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Young people today live in a digital culture that makes social media the main space for communicating, forming identities, and finding meaning in life. In such situations, catechesis needs to adjust itself to remain relevant and able to reach them effectively. The use of social media opens up opportunities for the Church to present catechesis that is more interactive, visual, and contextual through various forms such as short videos, infographics, live broadcasts, and online discussions. A qualitative approach through literary studies and indirect observation shows that social media can increase the involvement of young people in faith formation because it is flexible and easily accessible. However, the use of social media also presents pastoral challenges, such as the potential for superficiality of content and a lack of deep appreciation of faith. Therefore, critical assistance and integration between digital catechesis and real community life are needed so that the faith of young people is sustained and strengthened in the life of the Church.

This study examines the relationship between suffering in Job 1–21 and God's sovereignty in the Old Testament. The problem arises from the tension between the theology of retribution that links suffering to sin and the reality that the righteous can also suffer. Job is a key figure in understanding this theological dilemma. This study uses a qualitative method with a biblical exegetical approach through analysis of historical context, literary structure, and theological meaning. The primary data comes from the text of Job 1–21, supported by relevant theological literature. The analysis is conducted descriptively and analytically to find the relationship between suffering and God's sovereignty. The results show that Job's suffering is not a direct result of sin, but rather occurs within the scope of God's sovereignty that transcends human understanding. This text also critiques the rigid understanding of the theology of retribution and emphasizes that faith is rooted in trust, not merely rational understanding. Job's perseverance demonstrates that suffering can be a means of faith growth as well as a test that deepens humanity's relationship with God. This study emphasizes that suffering is part of God's sovereign plan and encourages believers to remain faithful and persevere amidst the uncertainties and struggles of life.

This study explores student agency in Artificial Intelligence (AI)-supported STEM learning environments, addressing a critical gap in existing literature that predominantly focuses on learning outcomes rather than learner-centered processes. Drawing on an interpretive qualitative approach, this research investigates how students experience autonomy, self-regulation, and decision-making when interacting with AI technologies in STEM education. Data were collected from 15 participants engaged in AI-supported learning through in-depth semi-structured interviews, supported by observations and document analysis. The data were analyzed using thematic analysis to identify recurring patterns and meanings related to student agency. The findings reveal that student agency is a dynamic and multidimensional construct shaped by the interplay between technological affordances and learner engagement. Four major themes emerged: enhanced autonomy, development of self-regulated learning, negotiated decision-making, and ambivalent dependency on AI. While AI technologies provide adaptive support that empowers students to take control of their learning, they also introduce the risk of over-reliance, which may reduce cognitive engagement. This study contributes to the theoretical advancement of student agency by conceptualizing it as a spectrum rather than a fixed attribute, highlighting the dual role of AI as both an enabler and a constraint. The findings offer important pedagogical implications for designing AI-supported STEM learning environments that promote active, reflective, and responsible learning. Future research is recommended to explore this phenomenon across diverse contexts and through longitudinal designs.

History education at the secondary level continues to face challenges in fostering higher order thinking skills, particularly students’ interpretative and critical analytical abilities, which are often constrained by textual and chronological instructional approaches. This study aims to conceptually examine the role of digital storytelling as a pedagogical strategy to strengthen historical interpretation and critical analysis within the frameworks of constructivism, historical thinking, and critical thinking theory. The research employs a qualitative approach based on literature review, utilizing descriptive and thematic analysis of scholarly works and educational policy documents. The findings indicate that digital storytelling promotes active cognitive engagement through processes of source selection, credibility evaluation, evidence based narrative construction, and multiperspective reflection. The production of digital narratives functions not merely as a creative activity but as a cognitive mechanism that trains logical argumentation and validation of historical evidence. Furthermore, the integration of multimedia elements enhances contextual understanding and deepens students’ meaning making of historical events. Nevertheless, its implementation encounters challenges related to teachers’ digital competence, students’ digital literacy readiness, infrastructural limitations, and instructional time allocation. The study implies that digital storytelling holds strategic potential as a pedagogical approach to develop historical thinking competencies in the digital era, provided that it is supported by systematic instructional planning and sustained capacity building in educational institutions.

