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The widespread use of TikTok across all age groups, including schoolchildren, has raised concerns regarding their social-emotional development. This study aims to analyze the impact of TikTok use on the social-emotional development of elementary school children aged 7-12. The study used a descriptive qualitative method. Data were collected through questionnaires with 17 students in the Jepara area, as well as questionnaires with 10 parents as supporting data. The results indicate that TikTok use has both positive and negative impacts. Positively, TikTok increases self-confidence, creativity, and facilitates conversation in social interactions. However, negatively, 64.7% of students use TikTok for more than two hours per day, 70.6% of children feel anxious if not accessing TikTok, and 47.1% experience sleep disturbances. Furthermore, the social-emotional aspect presents a serious challenge, with anger or irritation arising when usage time is limited. This study concludes that although children prioritize learning, the negative impact of TikTok on social-emotional learning requires active parental supervision.

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 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.

This study employed a descriptive qualitative approach using a case study design to explore the psychological impacts of traffic accidents on victims. Data were collected through semi-structured interviews and direct observation, then analyzed using thematic analysis techniques. The findings indicate that the main trauma-related symptoms include intense negative thoughts or emotions, such as sudden fear, nausea, and mood changes characterized by increased sadness and irritability. Additionally, sleep disturbances were observed, including vivid nightmares, flashbacks when attempting to sleep, and physical reactions such as heart palpitations. Avoidance behaviors were also noted, such as avoiding the accident location, rarely leaving the house, and avoiding conversations related to the accident. Traffic accidents are sudden, unexpected events that can cause not only physical injuries but also profound psychological impacts, including fear, excessive anxiety, nightmares, and symptoms of post-traumatic stress disorder (PTSD). If left untreated, these psychological disorders may interfere with daily functioning and significantly reduce the quality of life of the victims, making early intervention crucial for recovery.

The development of Artificial Intelligence (AI) in the 21st century has brought significant transformation to the field of education, including Islamic Religious Education (PAI). One of the most practical implementations of this technology is the chatbot an automated conversational system capable of providing quick and contextual responses to user queries. This study aims to analyze the utilization of AI-based chatbots in addressing Islamic-related questions among students of the Islamic Education Department at IAIN Kerinci. The research employs a descriptive qualitative approach, with data collected through interviews, observations, and documentation. The findings reveal that students use chatbots as an initial source of information to understand Islamic concepts such as fiqh, tafsir, and hadith. Chatbots serve as learning aids that promote active learning and enhance students’ digital religious literacy. However, the study also identifies limitations related to the accuracy and validity of the sources used by the system, indicating that students still need verification from lecturers and authoritative Islamic literature. Overall, AI-based chatbots hold great potential to support interactive and contextual Islamic learning, provided their use is guided by academic supervision rooted in Islamic values.

This study aims to examine pragmatic aspects, particularly speech acts and implicatures, in the lyrics of the song “Sedia Aku Sebelum Hujan” by Idgitaf. By applying a qualitative descriptive method through pragmatic content analysis techniques, this study examines locutionary, illocutionary, and perlocutionary speech acts based on Austin's theory, as well as conversational implicatures based on Grice's framework. The results show that the song lyrics are dominated by expressive and commissive illocutionary acts that serve to express sacrifice, vulnerability, and unconditional commitment. Locutionary acts play a role in constructing a literal narrative about protection and relationship inequality, while perlocutionary acts are aimed at evoking feelings of security and gratitude in the listener. Furthermore, the study of implicature reveals deeper implied meanings related to self-sacrifice, acceptance of inequality in relationships, and anticipatory commitment, which are often conveyed through the metaphors of “rain” and “war”. This study concludes that the power of lyrics lies not only in explicit romantic expressions, but also in the strategic use of language to perform actions and convey implicit values of devotion, reflecting the complex dynamics of human relationships, even when they are unbalanced. These findings emphasize the importance of pragmatic analysis in fully understanding the communicative and artistic impact of song lyrics.

This quasi-experimental study examines the effectiveness of Artificial Intelligence (AI)-assisted learning in enhancing critical thinking skills among undergraduate history students. The study involved 60 students divided into experimental and control groups. The experimental group received AI-supported instruction integrating adaptive learning modules, scaffolded source-analysis prompts, and guided argumentative discussions facilitated by conversational AI tools, while the control group followed conventional lecture-based instruction. Data were collected using a validated critical thinking test, classroom observation protocols, and semi-structured interviews. Quantitative data were analyzed using paired and independent sample t-tests, while qualitative data were examined through Miles and Huberman’s interactive analysis model. Results indicate statistically significant improvements in critical thinking scores in the experimental group compared to the control group. Thematic findings reveal enhanced sourcing, contextualization, corroboration, and evidence-based argumentation skills. However, minor risks of over-reliance on AI highlight the need for instructional scaffolding and ethical guidance. The findings suggest that AI can function as a cognitive scaffold that strengthens historical thinking and metacognitive awareness when implemented within a structured pedagogical framework.

