Publication Search

The increasing volume and complexity of data have made traditional 2D visualization methods insufficient for effectively exploring and understanding high-dimensional datasets. Immersive Virtual Reality (VR) presents a promising solution by providing an interactive 3D environment that enhances spatial understanding, task efficiency, and user satisfaction. This research aims to evaluate the user experience (UX) and interaction design quality of immersive VR interfaces for 3D data visualization in complex environments. The study employs a mixed-methods approach, combining usability testing, UX questionnaires, and task-based performance analysis. Participants interacted with VR prototypes designed to visualize complex data and were assessed on their ability to manipulate and explore the data efficiently. The findings show that immersive VR interfaces significantly improve spatial comprehension, reduce cognitive load, and increase task performance efficiency compared to traditional 2D systems. Additionally, user satisfaction was notably high, with participants appreciating the intuitive and engaging interaction methods. The study concludes that immersive VR can provide substantial benefits in real-world data visualization applications, particularly in domains requiring the exploration of complex and high-dimensional data. However, further research is needed to optimize VR interfaces and address challenges such as motion sickness and interaction complexity.

Reading ability is a basic skill that plays a crucial role in the success of students' learning process. However, various studies indicate that the reading ability of junior high school students remains low. This study aims to analyze the reading ability of students at the UPT SMP Negeri 2 Mappakasunggu using Alfred Schutz's social phenomenology perspective. The research approach used was qualitative with descriptive methods. Data collection techniques included in-depth interviews, observation, and documentation of students and teachers. The results indicate that students' low reading ability is not solely caused by cognitive factors but is also influenced by subjective meanings formed through students' social experiences. The lack of a literacy culture in the family and school environment results in reading not being perceived as an important or enjoyable activity. Furthermore, the dominant use of gadgets for entertainment creates habits that reduce students' interest and concentration in reading texts. From Alfred Schutz's social phenomenology perspective, these conditions are related to students' lifeworlds and stock of knowledge, which shape their perspectives and actions toward reading. This study concludes that improving students' reading ability requires a comprehensive approach, taking into account experiences, social interactions, and the formation of meaning in reading in students' daily lives.

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.

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 Systematic Literature Review (SLR) research synthesizes findings from five scientific articles that focus on the vital role of Islamic Religious Education (PAI) in overcoming the crisis and moral decadence among the Young Generation triggered by the minimal internalization of positive values in education, the lack of family roles, and the challenges of the digital era. The results of the synthesis show that overcoming the moral crisis requires a comprehensive approach, including: first, Affective Approach: PAI must transform from a cognitive focus to an Affective Approach based on the core values of the Qur'an (Ihsan, Rahmah, Tawadhu', Sabr, Amanah) to touch students' spirituality; second, Social Integration: PAI must be integrated with social reality to foster social piety through community-based programs (mosques) that ground Islamic values contextually; and third, Digital Adaptation: PAI teachers play a strategic role as moral role models and are required to adapt to the digital era through strategies for utilizing interactive technology and forming positive digital communities to overcome the influence of negative social media content. Overall, PAI is a central pillar whose effectiveness depends on strong collaboration between educational environments and the ability of teachers to be technologically literate spiritual-affective guides.

Education in the modern era requires students not only to master cognitive knowledge, but also to have the ability to think critically, analytically, creatively, and problem solving skills independently. Therefore, the application of the Problem Based Learning (PBL) model and the Learning Strategy for Improving Thinking Ability (SPPKB) is considered relevant and ideal in the context of Christian Religious Education (PAK) to integrate faith values with the reality of daily life. This study uses a literature study method by examining scientific journals, books, and academic articles to analyze the definition, essence, characteristics, and steps of PBL which include the introduction of authentic cases, problem solving, investigation planning, independent learning, solution synthesis, presentation of results, and reflection. PBL has proven to be effective in increasing learning motivation, collaboration, and internalization of Christian moral values, although it has limitations in the relatively long time requirement and the demands of teacher competence as facilitators. Meanwhile, SPPKB emphasizes intellectual stimulus, exploration of ideas, data processing, in-depth analysis, and metacognitive reflection to form a systematic and independent mindset in dealing with religious ethical issues. These two student-centered learning strategies complement each other in forming students who are dynamic, reflective, critical, and responsible as Christian personalities through flexible and contextual learning adaptations in PAK.

