Publication Search

Honesty (ṣidq) is a fundamental moral value in Islam that serves as the foundation for personal integrity and social ethics. In the current era of globalization and growing materialistic culture, this value faces serious challenges as societal orientation shifts from moral virtue to economic achievement and social image. This study employs a narrative review method, analyzing recent literature on moral education, Islamic ethics, and contemporary social dynamics. The findings reveal that honesty functions not only as a personal virtue but also as a social force that strengthens public trust and national stability. However, the global wave of materialism has weakened the internalization of ṣidq, especially among younger generations. Restoring honesty as the moral identity of the nation requires synergy among character-based education, spiritual reinforcement, and public policies that promote transparency and integrity. The recontextualization of honesty through Islamic spiritual principles and Rokeach’s value theory offers a path toward moral recovery for Indonesian society amid the global challenges of the 21st century.

Physical motor development is an essential and easily observable indicator of children’s growth. Parental involvement plays a crucial role in optimizing this development, particularly during the child’s golden age. This study aims to analyze the importance of motor development and examine how parents support children’s learning through a developmental psychology perspective. Using a literature review method, the findings reveal that child development is shaped by genetic and environmental factors, while active support from parents and teachers has long-term effects on children’s physical, emotional, and social readiness. Understanding developmental psychology enables parents to provide appropriate stimulation that maximizes children’s potential. Using literature review methods, it was found that motor development is influenced by genetic and environmental factors, while positive interactions between children, parents, and educators contribute to long-term physical, social, and emotional development. A deep understanding of developmental psychology enables parents to design appropriate stimulation strategies to maximize their children's potential.

Teaching fiction in Indonesian language classrooms is often constrained by text-centered instruction and limited use of engaging digital media. In the era of Generation Z learners who are visually and digitally oriented, innovative learning materials are needed to enhance motivation, interpretation, and comprehension of literary texts. This study aims to develop and evaluate a Scribus-based digital magazine for fiction learning by integrating the ADDIE model within a qualitative descriptive framework. The research adopted a qualitative descriptive design comprising five stages of the ADDIE model: Analysis, Design, Development, Implementation, and Evaluation. The study was conducted at SMP Negeri 10 Semarang, involving one Indonesian language teacher and fifteen Grade VIII students, who were selected through purposive sampling. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman model (data reduction, data display, conclusion drawing). Media and content experts conducted validation to assess the feasibility, usability, and pedagogical quality of the content. Findings revealed that the Scribus-based learning media effectively increased students’ engagement and comprehension in analyzing fictional elements such as plot, character, and setting. Expert validation results indicated a high feasibility level, with mean scores above 85% in design and content quality. Teachers reported improved classroom interaction and creativity, while students expressed enthusiasm for the visual and interactive format. The study concludes that open-source tools, such as Scribus, can provide cost-effective and pedagogically sound alternatives for developing literary learning media. The integration of ADDIE and multimodal design promotes contextual, engaging, and sustainable learning experiences. Future research should explore multimedia enhancements, such as audio storytelling and cross-curricular applications, to broaden the pedagogical impact.

Electronics learning in higher education continues to face various challenges, particularly in the provision of interactive learning media capable of concretely and engagingly visualizing the form, characteristics, and working principles of electronic components. The limitations of conventional learning media often result in abstract learning processes, which in turn lead to a low level of student understanding of basic electronics concepts. This study aims to develop the AMPERE as an innovative and technologically relevant interactive learning medium. The research employed R&D approach using the Borg & Gall model, which includes the stages of needs analysis, design, product development, validity testing, and limited implementation. The AMPERE application was developed using marker based AR technology, in which a smartphone camera detects markers to display and interact with 3D electronic component objects in real time. The results indicate that the AMPERE application achieved a high level of validity, with a score of 0.88 from subject-matter experts and 0.84 from media experts, and was therefore deemed suitable for use as a learning medium. The small-group trial results showed a practicality level of 82.07%, while the practicality test during the implementation stage reached 85.67%. These findings demonstrate that AMPERE is effective in enhancing learning interactivity and assisting students in understanding the form, function, and working principles of electronic components through smartphone-based digital visualization. Theoretically, these results are consistent with constructivist learning theory, which emphasizes active knowledge construction through direct experience and interaction with learning objects.