The account of Moses’ death in Deuteronomy 34 has long drawn attention because of the questions it raises about what truly happened at the end of his life. The text leaves certain details unclear, especially regarding his burial and the absence of a known grave, which has led to different interpretations among scholars and faith communities. This study seeks to explore these interpretive possibilities, asking whether Moses simply died, was buried by God, or experienced a unique form of being taken by God. Using a qualitative approach based on literature review, this research engages biblical texts alongside selected contemporary studies. The discussion shows that the narrative intentionally allows room for multiple perspectives, rather than offering a single, definitive explanation. It also becomes clear that later Jewish and Christian traditions played a role in shaping how Moses’ death has been understood, often highlighting its deeper theological meaning. In the end, Moses’ death can be seen not only as the closing of his personal journey, but also as part of a larger story about leadership, transition, and God’s ongoing work among His people.

This study uses a qualitative research design with a literature study approach to examine the theological meaning of the suffering of the righteous in the Book of Job, specifically chapters 1–2 and 38–42. The literature study method was applied by collecting primary data in the form of biblical texts and secondary data from relevant national scientific journals. The approach used includes narrative interpretation to understand the story's structure, Job's character, and the dynamics of events, and theological interpretation to interpret suffering from the perspective of God's sovereignty. The results show that Job is portrayed as a righteous man who is pious, honest, and fears God, so his suffering is not related to personal sin. Job's suffering is holistic, encompassing physical, emotional, social, and spiritual aspects, and occurs in the context of God's permission of Satan's actions, confirming that no event is outside His sovereignty. God's response in chapters 38–42 emphasizes His greatness and wisdom through revelation from the storm, rather than through a rational explanation of the cause of suffering. These findings confirm that the primary purpose of suffering is not to be explained intellectually, but to purify faith and deepen humanity's relationship with God. Its relevance for the church today lies in the need for sound theological teaching on suffering, pastoral care for those who suffer, and the development of communities that sustain the faith and hope of the congregation. Thus, suffering, from the perspective of God's sovereignty, serves as a means of forming spiritual character, strengthening the resilience of faith, and recognizing the sovereign God.

This study examines the integration of Islamic education values in supporting the achievement of the Sustainable Development Goals (SDGs) 2030. The background of this research is rooted in the increasing global demand for education systems that not only emphasize cognitive competence but also foster moral integrity, social responsibility, and environmental awareness. Islamic education, with its foundational values such as tawhid (divine consciousness), adl (justice), amanah (responsibility), and mizan (balance), offers a holistic framework that aligns with the principles of sustainable development. The objective of this research is to analyze how Islamic educational values can be conceptually and operationally integrated into educational practices to contribute to the SDGs agenda. This study employs a qualitative approach using library research as the primary method, collecting and analyzing relevant academic literature published in recent years. The findings indicate that the integration of Islamic values through contextual learning, reflective discussions, character-building activities, and social engagement initiatives can enhance students’ awareness of global issues, empathy, inclusivity, and ecological responsibility. Although challenges remain in curriculum standardization and character assessment mechanisms, the study concludes that Islamic education has strong potential to function as a transformative educational model. The implications of this research suggest the need for curriculum development, teacher capacity building, and institutional commitment to ensure that Islamic education meaningfully contributes to sustainable global development.

This study examines the types of compound word constructions and their elements found in the novel Harry Potter and the Philosopher's Stone. The research is based on Katamba’s (2015) theory of compound words. A qualitative approach is employed to analyze the compound words present in the novel. Data collection involved several techniques, including downloading the novel text, reading it to understand the content, and coding compound words. The analysis focuses on identifying, classifying, and interpreting these compound words to explore their contribution to the narrative. This study also investigates the role of compound words in enhancing the meaning and linguistic texture of the novel. It reveals how compound words form an integral part of the story’s structure and character development, showing their significance in both everyday language use and literary construction. The findings provide a deeper understanding of how compound words function within the text and highlight their impact on readers' perception and engagement with the story. Overall, this research demonstrates the importance of compound words in language construction and narrative development, offering valuable insights into their use in literary works.

