This descriptive quantitative study aims to examine the perceptions of gender equality among students at SMA Negeri (State Senior High School) 1 Bunta. Data were obtained from 119 students who completed a 75-item questionnaire. The analysis employed descriptive statistics, yielding an average perception score of 238,99 with a score range of 63-300. The principal finding indicates that teachers’ treatment of students based on gender is the most prominent factor in supporting gender equality within the school environment, reflected by the highest percentage of 81,28 %. However, cultural aspects, social norms, and formal school policies still require greater attention to overcome existing barriers. The study recommends strengthening pro-gender equality school policies, providing gender‑awareness training for teaching staff, and developing programs that encourage active student participation without discrimination. The implications of the findings are expected to serve as a basis for policymakers in creating an inclusive and fair educational environment for all genders.
Generation Z women, especially those from broken-home families, face significant socio-emotional challenges in the digital era. This study explores their experiences in regulating emotions through Artificial Intelligence, specifically ChatGPT, as a medium for emotional expression. Using a qualitative phenomenological approach, data were collected via online interviews (Zoom) with three participants aged 17-27 years old and analyzed thorugh interpretative phenomenological analysis. The findings revealed three main themes: past trauma, expressivesuppression, and the perceived meaning of AI ChatGPT. Participants described ChatGPT as a non-judgemental emotional outlet that fosters psychological resilience and enhances emotional well-being. This study highlights the potential of Artificial Intelligence in digital mental health innovation, particularly for individuals from non-harmonious families.
This study aims to analyze students’ behavioral tendencies in using ChatGPT amid its emerging benefits and challenges, through the lens of the Theory of Planned Behavior. The research employed a quantitative descriptive method, involving 729 students from the Faculty of Education Sciences. Data were collected through surveys and interviews, and analyzed using SPSS. The findings, which refer to the three core variables of attitude toward the behavior (ATB), subjective norms (SN), and perceived behavioral control (PBC), show that the majority of respondents (70,6%) had a high positive attitude toward using ChatGPT for academic purposes. Most students (66,0%) reported moderate subjective norms, while perceived behavioral control was high (70,1%). These results indicate that students recognize the benefits of ChatGPT and feel confident in regulating its use. Consequently, their intention to use the tool is more strongly influenced by personal attitudes and self-regulation than by social pressure. The findings also highlight students’ ability to adapt to ChatGPT in academic contexts, although institutional guidance remains essential to ensure ethical and integrity-driven usage across the academic community.
This study examines the relationship between the behavior of using Artificial Intelligence (AI) specifically ChatGPT and the self-efficacy of Guidance and Counseling students at Universitas Negeri Makassar, as well as explores differences based on gender. A quantitative correlational approach was employed with 171 fifth-semester students selected through stratified random sampling to ensure proportional representation of each class. The instruments used were the AI usage behavior scale and the General Self-Efficacy Scale (GSES), with data collected online. Descriptive statistics and Pearson correlation analysis revealed a positive relationship between ChatGPT usage and self-efficacy, as indicated by the high categories in the magnitude (70,8%), strength (77,2%), and generality (98,8%) dimensions. Additionally, no significant differences in self-efficacy were found based on gender. These findings highlight that AI utilization contributes to enhancing students’ academic self-confidence and underscores the importance of digital literacy in optimizing AI use.
The study aims to see the influence of hope and the meaning of life on the flourishing of students majoring in education. Flourishing is an individual's positive mental condition to balance negative and positive aspects and recognize their strengths. For students majoring in education, flourishing is needed so that they are ready to have motivation and commitment as educators. The study uses a quantitative approach with a correlational method. The multiple linear regression test used to see the influence of hope and meaning of life on student flourishing shows a significant value of 0.000, which means that hope and meaning of life influence student flourishing.
