "IMPACT ON COMMUNICATION SKILLS OF ALPHA GENERATION CHILDREN IN INDONESIA"
This research examines the impact of helicopter parenting on the development of communication skills in Generation Alpha children (4-7 years old) in urban areas of Indonesia. This research aims to determine the impact of helicopter parenting styles on children's development and communication skills. The research method uses an explanatory sequential mixed-methods approach involving 30 families from Lampung. Data was collected through the Helicopter Parenting Scale questionnaire (α=0.82), structured observation, and in-depth interviews. The results of the quantitative analysis show a significant negative correlation between helicopter parenting intensity and turn-taking ability (r=-0.62, p<0.05) and speech acts (r=-0.51, p<0.05). Qualitative findings identified three distinct communication patterns: (1) ghost scripting, (2) avoidance strategy, and (3) filler speech dominance. This study recommends the "Guided Autonomy Parenting" intervention program to mitigate the negative effects of helicopter parenting.
Copyright (c) 2025 Ifan Awanda, Septika laily Anti, Miranda Yustikasari, Selly Nurlela Sari (Author)
THE CONTRIBUTION OF TEACHER EDUCATION TO LITERACY INSTRUCTION QUALITY IN PRIMARY SCHOOLS
This study analyzes the relationship between teacher education and the quality of literacy instruction in primary schools. Employing a qualitative research design with an extensive literature review and case study analysis, the study finds that teacher education contributes significantly to improved student literacy outcomes. Effective programs feature strong pedagogical foundations and adequate practicum experiences. However, the research also identifies critical gaps, including a lack of training in differentiation and literacy interventions. These findings highlight the need for curriculum reforms that focus on practical training, continuous professional development, and the standardization of teacher education programs.
Copyright (c) 2025 Elly Purwanti (Author)
INTEGRATIVE CURRICULUM DEVELOPMENT BASED ON HIGHER ORDER THINKING SKILLS (HOTS) IN PRIMARY EDUCATION
This study examines the development of an integrative curriculum and its role in embedding Higher Order Thinking Skills (HOTS) in primary education. Through a systematic literature review, this research finds that an integrative curriculum facilitates holistic learning by connecting various subjects to real-world contexts. Effective pedagogical strategies, such as project-based learning, inquiry-based learning, and contextualized problem-solving, are proven to enhance students' cognitive abilities, including critical thinking, creativity, and problem-solving. Nevertheless, implementation faces challenges, such as a lack of teacher readiness, resource limitations, and policy alignment issues. An integrative curriculum focused on HOTS is crucial for preparing students to be lifelong learners and global citizens..
THE ROLE OF ISLAMIC EDUCATION MANAGEMENT IN SHAPING THE ISLAMIC IDENTITY OF INDONESIAN YOUTH
This study examines the vital role of Islamic education management in shaping the identity of youth in Indonesia, the world's largest Muslim-majority nation. Using a qualitative approach and a literature review method, the research analyzes academic literature to identify key themes related to educational management, such as leadership, curriculum, and teacher management. The findings indicate that effective management significantly influences the strengthening of religious commitment, the formation of moral values, and the resilience of youth against the influences of globalization and digital media. However, challenges such as a lack of teacher training and policy gaps persist. This research recommends the need for strategic adaptation in management practices, stronger policy support, and further empirical research to ensure Islamic education remains relevant and effective in guiding Indonesia's golden generation.
Copyright (c) 2025 Ahmad Zainuri (Author)
DIGITAL TECHNOLOGY INTEGRATION IN DIFFERENTIATED INSTRUCTION FOR ISLAMIC EDUCATION
This study examines the role of digital technology in supporting differentiated instruction in Islamic education. Using a literature review methodology, it analyzes existing scholarly work to synthesize how digital tools such as e-learning platforms, mobile apps, and interactive resources facilitate tailored learning experiences. The findings indicate that digital technology effectively enables the differentiation of content, process, and product, thereby enhancing student engagement and learning outcomes. However, its implementation faces challenges such as the digital divide, lack of teacher readiness, and the need to balance technological innovation with Islamic values. This research concludes that digital technology is crucial for modernizing Islamic pedagogy, recommending investment in teacher training, the development of Islamic-oriented digital resources, and further research to ensure the relevance and effectiveness of Islamic education in the digital age.
Copyright (c) 2025 Imam Asyrofi (Author)
COMPARATIVE STUDY OF ARABIC LANGUAGE EDUCATION MODELS IN INDONESIA AND MIDDLE EASTERN COUNTRIES: POLICY IMPLICATIONS
This study compares Arabic language education models in Indonesia and Middle Eastern countries. Using a comparative qualitative approach based on a literature review, the analysis explores fundamental differences in policy, pedagogy, and learning outcomes. Findings reveal that in Indonesia, Arabic education is heavily oriented toward religious texts and grammar, which limits students' practical communicative abilities. In contrast, the Middle Eastern model leverages an immersive native-speaking environment, supported by strong policies to develop communicative proficiency. It is concluded that Indonesia can improve its Arabic education quality by adopting elements from the Middle Eastern model, such as interactive pedagogy and better policy support, while adapting them to the local context. Practical recommendations include curriculum reform, continuous teacher training, and strengthening cross-cultural partnerships to create a more effective learning environment.