Science and technology (science and technology) has a strategic role in encouraging the progress of the nation, but its development needs to be directed so that it is not separated from moral and humanitarian values. Without a strong ethical foundation, the advancement of science and technology has the potential to cause various social problems, such as inequality of access to technology, misuse of technology, and degradation of human values. In the Indonesian context, Pancasila as the basis of the state and the nation's outlook on life can be used as a paradigm in the development of science and technology that is oriented towards humanity, unity, democracy, and social justice. This research aims to examine the role of Pancasila values in building science and technology ethics in Indonesia. The method used is a qualitative approach with literature study techniques on various academic sources, public policy documents, and relevant laws and regulations. The results of the study show that Pancasila values are able to become an ethical foundation in the development of science and technology, so that technological progress is not only oriented to technical and economic aspects, but also to moral responsibility, social justice, environmental sustainability, and the welfare of society as a whole.

This study aims to examine the role of work engagement in life satisfaction among volunteers of the Involuntir community. Engagement in volunteer activities is often associated with subjective well-being; however, the dynamics of this relationship have not been fully understood, particularly in the context of young volunteers. This study employed a quantitative method with purposive sampling, involving 122 active Involuntir volunteers. The instruments used were the Utrecht Work engagement Scale (UWES-17) to measure work engagement and the Satisfaction With Life Scale (SWLS) to assess life satisfaction. Data analysis was conducted using Spearman’s rho correlation test and regression analysis due to non-normally distributed data. Descriptive analysis results indicated that volunteers’ work engagement levels were categorized as high, while life satisfaction levels were categorized as moderate. The results of the Spearman’s rho correlation test revealed a significant negative relationship between work engagement and life satisfaction (r = −0.522; p < 0.05). Furthermore, regression analysis showed that work engagement had a significant effect on life satisfaction with a negative coefficient direction (β = −0.072; p < 0.05), indicating that higher levels of work engagement were associated with lower levels of perceived life satisfaction. Additionally, the Mann–Whitney difference test results indicated no significant differences in either work engagement or life satisfaction based on gender. Overall, this study suggests that high levels of volunteer engagement need to be managed in a balanced manner, as excessive engagement may potentially reduce life satisfaction. These findings highlight the importance of sustainable volunteer engagement management in supporting the subjective well-being of young volunteers

The goal of Christian education is not only to increase students' knowledge but also to shape character that reflects the values ​​of faith in Christ. In the context of a diverse society, an inclusive and tolerant attitude towards differences is crucial for students. This paper aims to illustrate how students can be shaped to develop an inclusive and tolerant attitude based on the values ​​of the Christian faith. Through Christian Religious Education (PAK) learning that emphasizes love, respect for one another, justice, and peace, students are encouraged to recognize that every human being is created in the image and likeness of God. An inclusive and tolerant attitude can develop when students understand that differences are part of God's plan and implement this in their interactions with others. Therefore, Christian education plays a crucial role in instilling the value of Christ's love so that students can live peacefully together, appreciate differences, and become role models in a diverse society.

Oral literature is a form of storytelling from one individual to another in a concise manner as a representation of a society's culture. One type that is interesting to study in this field is legends. This study examines the Keong Mas legend using Burhan Nurgiyantoro's structuralism approach theory, which focuses on analyzing the relationship between intrinsic and extrinsic elements in literary works. This study uses a qualitative descriptive method that aims to reveal the narrative structure and social and cultural meanings contained in the legend as a reflection of the moral values and local wisdom of the people of East Java. The information collection method used observation and note-taking. The results of the analysis show that the Keong Mas legend has a cohesive story structure, including theme, characters, plot, setting, and point of view, which simultaneously reflect the values of loyalty, justice, and family conflict in a socio-cultural context. These findings confirm the relevance of oral literature as a medium for the inheritance of living and evolving cultural values, and contribute to the understanding of cultural identity and literary aesthetics in Indonesia, especially in the East Java region.