This study analyzes the sociolinguistic phenomena of code-switching and code-mixing in the academic context of students in Pekalongan, Central Java. As a region with diverse backgrounds dominated by the Pekalongan dialect (Ngapak Javanese), interactions between students create space for complex language dynamics. This study aims to identify variations, roles, and factors that cause code-switching and code-mixing in student interactions. The method applied is descriptive qualitative with data collection through inactive participant observation, recording, and in-depth interviews at various universities in Pekalongan. Data analysis is carried out through the steps of data reduction, data presentation, and verification using triangulation techniques. The results show that the application of language codes is divided into two categories: an internal category that includes Indonesian and regional languages (Javanese), and an external category that includes foreign languages (English or Arabic). Code-mixing can be found at the word, phrase, and clause levels. The main factors that drive this phenomenon include participants, conversation themes, situational circumstances, and the purpose of communication in building solidarity among group members (ingroup).  The Pekalongan dialect plays a crucial role as a means of communication to build closeness and demonstrate local identity, amidst the need to use formal language on campus. This research concludes that code-switching and code-mixing are not merely linguistic phenomena, but also ways in which students adapt socially to balance their cultural identity with academic demands.  

This study analyzes the sociolinguistic phenomena of code-switching and code-mixing in the academic context of students in Pekalongan, Central Java. As a region with diverse backgrounds dominated by the Pekalongan dialect (Ngapak Javanese), interactions between students create space for complex language dynamics. This study aims to identify variations, roles, and factors that cause code-switching and code-mixing in student interactions. The method applied is descriptive qualitative with data collection through inactive participant observation, recording, and in-depth interviews at various universities in Pekalongan. Data analysis is carried out through the steps of data reduction, data presentation, and verification using triangulation techniques. The results show that the application of language codes is divided into two categories: an internal category that includes Indonesian and regional languages (Javanese), and an external category that includes foreign languages (English or Arabic). Code-mixing can be found at the word, phrase, and clause levels. The main factors that drive this phenomenon include participants, conversation themes, situational circumstances, and the purpose of communication in building solidarity among group members (ingroup).  The Pekalongan dialect plays a crucial role as a means of communication to build closeness and demonstrate local identity, amidst the need to use formal language on campus. This research concludes that code-switching and code-mixing are not merely linguistic phenomena, but also ways in which students adapt socially to balance their cultural identity with academic demands.  

Podcasts as digital communication media have continued to grow and have become an important platform for delivering ideas, opinions, and public education. This study aims to analyze locutionary, illocutionary, and perlocutionary speech acts in the YouTube content Podcast Warung Kopi (PWK) entitled “Mental Dr. Tirta Turun, Gara-Gara Video Marah-Marah Dilihat dan Ditiru Sama Anaknya.” This research employs a descriptive qualitative method using listening and note-taking techniques to examine the utterances produced by the host and the guest speaker. The data consist of transcribed conversations that are classified based on Austin’s speech act theory. The findings reveal 17 speech act data, consisting of 4 locutionary acts, 9 illocutionary acts including assertive, directive, expressive, and commissive types, and 4 perlocutionary acts. These results indicate that podcasts function not only as entertainment and information media but also as effective tools in influencing listeners’ attitudes, raising awareness, and shaping behavioral responses, particularly in relation to health and social issues.

This study aims to describe teachers' strategies in developing early childhood language skills at the AS-SA'ADAH Early Childhood Education Centre. It is known that strategies are importantThis appears to be part of a larger context, likely related to educational development teachers must have ideas on how to design and implement these strategies using a descriptive qualitative approach with data collected through direct observation of learning activities, interviews, and documentation. The analysis was conducted using the Miles and Huberman model, which includes the stages of reduction, presentation, and conclusion drawing. The results of the study show that teachers develop children's language skills through storytelling, interactive conversations, singing, and the use of self-made pictures and simple teaching aids. Based on interviews, these strategies not only enrich the vocabulary of early childhood language but also encourage children to be more active in speaking and interacting with their peers and teachers. Language learning associated with educational play activities has been proven to be more interesting for children in the learning process so that it seems natural, because most children tend to get bored with monotonous learning processes. Thus, children's language skills can grow and develop optimally if a teacher is creative, patient, and communicative learning environment.

Sarcasm is a literary device and one of the most expressive forms of figurative language, often used to convey humor, criticism, or emotional tension in both daily conversation and literature. This study explores the use of sarcasm in William Shakespeare‟s Much Ado About Nothing by applying Elizabeth Camp‟s (2011) typology, which classifies sarcasm into four types: propositional, lexical, illocutionary, and like-prefixed sarcasm. Using a qualitative descriptive method, the researchers collected all sarcastic utterances from the play, classified them according to Camp‟s framework, and analyzed their pragmatic functions in the dramatic context. The findings reveal a total of 50 sarcastic utterances, with propositional sarcasm being the most frequent (42%), followed by illocutionary sarcasm (28%), lexical sarcasm (24%), and like-prefixed sarcasm (6%). These results indicate that sarcasm serves as both a comedic and dramatic device, shaping character interactions, driving conflicts, and reinforcing Elizabethan cultural norms. Beatrice and Benedick‟s witty verbal duels exemplify how sarcasm fosters humor and intimacy, while Claudio‟s sarcasm highlights themes of honor and social tension. Overall, the study demonstrates that sarcasm in Shakespeare‟s play is not merely humorous banter but a sophisticated rhetorical strategy that enhances characterization, thematic depth, and audience engagement.