This study analyzes junior high school students' errors in solving mathematics problems involving integers. This study was conducted through a systematic literature review of 12 related research articles published between 2021 and 2026. The analysis shows that students' errors in integers include contextual, procedural, and technical (calculation) errors. The most common conceptualization errors were found in the understanding of positive and negative signs and the rules for mixed operations. The main causes of errors are a lack of in-depth conceptual understanding, the habit of memorizing without understanding, and a lack of practice using concrete media. Internal factors such as learning motivation and external factors such as learning methods and media also contribute. This study recommends that the mathematics learning process emphasize meaningful conceptual understanding, the use of concrete media, and learning strategies that engage students' mathematical connection skills. Thus, difficulties in learning integers can be minimized sustainably.

The rapid development of digital technology has transformed patterns of communication and social interaction, particularly through the widespread use of social media platforms. This study examines how language practices on social media shape youth identity formation and social relations through the philosophical perspective of Ludwig Wittgenstein’s concept of language games. Using a qualitative method with a literature review approach, the study analyzes various academic sources to interpret digital linguistic practices among young people. The findings indicate that language on social media functions not merely as a medium for transmitting information but as a social practice governed by specific rules, conventions, and contexts of use. Expressions such as emojis, memes, slang, hashtags, and other symbolic forms operate as elements of language games that enable young users to construct and display their identities, build group solidarity, and negotiate social meanings within digital communities. At the same time, these linguistic practices also reveal tensions between honesty and manipulation, as reflected in phenomena such as false self-presentation, hoaxes, and persuasive language strategies. Therefore, social media language both reflects and actively shapes contemporary social realities, influencing how individuals understand themselves, others, and the dynamics of meaning and power in digital communication.

This study examines moke as a cultural instrument of reconciliation and identity within the community of Nawang Kewa Village, Sikka Regency. The research is grounded in the concern over the shifting meaning of moke due to modernization and globalization, which potentially weakens its cultural and social significance. The objective of this study is to analyze the social functions, symbolic meanings, and the role of moke as a reconciliation mechanism in resolving social conflicts. This research employs a qualitative approach with a descriptive-interpretative and ethnographic design. Data were collected through in-depth interviews, participatory observation, and documentation, involving traditional leaders, moke producers, and younger community members. The findings reveal that moke functions in three main dimensions: as a ritual-sacred symbol in traditional ceremonies, as a social-integrative medium that strengthens solidarity and communication, and as a socio-reconciliative instrument in conflict resolution through symbolic peace practices. Furthermore, the study identifies a shift in meaning among younger generations, where moke tends to be perceived more as a consumptive product rather than a cultural symbol. The implications of this research highlight the importance of preserving local cultural values through intergenerational transmission and strengthening customary institutions to maintain social cohesion and cultural identity.

This study is motivated by the importance of understanding syntactic structures in Indonesian, particularly noun phrases that are frequently used in news texts. Noun phrases play a crucial role in ensuring clarity of meaning and accuracy of information, especially in journalistic language that emphasizes conciseness and precision. The aim of this research is to identify the types and analyze the structural patterns of noun phrases found in news articles about Universitas Negeri Semarang on the Suara Merdeka online portal, August 2025 edition. This research employs a qualitative descriptive method with data collected through the observation and note-taking technique, followed by distributional analysis to classify phrase types and structures. The results reveal three main types of noun phrases: modificative, coordinative, and appositive, with the Diterangkan–Menerangkan (DM) pattern being the most dominant. This dominance indicates the journalistic tendency toward concise and efficient expression. The findings contribute theoretically to linguistic studies, particularly syntax, and practically offer helpful sugestions for journalists, educators, and students to improve accuracy and effectiveness in academic and journalistic writing.