This study was based on the low ability of third-grade students at SD Negeri 2 Wonorejo to understand syntactic material, particularly the use of conjunctions, due to a lack of interactive and contextual learning media. This study aimed to develop EKUJARSI E-Flipbook learning media based on Kudus local wisdom that has been tested for feasibility and practicality to improve student understanding. The research method used was Research and Development (R&D) with the ADDIE (Analyze, Design, Development, Implementation, Evaluation) development model. The test subjects included subject matter experts, media experts, classroom teachers, and third-grade students. Data collection instruments used validation sheets and user response questionnaires. The results showed that the EKUJARSI media was highly valid for use, as evidenced by a validation percentage of 89.6% from media experts and 86.15% from subject matter experts. The practicality test also showed positive responses, with teachers giving a score of 80% and students giving a score of 85.9%, which is considered very feasible. Specific findings show that the ease of use aspect received a perfect score of 100% from students, indicating that this media is very user-friendly. It is concluded that the EKUJARSI E-Flipbook is feasible and practical to be implemented as an innovative learning media that effectively integrates local cuisine to facilitate understanding of language concepts.

This study compares Grammarly and Paraphraser.io in supporting students’ academic writing and rewriting skills based on Flower and Hayes’s (1981) cognitive process theory, which includes the stages of planning, translating, and reviewing. Using a descriptive qualitative method supported by quantitative data, the research involved 32 English Education students who had used both tools in academic writing. Data were collected through questionnaires and analyzed descriptively to identify students’ perceptions of grammatical accuracy, rewriting ability, feedback quality, and overall writing improvement. The results of this study indicate that 54.4% of students use Grammarly and 45.6% use Paraphraser.io, showing that Grammarly is the slightly more dominant and trusted tool for improving grammatical accuracy and clarity, while Paraphraser.io functions as a complementary platform for paraphrasing and generating new sentence structures; together, both tools contribute effectively though through distinct roles to enhancing students’ academic writing performance. The comparative analysis revealed that Grammarly was most effective in enhancing analytical skills during the planning and reviewing stages, improving grammar, coherence, and clarity. In contrast, Paraphraser.io was most beneficial for generative skills in the translating stage, directly enhancing originality and sentence variation. Most respondents rated their writing improvement highly, confirming the positive impact of both tools on academic performance. In conclusion, the findings confirm that Grammarly and Paraphraser.io serve distinct, yet complementary roles: the former ensures linguistic precision, while the latter supports structural creativity, ultimately helping students produce highly accurate and original academic texts.

This study aims to determine the effectiveness of the use of the artificial intelligence-based application (AI-Based Application) Duolingo in improving vocabulary mastery of EFL (English as a Foreign Language) students in Indonesia. This study used a descriptive quantitative approach with a single-group pre-test and post-test design involving 20 students of class VII C of SMP Negeri 1 Mappakasunggu. Data were collected through vocabulary tests, questionnaires, and classroom observations. The results showed a significant increase in students' vocabulary mastery, marked by an increase in the average score from 61 (fair category) in the pre-test to 78 (good category) in the post-test. Most students gave a positive perception of the use of Duolingo, especially regarding the gamification features, instant feedback, and simple and attractive display, which can increase motivation and learning engagement. The results of the observation also showed that students were more active and enthusiastic in using this application compared to traditional learning methods. Thus, Duolingo can be said to be effective as an AI-based learning medium to improve vocabulary mastery of junior high school students in Indonesia.  

Listening skills are fundamental in English language learning because they are the main gateway to language proficiency. However, students often face obstacles such as differences in accents, the speed of native speakers, and limited vocabulary. This study aims to describe the use of the Spotify application as a learning medium to improve students' listening skills. This study uses a descriptive qualitative approach. The research subjects were third-semester students of the English Education Study Program at UIN Sumatera Utara (UINSU) in class TBI 2. Data were collected through questionnaires covering content usage patterns, duration, and application feature utilization. The results showed that: Students actively use Spotify (music and podcasts) as a source of authentic language input independently. Using Spotify has a positive impact on vocabulary comprehension, pronunciation, intonation, and conversation comprehension skills. The playback speed feature helps students control the audio speed according to their ability level, making the learning process more flexible and personalized. Consistent listening duration (15–30 minutes) is effective in supporting the development of listening skills without causing cognitive fatigue.