Reading literacy among 6th grade elementary students is often superficial, limiting their ability to analyze implicit meanings and connect texts to real-world contexts. This review examines the potential of deep learning as a pedagogical approach to enhance in-depth text comprehension. Deep learning emphasizes active engagement, reflection, and the construction of meaningful knowledge, aiming to foster critical thinking and improve comprehension. Recent studies highlight implementation strategies such as reflective journaling and interactive discussions, which have demonstrated significant improvements in students' critical thinking and comprehension scores (p < 0.05). These findings suggest that deep learning methods surpass traditional approaches by promoting higher-order cognitive skills, enabling students to analyze and interpret texts more effectively. However, challenges such as inadequate teacher training persist, which may hinder the full integration of deep learning techniques. To address these challenges, further research is needed to explore scalable digital tools that can support deep learning in diverse classroom settings. By examining the potential for digital integration, future studies could provide insights into how technology can facilitate the widespread adoption of deep learning strategies, making them more accessible and effective for a broader range of students. Ultimately, this review underscores the promise of deep learning in enhancing reading literacy and suggests that addressing the barriers to its implementation could have significant educational benefits.

Reading literacy in early childhood is an important foundation for children's cognitive, language, and social development in subsequent educational stages. Literacy in early childhood can begin through letter recognition, fostering interest in printed materials, enriching vocabulary, and developing oral communication skills. At this stage, the initial skill that needs to be developed is the introduction of written language through reading activities tailored to the child's developmental characteristics. However, early childhood's ability to understand reading literacy shows significant differences, both in terms of interest, ability, and environmental support. This condition indicates that reading literacy understanding in early childhood is not evenly distributed. Therefore, this community service activity aims to provide reading literacy education to early childhood through a fun, interactive, and contextual approach. The activity methods include reading assistance, the use of visual media, and the active involvement of educators and parents. The results of the activity show an increase in reading interest, letter recognition skills, and children's positive responses to literacy activities. This activity is expected to be a sustainable effort to support the strengthening of reading literacy in early childhood education.

This Community Service Program aims to enhance the understanding of parents, Madrasah Tsanawiyah students, and the community of Karangbong Village regarding the history of developmental psychology and major child development theories. The program was initiated due to the community’s limited knowledge of developmental concepts, which affects the quality of parenting practices. Using a descriptive qualitative approach through observation, interviews, educational sessions, and discussions, the program presented essential materials covering the history of developmental psychology, Piaget’s cognitive development theory, Erikson’s psychosocial stages, and Vygotsky’s sociocultural theory. The results indicate a significant improvement in participants’ comprehension of developmental stages and their ability to apply appropriate parenting strategies. The program also reinforced the awareness that child development is a responsibility and divine trust that must be nurtured optimally. Overall, this activity contributes to the development of informed, adaptive, and development-oriented parenting within the community.

This Community Service Program aims to enhance the understanding of parents, Madrasah Tsanawiyah students, and the community of Karangbong Village regarding the history of developmental psychology and major child development theories. The program was initiated due to the community’s limited knowledge of developmental concepts, which affects the quality of parenting practices. Using a descriptive qualitative approach through observation, interviews, educational sessions, and discussions, the program presented essential materials covering the history of developmental psychology, Piaget’s cognitive development theory, Erikson’s psychosocial stages, and Vygotsky’s sociocultural theory. The results indicate a significant improvement in participants’ comprehension of developmental stages and their ability to apply appropriate parenting strategies. The program also reinforced the awareness that child development is a responsibility and divine trust that must be nurtured optimally. Overall, this activity contributes to the development of informed, adaptive, and development-oriented parenting within the community.

This study aims to describe the process and results of the implementation of the teaching module "My Responsibility as a Child of God" in Christian Religious Education and Character Education learning in grade IV of SDN 1 Kereng Bangkirai Palangka Raya. This module was developed to instill the value of responsibility as a Christian character in students through active learning activities that include discussions, Responsible Action Challenge games, and the preparation of personal commitments. The study used a descriptive qualitative approach with 10 students as subjects. Data were obtained through observation, cognitive, affective, psychomotor assessments, and documentation during the learning process. The results showed that students were able to understand the concept of responsibility biblically through the story of Joseph in Genesis 37–50, and showed increased enthusiasm, cooperation, and courage in expressing opinions. The personal commitment products produced by students showed that most students were able to formulate concrete actions as a form of implementation of responsibility in everyday life. Obstacles found were variations in students' ability to focus and differences in the speed of students in understanding instructions, but these could be overcome through more intensive guidance and direction.  