Independent plantations are a favorite in the Jambi Regional economy, as they are a source of economic growth, employment, exports, and foreign exchange for the region. Despite their relatively low productivity, oil palm plantations in Jambi Province have a major competitive advantage compared to other commodities. This study aims to describe, analyze competitiveness, analyze policy impacts, and conduct sensitivity tests on independent oil palm plantations. The research location was in Merlung District, selecting three sample villages: Tanjung Paku Village, Merlung Village, and Lubuk Terap Village purposively, with a total sample of 43 farmers. The data analysis method used the (PAM) method. The results of the analysis show that independent farmers still have relatively low productivity. The DRCR value is 0.379 (<1) and the PCR value is 0.368 (<1) which indicates savings in the use of domestic resources by 37.9% and 36.8%. These results indicate a comparative and competitive advantage. The divergence impact shows a negative impact, meaning that government policies are not distorted properly, as indicated by an NPCI value of 1.18 (> 1) and an NPCO value of 0.87 (< 1). Sensitivity tests show that independent oil palm plantations still have competitiveness (< 1), despite experiencing policy distortions such as input price increases (11% and 25%) and a decrease in FFB prices (45%).  

This paper attempts to explore the theological meaning of the Book of Job, particularly in the context of Job's suffering and God's justice. The author focuses this writing on understanding faith in suffering, with the aim of providing a deep interpretation of faith in suffering. The Book of Job is part of the Wisdom Books group consisting of 42 chapters, which discuss the suffering experienced by Job himself, and how he responded to the trials given to him by Satan with God's permission. This writing uses qualitative methods and a library research approach. This paper explains that the Book of Job provides a complex picture of the relationship between human suffering and God's justice. The main finding in this writing is highlighting the urgency of deep reflection on trust, tests of faith, and the meaning of life, leading to the conclusion that suffering is interpreted as an instrument of refining faith in God, then guiding believers towards His will and providence. Therefore, the conclusion of this paper is that suffering is interpreted as an instrument of priesthood of God, which then guides humans who believe in God's will and providence.

The development of digital technology in the 21st century has significantly influenced educational practices, including the teaching of history in schools. Conventional teaching methods often make history learning less engaging and limit students’ active participation. Therefore, innovative learning models based on digital technology are needed to improve the quality of history education and support the development of 21st-century skills such as critical thinking, creativity, communication, and collaboration. This study aims to examine the role of innovative digital technology-based learning models in history learning to enhance students’ 21st-century skills. The research uses a qualitative approach with a literature study method by analyzing various academic sources such as books, journal articles, and relevant research publications. The findings indicate that the integration of digital technology in innovative learning models can increase students’ engagement, improve their understanding of historical events, and encourage active learning through interactive media and digital resources. Furthermore, the use of digital technology enables students to access diverse historical sources and develop analytical and interpretative abilities. The study implies that the implementation of digital-based innovative learning models in history education can support more meaningful learning and contribute to the development of students’ competencies needed in the digital era.

This article discusses innovation in the learning process as an important strategic step to improve the quality of education, especially in developing students' critical literacy skills. Critical literacy is an essential skill for students to face the complexity of information and technology in the 21st century. This paper aims to explore the role of learning innovation as a strategy to strengthen critical literacy. This research uses a qualitative approach through literature study, by reviewing various scientific references related to learning innovation, critical literacy, 21st-century learning principles, and the role of teachers in the learning process. The results of the study indicate that learning innovation designed in a contextual, collaborative, and student-focused manner can improve their ability to understand, analyze, evaluate, and reflect on information critically. In addition, the role of teachers as facilitators, motivators, and agents of innovation has proven crucial in creating effective and meaningful learning experiences. Learning innovation can be an effective strategy to strengthen students' critical literacy while preparing them to face the challenges of the digital era and modern society.