This study analyzes Tretan Muslim's Mutant series as a digital cultural text containing social criticism through the approach of Karl Marx's literary sociology. Amidst the limited academic studies on digital humor as a medium of social representation, this study investigates how class relations, social conformity, and symbolic domination are represented through the humorous interactions of the characters. Using qualitative methods with content analysis, data were obtained from in-depth observations of several key scenes and supported by literature on Marxism, social criticism, and digital culture. The results show that humor in Mutant works through three main layers: (1) class representation, (2) critique of conformity culture, and (3) commodification of identity. Thus, this study confirms that Mutant functions not only as entertainment, but also as a medium of social criticism that reveals the mechanisms of domination and resistance in contemporary society. These findings contribute to the expansion of the study of literary sociology in the context of digital culture and open up new reading spaces for humor as a means of social reflection.

This study examines deep learning as an educational approach within the Indonesian education system by exploring its conceptual foundations, policy frameworks, and practical implementation. The background of the study arises from ongoing challenges in Indonesian classrooms, where teacher-centered instruction and surface learning practices remain dominant, limiting students’ critical thinking, engagement, and real-world application of knowledge. The study aims to analyze how deep learning, characterized by mindful, meaningful, and joyful learning, is conceptualized in educational theory, reflected in national education policies, and implemented in classroom practices. Using a qualitative literature review method, data were collected from peer-reviewed national and international journal articles, academic books, and research reports related to deep learning in education. The data were analyzed through thematic synthesis to identify patterns concerning implementation strategies, learning outcomes, and implementation challenges. The findings indicate that deep learning contributes positively to students’ cognitive development, motivation, engagement, and 21st-century skills, particularly critical thinking, collaboration, and creativity. However, its implementation in Indonesia faces several obstacles, including limited teacher competence, inadequate assessment systems, insufficient contextual learning materials, and unequal technological infrastructure. The study concludes that successful deep learning implementation requires integrated policy support, continuous teacher professional development, contextualized curriculum design, and equitable access to learning resources. These findings provide practical implications for educators, curriculum developers, and policymakers in strengthening sustainable and humanistic education in Indonesia.

This study aims to conduct an in-depth analysis of the psychological journey of the character Rangga Raja in the novel 0 MDPL by Nurwina Sari. The main focus of the study is to identify the inner conflicts experienced by the protagonist as well as the dynamics of the personality structure consisting of the Id, Ego, and Superego that shape his psychological development throughout the storyline. This research employs a literary psychology approach using a qualitative descriptive method, conducted through a literature review and document analysis of the novel text as the primary data source. The findings indicate that Rangga Raja experiences complex emotional conflicts resulting from past trauma, experiences of loss, and failures in romantic relationships. These conditions are reflected through the tensions and interactions between the Id, Ego, and Superego within himself. The process toward the “zero point” (0 MDPL) is interpreted as a symbol of an identity crisis phase as well as a stage of self-reconstruction, in which the protagonist undergoes processes of reflection, self-acceptance, and openness to change. In addition, Rangga’s interactions with other characters, such as Andini, La Nina, and Nadia G. Sahara, play an important role in his psychological recovery and healing process. This study confirms that the novel 0 MDPL represents a profound reflection on human psychological dynamics, the search for identity, and the gradual process of inner healing.

This research is motivated by the importance of studying characterization in novels as a means of understanding human values ​​and character education relevant to social reality. Tere Liye's novel "Moga Bunda Disayang Allah" presents characters with complex characters that reflect empathy, compassion, and struggles facing limitations and social stigma. This study aims to comprehensively describe the characterization contained in the novel. The method used is a qualitative descriptive method with a structural literary analysis approach, specifically Nurgiyantoro's characterization theory. The research data, consisting of narrative excerpts and dialogues depicting the characters' characters, were collected through reading and note-taking techniques. Then, they were analyzed based on the categories of main and supporting characters, protagonist and antagonist, simple and round characters, static and developing characters, and typical and neutral characters. The results show that this novel displays diverse and dynamic characterization, with most of the characters experiencing significant character development and playing a crucial role in conveying moral values. The implications of this research are expected to enrich the study of Indonesian literature and be used as an alternative teaching material in character education-based literature learning.

