https://cahaya-ic.com/index.php/JEE <p style="text-align: justify;">Journal Evaluation in Education (JEE) is a double-blind peer-reviewed journal dedicated to disseminating advances in knowledge and research in multidisciplinary education both in Indonesia and in the global context in developing countries. Committed to excellence, the Journal Evaluation in Education (JEE) publishes comprehensive research articles and invites reviews from leading multidisciplinary education experts to contribute optimally to policy and practice. The selection criteria prioritize papers that demonstrate high scientific value, convey new knowledge, and significantly impact multidisciplinary education. This journal's focus on multidisciplinary education includes policy analysis, development of learning instruments and media, program evaluation, student development, test management, curriculum and learning assessment and evaluation, 21st-century local and global issues, character education, health education, tourism and hospitality education as well as related topics at elementary school to college levels. Frequency: 4/year (January, April, July, Oktober)</p> en-US <div> <p>Authors who publish with this journal agree to the following terms:</p> </div> <ol> <li class="show">Authors retain copyright and acknowledge that the Integrated Science Education Journal is the first publisher licensed under a&nbsp;<a href="https://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution 4.0 International License</a>.</li> <li class="show">Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.</li> <li class="show">Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.</li> </ol> jee@cahaya-ic.com (Jana Kratochvílová) rahmat@cahaya-ic.com (Rahmat Perdana) Thu, 26 Jun 2025 00:50:41 +0700 OJS 3.1.2.4 http://blogs.law.harvard.edu/tech/rss 60 https://cahaya-ic.com/index.php/JEE/article/view/1589 <p><strong>Purpose of the study: </strong>This study aims to analyze how the Deep Talk Critical method is applied by Islamic Religious Education (PAI) teachers to enhance student self-disclosure and the impacts of this method on learning effectiveness.</p> <p><strong>Methodology: </strong>This qualitative field research employed triangulation of data sources, including interviews, observation, surveys, and documentation. The Miles and Huberman analysis model comprising data reduction, data display, and conclusion drawing was used. The study also defined four self-disclosure indicators: openness, empathy, support, and equality, based on interpersonal communication theories.</p> <p><strong>Main Findings: </strong>Findings indicate the Deep Talk Critical method is highly effective (85.72%) in fostering student self-disclosure. Specific indicators showed high performance: empathy (90.41%), equality (88.63%), support (84.87%), and openness (78.97%).</p> <p><strong>Novelty/Originality of this study: </strong>This study contributes to PAI communication strategy literature by formalizing Deep Talk Critical as a practical pedagogical model for strengthening self-disclosure and emotional intelligence among students.</p> Nabilah Khalda, Muslimah Muslimah, Surawan Surawan Copyright (c) 2025 Nabilah Khalda, Muslimah Muslimah, Surawan Surawan https://creativecommons.org/licenses/by/4.0 https://cahaya-ic.com/index.php/JEE/article/view/1589 Thu, 26 Jun 2025 00:50:23 +0700