This study examines the local culture of Nagari Gadut as preserved through the traditions of Manjapuik Batu and Manampuang. The main issue addressed in this research is the limited written documentation and academic studies on these traditions, which are predominantly transmitted orally and are vulnerable to changes in meaning over time. The purpose of this study is to describe the implementation, cultural meanings, and social functions of Manjapuik Batu and Manampuang within the community of Nagari Gadut. This research employs a qualitative approach, with data collected through literature review, direct observation, and in-depth interviews with traditional leaders and local community members. The data were analyzed using descriptive qualitative analysis to interpret the values and meanings of the traditions from the perspective of the supporting community. The findings indicate that the Manjapuik Batu tradition functions as a customary practice related to death rituals, emphasizing values of mutual cooperation, togetherness, and adherence to adat norms. Meanwhile, the Manampuang tradition reflects social solidarity, discipline, and principles of equality through the equal distribution of sacrificial meat to all participants. The study concludes that both traditions serve not only as local cultural heritage but also as value systems that shape the social character of the Nagari Gadut community and therefore need to be documented as part of cultural preservation efforts.

This study aims to explore students’ perceptions of using Canva as a digital storytelling platform to enhance their visual and written narrative skills in English writing. The research employed a descriptive qualitative method involving 34 students who participated in a questionnaire consisting of eight closed-ended statements and two open-ended questions. The data were analyzed descriptively, using percentages to support qualitative interpretation. The findings revealed that most students perceived Canva as an accessible, enjoyable, and effective tool for developing writing skills. Students agreed that Canva helps them visualize ideas, organize stories logically, and combine words with images creatively. Moreover, Canva was found to improve students’ motivation, confidence, and emotional expression in English writing. These results are consistent with previous studies by Utami and Suriyani (2022), Febriansyah et al. (2023), Siregar et al. (2024), Herwani (2024), Eragamreddy and Joseph (2025), Hafidzin et al. (2025), and Jayanti et al. (2025), which collectively highlight Canva’s role in supporting writing engagement, creativity, and organization. The study concludes that Canva transforms traditional writing into a multimodal and meaningful process, combining linguistic and visual literacy. Therefore, Canva can be considered an innovative pedagogical tool that promotes creative thinking, digital competence, and expressive communication in the English writing classroom.

This study examines the implementation of Papua Special Autonomy in the context of the relocation policy affecting indigenous betel nut vendor women in Sorong City, using an interpretative perspective. The research focuses on how betel nut women vendors understand and experience the relocation policy as indigenous actors directly affected by public policy. The objective of this study is to explore the meanings, experiences, and interpretations constructed by these women in relation to relocation policies under the framework of Papua Special Autonomy.  This research employs a qualitative method with an interpretative approach, utilising in-depth interviews, field observations, and document analysis. The findings reveal that the relocation policy has not fully reflected the core principles of Special Autonomy, particularly in protecting, empowering, and recognising the rights of indigenous Papuans. The women vendors interpret relocation not merely as an urban spatial arrangement, but as a restriction on their economic space and socio-cultural identity.  This study contributes theoretically by enriching the discourse on Special Autonomy from the perspective of local actors, and practically by offering policy recommendations for more inclusive, participatory, and culturally sensitive relocation policies in Papua.

The phenomenon of digital da'wah has significantly transformed the ways religious knowledge is accessed, interpreted, and disseminated in contemporary society. This study aims to analyze the patterns of actions and perceptions of TikTok and YouTube users toward religious content delivered by Gus Baha within the context of the digital religious space. Using Max Weber’s theory of rationalization as an analytical framework, this research explores how religious authority, knowledge transmission, and user interpretation undergo processes of rationalization on digital platforms.This study employs a qualitative approach using virtual ethnography, content analysis, and in-depth interviews with users of both platforms. Data were collected through observation of uploaded content, analysis of user interactions and comments, and examination of engagement dynamics.The findings indicate that user responses to Gus Baha’s content reflect Weber’s four types of social action. Instrumentally rational actions are evident in the use of short videos as practical and efficient learning tools. Value-oriented rational actions appear in users’ consistent efforts to deepen religious understanding. Affective actions emerge from emotional attachment to Gus Baha’s communicative style, while traditional actions are reflected in the perception of digital da'wah as a continuation of established religious learning traditions. Furthermore, digital rationalization through algorithms, short-video formats, and platform accessibility, shapes how religious knowledge is selected, interpreted, and circulated.This study concludes that digital religious spaces function not only as channels of dissemination but also as arenas for the transformation of religious authority, meaning construction, and religious practice in the digital era.