This study aims to conceptually examine the role of visual media in Arabic vocabulary learning and its relevance in the context of education in the digital era. Vocabulary mastery is a fundamental component in learning Arabic; however, in practice, vocabulary learning often encounters various challenges, such as the abstract nature of vocabulary, low student motivation, and the dominance of conventional teaching methods. This study employed a qualitative approach using library research. Data were obtained through a review of relevant scholarly sources, including books, journal articles, and previous research related to visual media and Arabic language learning. Data were collected through documentation techniques and analyzed using content analysis to examine the concepts, roles, and effectiveness of visual media in Arabic vocabulary instruction. The findings indicate that visual media, both conventional and digital, play a significant role in improving vocabulary comprehension, strengthening memory retention, and increasing students’ motivation and engagement in the learning process. Visual media also help transform abstract vocabulary into more concrete and contextual representations, making learning more meaningful and effective. Nevertheless, the implementation of visual media still faces several challenges, including limited facilities, teachers’ digital competence, and the suboptimal use of technology in learning activities. Therefore, it is necessary to develop innovative instructional strategies and enhance teachers’ competencies to ensure that visual media can be utilized effectively and sustainably in Arabic language learning.

This study examines Pamungkas’s song “To the Bone” through the lens of Systemic Functional Linguistics (SFL), focusing on the ideational, interpersonal, and textual metafunctions as proposed by M.A.K. Halliday. Using a qualitative descriptive approach, this research explores how the lyrics represent emotional depth, longing, and devotion through linguistic choices. The ideational metafunction reveals the representation of personal experiences and emotional states, as seen in the recurring mental processes that express desire and affection. The interpersonal metafunction highlights the close emotional relationship between the singer and the listener, employing personal pronouns, modality, and mood to convey sincerity, vulnerability, and affection. Meanwhile, the textual metafunction ensures cohesion and coherence through repetition, thematic structure, and parallelism, which emphasize the constancy of emotion and strengthen the lyrical unity. By uncovering these linguistic processes, this study demonstrates how “To the Bone” serves as a powerful medium of emotional expression, illustrating how language in music functions not only as art but also as a reflection of human intimacy and emotional truth.

This study analyzes efforts to develop and foster the Indonesian language through the use of standard and nonstandard words at MTS Bahlul Ulum. The increasing use of nonstandard words among students, influenced by social media and cross-regional interactions, has led to a decline in the awareness of using standard language in academic contexts. A descriptive qualitative approach was used with teachers and students of Class VII H at MTS Bahlul Ulum during the first semester of the 2025/2026 academic year. Data were collected through observation, interviews, and documentation of Student Worksheet (LKPD) results containing 50 questions on standard and nonstandard words. The findings showed that before the language development program, students had an average score of 62.4 in understanding standard and nonstandard words, with errors in commonly used informal words like vidio (standard: video) and antri (standard: antre). After the program, which included class discussions, conversation simulations, and interactive worksheets, the average score increased to 78.6, with 82% of students scoring above 78. The error rate decreased from 45% to 18%, indicating that interactive and contextual language development is effective. Continuous training and curriculum integration are essential to strengthening the use of standard language in the digital era.

The aim of this study is to analyze verbal and non-verbal communication in an English as a Foreign Language (EFL) classroom by using the Sinclair and Coulthard (1975) model of classroom discourse. Although many studies have examined verbal interaction in EFL classrooms, few have discussed how verbal and non-verbal communication work together to support effective learning. To fill this gap, this research focuses on identifying the types and frequency of verbal and non-verbal communication used by the teacher and students during classroom interaction. This study used a descriptive qualitative method. The data were taken from an 80-minute video recording of an eleventh-grade English class at MAS Darul Quran. The recording was transcribed and analyzed based on Sinclair and Coulthard’s framework, which includes three main levels: Exchange (Informing, Directive, Question–Answer), Move (Initiation, Response, Feedback), and Act (Questioning, Explaining, Agreeing, Refusing, Revising, Appraising). The findings show that the classroom interaction was mainly teacher-centered. The teacher dominated the talk through Initiation moves, mostly in the form of questions, explanations, and instructions, while students gave short and simple responses. Feedback was used less often and mostly as short praise or confirmation. The teacher also used various non-verbal behaviors such as gestures, eye contact, movement, and changes in voice tone to direct attention and motivate students. The results suggest that combining verbal and non-verbal strategies can create a more interactive and engaging classroom atmosphere that supports student participation and understanding.