Enhancing Student Self-Disclosure through the Deep Talk Critical Method: A Case Study of Islamic Religious Education

Nabilah Khalda, Muslimah Muslimah, Surawan Surawan — Thu, 26 Jun 2025 00:50:23 +0700

Purpose of the study: 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.

Methodology: 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.

Main Findings: 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%).

Novelty/Originality of this study: 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.

Measuring Primary Students’ Mathematical Representation Competence: An Evaluation in Post-Pandemic Era

Yeni Yuniarti, Yunus Abidin, Naila Kurnia Restu — Mon, 21 Jul 2025 14:51:51 +0700

Purpose of the study: The study aims to investigate not only the fundamental mathematical knowledge of primary school students but also their mathematical representation skills, as these are essential for applying mathematical concepts in everyday life.

Methodology: A descriptive research design was employed without any treatment. The instrument included a test measuring representation skills through three indicators: forming equations or models from given representations, drawing diagrams to clarify and solve problems, and composing stories based on given representations. Secondary data were gathered through field notes and analysed using descriptive statistics, followed by triangulation with observation results.

Main Findings: The findings reveal that students’ mathematical representation skills remain underdeveloped. The lowest performance was observed in the indicator involving drawing diagrams to support problem-solving. These results suggest a mismatch between students' learning needs and current instructional strategies, highlighting the urgency of implementing differentiated and inclusive approaches to better support diverse learners.

Novelty/Originality of this study: The study introduces a validated diagnostic test administered prior to the main assessment, ensuring the reliability and fairness of the research results. This approach minimises bias and provides a more accurate portrayal of students' actual representation abilities, offering new insights into differentiated learning in mathematics education.

Journal Evaluation in Education (JEE)

Enhancing Student Self-Disclosure through the Deep Talk Critical Method: A Case Study of Islamic Religious Education

Measuring Primary Students’ Mathematical Representation Competence: An Evaluation in Post-Pandemic Era