Copyright (c) 2025 Ika Supriyanti (Author)
THE INFLUENCE OF PESANTREN TRADITION ON ARABIC LANGUAGE LEARNING IN ISLAMIC SCHOOLS
This study investigates the integration and impact of traditional pesantren pedagogical methods on Arabic language instruction within Indonesia's modern Islamic school system. Employing a qualitative research design based on a comprehensive literature review, the research examines how practices such as sorogan, bandongan, and halaqah influence student proficiency, particularly in classical textual comprehension and memorization. The findings reveal that while these traditional methods significantly enhance reading and interpretative skills, they often fall short in developing communicative competence. The study provides a comparative analysis of pesantren-based and modern pedagogical approaches, concluding with a discussion of the potential for a hybrid model that balances the strengths of both traditions to improve overall Arabic language education in Indonesia.
Copyright (c) 2025 Maya Aulia, Ika Supriyanti (Author)
THE RELATIONSHIP BETWEEN ACADEMIC PRESSURE AND MENTAL HEALTH OF STUDENTS
The mental health of students in higher education has emerged as a critical issue due to increasing levels of academic pressure. This case study examines the relationship between academic pressure and student mental health, highlighting how various stressors such as exams, coursework, and high expectations impact emotional well-being. By synthesizing existing literature on the topic, the study identifies the prevalence of mental health issues among students and the specific academic stressors contributing to anxiety, depression, and burnout. The findings suggest that academic pressure negatively affects student well-being and that institutional support, coping strategies, and mental health services are essential to mitigating these effects. The study concludes with recommendations for universities to address these challenges by revising academic policies, improving mental health services, and fostering a supportive environment for students.
THE EFFECTIVENESS OF PROJECT-BASED LEARNING IN ENHANCING STUDENTS' CRITICAL THINKING SKILLS
This study aims to determine the effect of the Problem-Based Learning (PBL) model on elementary school students' critical thinking skills. The research employed a quasi-experimental method with a Nonequivalent Control Group Design. The subjects were fifth-grade students from two different elementary schools. The instrument used was a critical thinking skills test. Data analysis revealed that students taught using the PBL model had higher critical thinking skills than those taught using conventional methods. These findings indicate that PBL is effective in enhancing elementary students' critical thinking abilities.
THE IMPACT OF INTERNSHIP PROGRAMS ON PROSPECTIVE TEACHERS' READINESS TO TEACH
This study aims to determine the impact of the School-Based Internship Program (PLSP) on students' readiness to conduct teaching practice. The research employs a quantitative approach through a survey method involving students from the Economic Education Study Program who have participated in the internship. The findings indicate that the internship program significantly influences students’ readiness in planning, implementing, and evaluating learning. Students felt more confident and better understood real teaching contexts after completing the program. These findings highlight that PLSP is a crucial component in preparing competent and professional future educators.
Copyright (c) 2025 Wardah Anggraini, Budi Hartono (Author)
THE ROLE OF EXTRACURRICULAR ACTIVITIES IN FOSTERING YOUTH RESPONSIBILITY AND LEADERSHIP: A LITERATURE REVIEW
This study aims to explore the relationship between participation in extracurricular activities and the development of responsibility and leadership among high school students. Using a qualitative approach involving observations and interviews with active students, the research reveals that involvement in extracurriculars significantly enhances social skills, decision-making ability, and self-awareness. Furthermore, such engagement provides real opportunities for students to practice leadership in a supportive context. The findings highlight the vital role of extracurricular programs in shaping character and leadership competence in the younger generation.
Copyright (c) 2025 Sri Andayani (Author)
THE INTERTWINED ROLES OF SELF-EFFICACY AND CAREER READINESS IN FINAL YEAR STUDENTS
The transition from higher education to the professional world presents a significant challenge for final-year students. One crucial factor contributing to career readiness is self-efficacy, which refers to an individual's belief in their ability to perform specific tasks. This study reviews the relationship between self-efficacy and career readiness based on existing literature. The analysis reveals that students with higher levels of self-efficacy demonstrate greater career readiness, increased confidence in career decision-making, and a more proactive approach to exploring job opportunities. These findings emphasize the importance of strengthening self-efficacy through higher education and career counseling services to enhance students’ preparedness for entering the workforce.
Copyright (c) 2025 Iis Maisaroh, Sandi Pradana (Author)