This study aims to implement and evaluate the effectiveness of a learning module designed for X grade students (Phase E) at SMAN 4 Palangkaraya, focusing on the Christian values of love, justice, and tolerance within the framework of the Merdeka Curriculum. The implementation involved classroom teaching using lectures, group discussions, and quizzes to foster active and meaningful learning experiences. The objectives included ensuring students' understanding of the core values, developing their ability to articulate these values, and achieving a minimum score on quizzes. The methodology included direct teaching, observation of student responses and engagement, and evaluation of learning outcomes through cognitive and affective assessments. Findings revealed that 90% of students actively participated in discussions, and all groups engaged in answering quiz questions. The use of rewards notably enhanced student enthusiasm and participation. Despite the overall success, some students did not achieve the highest performance level. The implications suggest that integrating technology into the learning process and thorough preparation of teaching materials are crucial for enhancing student outcomes. This study contributes to the understanding of how Christian values can be effectively integrated into the curriculum to promote holistic student development, aligning with the Pancasila Student Profile, which emphasizes faith, moral integrity, global diversity, and collaboration.                                                                     

This article explores the application of the Deep Learning approach in inclusive Islamic Religious Education (PAI) for children with special needs (ABK), with a focus on improving the understanding of abstract concepts such as monotheism and morals. The main problems faced by ABK in PAI learning include difficulties in understanding religious concepts due to cognitive, emotional, and sensory challenges. The purpose of this study is to analyze the urgency of Deep Learning in improving the spiritual understanding, motivation, and well-being of ABK through more personalized and reflective learning. The methods used include reflective strategies such as journals and discussions, adaptive media in the form of animation and audio, and collaborative learning with peers. The findings show that the application of Deep Learning improves ABK's in-depth understanding of religious values, as well as spiritual motivation and the ability to apply ethics in everyday life. The conclusion of this study is that Deep Learning can be an effective solution in inclusive PAI learning, supporting teachers in developing more humanistic learning designs and focusing on the character building of ABK.

This research aims to respond to the complex challenges of the digital era, where students are not only required to develop scientific thinking skills but also to strengthen ethics and character as the primary basis for filtering information and acting wisely in cyberspace. Rapid technological developments are often not directly proportional to the mastery of moral literacy, so the application of Islamic ethical values ​​is crucial to create a balance between intellectual intelligence and good morals. This research aims to examine how combining scientific thinking with Islamic ethics can strengthen students' character, while also identifying effective implementation approaches in contemporary learning environments. The method used is a literature study with descriptive qualitative analysis, involving the review of various literature sources related to scientific thinking, character education, and Islamic ethical principles. The results show that the collaboration between systematic, critical, and objective scientific thinking processes with Islamic ethical values ​​such as honesty, responsibility, and politeness can shape students' mindsets and behaviors that are more moderate, responsible, and ethical in the use of technology. This integration also improves students' ability to carefully assess digital information, make appropriate moral decisions, and avoid deviations in cyberspace. In terms of implications, this research emphasizes the need to develop a curriculum and teaching strategies that structuredly combine cognitive and affective aspects, so that schools can produce a generation that is not only academically superior, but also has a strong, adaptive character and noble morals amidst the unstoppable wave of digital technology development.

This study aims to analyze in depth the role of drumband extracurricular activities in developing motor and cognitive abilities of early childhood at Aisyiyah Bustanul Athfal 50 Kindergarten, Surabaya. This study uses a qualitative approach with data collection methods through direct observation, in-depth interviews, and the distribution of questionnaires involving teachers, parents, and students as research subjects. The results show that drumband activities provide a positive contribution to the development of gross and fine motor skills of children, especially through rhythmic movement exercises, hand-eye coordination, and body control when playing musical instruments. In addition to motor aspects, drumband activities also play a role in improving children's cognitive abilities, such as concentration, memory, the ability to follow instructions, and understanding musical patterns and rhythms. Children's active participation in drumband activities also helps shape discipline, the ability to work together in groups, and increases children's self-confidence. Thus, drumband extracurricular activities can be used as an effective and enjoyable learning medium to support the motor and cognitive development of early childhood holistically and sustainably.  

In this article, we explore the concept and goals of Islamic education from the perspective of Imam Shafi'i, a great scholar and founder of one of the most important schools of Islamic jurisprudence in history. Based on the Quran and Sunnah, his views offer a balanced perspective on the intellectual and spiritual aspects of the educational profession. He believed that education aims not only to increase one's knowledge but also to develop one's character, morality, and devotion to Allah SWT. He emphasized that true knowledge is knowledge that benefits individuals and society and helps them draw closer to the Creator. According to Imam Shafi'i, Islamic education must combine religious and general knowledge in a balanced way, as both complement each other to shape the whole person. He believed that an educated person must possess not only intellectual intelligence but also high moral and spiritual integrity. He emphasized that academic success is measured not only by a student's ability to understand the subject matter but also by how they apply ethical principles, social responsibility, and a sense of community service. Furthermore, Imam Shafi'i emphasized the importance of maintaining a balance between cognitive, emotional, and intellectual abilities during the pursuit of knowledge. He argued that knowledge without morality loses its foundation, while morality without knowledge loses its foundation. This concept presents Islamic teachings holistically, where knowledge, ethics, and spirituality must be integrated.Imam Syafi'i's views remain relevant today. They can serve as a guide in building a character-based Islamic education system capable of adapting to changing times and addressing global challenges. The education he taught, which encompasses values ​​such as honesty, responsibility, and balance between this world and the hereafter, provides a clear path to producing a generation of educated and noble Muslims who will contribute positively to the world and humanity as a whole.

