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Social support is defined as an individual’s perception of the availability and presence of assistance derived from three primary sources, namely family, friends, and individuals considered significant others. This concept emphasizes the subjective evaluation of the quantity and quality of support perceived by individuals, rather than the actual support provided. This study aims to examine the construct validity of the Multidimensional Scale of Perceived Social Support (MSPSS) developed by Zimet et al. (1988), which has been adapted into the Indonesian language. The MSPSS instrument is designed to measure the extent to which individuals perceive social support received from family, friends, and significant others in their lives. Research participants were selected using a purposive sampling technique, with inclusion criteria consisting of active university students aged between 18 and 27 years. A total of 279 students participated in this study. The research employed a quantitative approach, with data collected through an online questionnaire administered via Google Forms and distributed through various social media platforms. Data analysis was conducted using Confirmatory Factor Analysis (CFA) with the assistance of Jamovi software.

Symbolic interactionism is an approach that examines how symbols and meanings are created through interactions between individuals within a learning context. This approach explores how individuals use symbols to communicate, interact, and understand the world around them. In the context of the learning process, symbolic interactionist analysis can provide a deep understanding of how learning occurs through interactions between teachers and students, as well as among students themselves. Through this analysis, we can observe how symbols such as language, gestures, and expressions are used to communicate ideas and concepts being taught in the classroom. Additionally, symbolic interactionist analysis can also help us understand how individuals construct their identities within the learning environment. In the modern era of education, the interaction between teachers and students has become one of the crucial aspects of the learning process. Through social interaction and the use of symbols, individuals can shape their perceptions of themselves and how they are viewed by others. This can affect their motivation and engagement in learning. Thus, symbolic interactionist analysis offers valuable insights into understanding the learning process and how interactions between individuals play a key role in the construction of meaning and understanding. Through this understanding, we can improve the quality of learning and provide more meaningful learning experiences for students. Communication does not only occur through words but also through nonverbal communication, including facial expressions, body movements, and other gestures. Therefore, this study aims to analyze how symbolic interactionism plays a role in learning and how nonverbal communication influences the dynamics of classroom interaction.

Patriarchy in the modern era still persists despite continuous efforts to achieve gender equality across various aspects of life, including education, the workplace, and social interactions. Its presence is often reinforced through mass media, particularly in television series. The drama series “Bid’ah” vividly portrays the impact of patriarchy on women’s lives, both in domestic settings and in the public sphere. This study aims to examine the extent to which exposure to the series “Bid’ah” influences viewers’ perceptions of patriarchy. This research employed a quantitative approach involving 100 undergraduate students from the Communication Science program at Universitas Bina Bangsa. The sampling technique used was purposive sampling, where participants were selected based on specific criteria relevant to the research objectives. Data were collected through an online questionnaire using a four-point Likert scale to measure the respondents’ perceptions. The data were then analyzed using simple linear regression with the help of SPSS software. The findings indicate a significant influence between exposure to the series and viewers’ perceptions of patriarchy. This is evidenced by a correlation coefficient of 0.405 (p-value 0.000) and a coefficient of determination of 0.164. These results suggest that 16.4% of the variance in perceptions of patriarchy can be explained by exposure to the “Bid’ah” series, while 83.6% is influenced by other factors beyond this study. These findings highlight the important role of media in shaping social perceptions, particularly regarding gender norms and patriarchal values. This study contributes to the understanding of how media, especially television dramas, can both reinforce and challenge gender stereotypes, while also providing insights into the potential influence of media content on audiences’ attitudes toward gender equality.

This research is motivated by the importance of understanding the niqab (face veil) as a religious symbol and an identity marker for Muslim women, which continues to spark public debate in Indonesia. The niqab is often viewed from various perspectives—religious, cultural, social, and political—making it a controversial topic. These differing viewpoints highlight the need for a deeper exploration of the meaning and practice of wearing the niqab, especially within Islamic higher education institutions. The study aims to examine both the normative and sociological aspects of niqab use among female students at Ma’had Al-Birr, Muhammadiyah University (Unismuh) Makassar. This institution is known for having a significant number of students who wear the niqab, each with different backgrounds and motivations, ranging from theological beliefs to personal convictions and environmental influences. The research employs a descriptive qualitative method with a field-based approach. It combines normative Islamic theological perspectives with sociological analysis, using data collection techniques such as observation, in-depth interviews, and documentation. The findings reveal that students perceive the niqab not merely as a religious obligation to cover one's aurat (parts of the body that should be concealed), but also as a symbol of piety, honor, obedience, and personal ijtihad (independent reasoning) in practicing Islamic teachings. An inclusive campus environment supports these students in engaging freely in both academic and social activities. However, challenges still arise, particularly in the form of stereotypes and perceptions of exclusivity that some individuals associate with niqab wearers. These misconceptions underscore the importance of cross-perspective understanding in addressing this phenomenon. This study is expected to contribute to the development of campus policies that support freedom of expression, uphold mutual respect, and promote a more inclusive, open, and tolerant atmosphere within Islamic higher education institutions—one that embraces the diversity of religious practices and encourages respectful coexistence.