This study examines the role of the Pustaka Prima Community Reading Park (TBM) as an alternative learning space that provides non-formal educational experiences for children and adolescents, especially in communities with limited access to educational facilities. Through a descriptive qualitative approach, this study explores the contribution of TBM in developing creativity, literacy skills, self-expression, and independent learning of participants. Data was collected through participant observations, semi-structured interviews with managers and participants, and documentation of program activities. The results of the study show that TBM Pustaka Prima plays a significant role in strengthening cognitive, social, and emotional development through various activities such as reading literacy, storytelling, basic entrepreneurship training, and other creative activities. These programs have been proven to increase reading motivation, the ability to understand texts, confidence in communication, technology awareness, and the ability to innovate. An inclusive and collaborative learning environment allows participants to explore knowledge, work together, and optimize their potential. These findings confirm that TBM not only functions as a provider of reading materials, but also as a community-based education center that provides meaningful learning experiences outside the formal education system. The implications of the research emphasize the importance of strengthening collaboration, developing sustainable programs, and improving resources and infrastructure to maximize the role of TBM in community empowerment.

Negotiation is a strategic communication process in which multiple parties work to reconcile differences and reach mutually beneficial agreements through the exchange of information, interests, and viewpoints. Although traditional theories emphasize analytical elements such as developing a BATNA, crafting offer–counteroffer strategies, and employing persuasive framing, recent research underscores the growing importance of interpersonal competencies in shaping negotiation success. Through a qualitative literature-based approach, this study explores how empathy, assertive communication, and emotional regulation influence negotiation outcomes, examines their relevance in digital negotiation environments, and proposes an integrated training framework for professionals and entrepreneurs. The findings reveal that empathy strengthens a negotiator’s ability to interpret emotional cues, identify underlying concerns, and build trust, thereby minimizing miscommunication. Assertive communication supports clear expression of interests and boundaries while maintaining respect, which enhances collaborative problem-solving. Emotional regulation promotes composure and cognitive flexibility, particularly in high-pressure interactions. In technology-mediated negotiations conducted via email, messaging platforms, or virtual meetings, these skills must be adapted due to limited physical cues and higher risk of misinterpretation, requiring explicit wording and intentional emotional management. The proposed model incorporates empathy training, assertive communication development, emotional regulation practices, and digital negotiation skills to cultivate adaptive and emotionally intelligent negotiators.

The use of Islamic music, especially nasyid, as a creative learning strategy in Islamic Religious Education (PAI) plays an important role in increasing students' motivation, understanding, and appreciation of religious values. This study uses a qualitative descriptive method to describe in depth how nasyid can be used as an innovative and effective learning medium to enrich the IRE teaching process. The findings show that the application of nasyid in the teaching and learning process can create a more interesting, interactive, and enjoyable learning atmosphere. This condition has been proven to encourage active student participation, making learning activities more meaningful and memorable. In addition, nasyid effectively helps students improve their memory and ability to memorize religious material in an easier and more enjoyable way. The positive impact is not only seen in cognitive aspects but also in the overall formation of students' religious character. Through nasyid, moral and spiritual values can be instilled more deeply, naturally, and continuously in everyday life. However, this study also found several obstacles, such as limited supporting facilities and the need to develop teachers' competencies in optimally applying nasyid as a learning medium. Therefore, the use of nasyid in PAI learning can be seen as a strategic innovation that has the potential to improve the quality of religious education holistically and have a positive impact on the development of students in a dynamic and challenging modern era.  

Parenting communication literacy is a fundamental competence that influences children’s growth in cognitive, emotional, and social domains. Initial findings at Posyandu Teratai, South Tangerang, revealed that many mothers still relied on authoritarian and less dialogical communication, which limited children’s confidence and engagement. In response, the Community Service (PKM) team of Universitas Pamulang implemented a program entitled Optimizing Parenting Communication Literacy through Digital Media. The activities were designed using participatory strategies such as lectures, interactive group discussions, simulation exercises, and the dissemination of digital learning materials in the form of modules and videos. The program outcomes demonstrated considerable improvement in mothers’ knowledge and attitudes toward positive communication practices, including the ability to listen actively, provide encouragement, and employ digital platforms as continuous learning resources. Furthermore, the integration of digital tools enabled mothers to access and exchange information beyond formal training sessions. The broader impact of the program was the establishment of a collaborative learning community at Posyandu, which not only supported families in applying positive parenting approaches but also reinforced community-level awareness of effective communication in child-rearing.