Sarcasm is a literary device and one of the most expressive forms of figurative language, often used to convey humor, criticism, or emotional tension in both daily conversation and literature. This study explores the use of sarcasm in William Shakespeare‟s Much Ado About Nothing by applying Elizabeth Camp‟s (2011) typology, which classifies sarcasm into four types: propositional, lexical, illocutionary, and like-prefixed sarcasm. Using a qualitative descriptive method, the researchers collected all sarcastic utterances from the play, classified them according to Camp‟s framework, and analyzed their pragmatic functions in the dramatic context. The findings reveal a total of 50 sarcastic utterances, with propositional sarcasm being the most frequent (42%), followed by illocutionary sarcasm (28%), lexical sarcasm (24%), and like-prefixed sarcasm (6%). These results indicate that sarcasm serves as both a comedic and dramatic device, shaping character interactions, driving conflicts, and reinforcing Elizabethan cultural norms. Beatrice and Benedick‟s witty verbal duels exemplify how sarcasm fosters humor and intimacy, while Claudio‟s sarcasm highlights themes of honor and social tension. Overall, the study demonstrates that sarcasm in Shakespeare‟s play is not merely humorous banter but a sophisticated rhetorical strategy that enhances characterization, thematic depth, and audience engagement.

Abstract: The rapid diffusion of Generative Artificial Intelligence (AI) has intensified public debate regarding its benefits, risks, and societal implications. This study investigates public sentiment and thematic structures surrounding Generative AI by analyzing Twitter discourse as a representation of large-scale, real-time public perception. The research addresses two main problems: how public sentiment toward Generative AI is distributed and what dominant themes shape this perception. Accordingly, the objective is to map both emotional polarity and thematic narratives embedded in social media conversations. A computational mixed-methods approach was employed using a dataset of 12,470 tweets collected on 17 December 2024. Sentiment classification was conducted using a transformer-based DistilBERT model, while semantic representations were generated with Sentence-BERT. Topic modeling was performed using BERTopic, integrating HDBSCAN clustering and class-based TF-IDF to extract coherent and interpretable topics. Human-in-the-loop validation supported the interpretive robustness of topic labeling. The findings reveal that public sentiment toward Generative AI is predominantly positive (41.8%), particularly in relation to productivity enhancement, education, and creative applications. Neutral sentiment (31.4%) reflects informational discourse, while negative sentiment (26.8%) centers on ethical concerns, privacy risks, misinformation, and AI hallucinations. Seven dominant topics were identified, with clear topic–sentiment alignment showing optimism in utility-driven themes and skepticism in ethics- and risk-related discussions. In conclusion, public perception of Generative AI is dualistic—characterized by strong enthusiasm alongside persistent caution. These results provide empirical insights for AI governance, responsible innovation, and future research on socio-technical impacts of Generative AI. *    

This study aims to explore and improve the quality of Social Studies (IPS) instruction at SD Negeri 04 Palembang by integrating interactive learning media and collaborative teaching strategies, especially in the “Map Layout” topic for fifth-grade students. Using a qualitative descriptive approach, the researchers gathered data through document analysis, conversations with teachers and students, as well as direct observation of learning activities. The findings show that the use of visual learning tools, cooperative group work, and contextual tasks related to students’ everyday environments helps make Social Studies lessons more engaging and meaningful. Simple interactive materials such as illustrated school layouts were shown to increase students’ participation and strengthen their understanding of spatial concepts. Overall, the integration of interactive media with collaborative learning approaches contributes to a more dynamic classroom atmosphere, supports deeper conceptual comprehension, and enhances students’ motivation to learn. This approach demonstrates strong potential for improving IPS learning outcomes in elementary education.  

The rise of social media has made TikTok one of the platforms where public discussions quickly develop, especially when dealing with issues involving public figures. Cases of infidelity often receive strong reactions, and many users express their emotions through comments that spread widely and shape public conversation. This study aims to examine the emotional expressions of netizens in responding to an infidelity case involving a public figure on TikTok, particulary on the account @nyatamedia. A descritive qualitative approach was applied, using documentation and content analysis to identify the forms and meanings of netizen comments contain a range of emotions such as anger, dissapointment, disgust, empathy, sadness, fear, sarcasm, and social criticism. Anger and dissapointment show rejaction of the infidelity, while empathy and sadness reflect concern for the affected party. The comments contain personal views and criticism related to social conditions, especially those connected to public perceptions of marriage. Based on these findings, social media appears to serve as a space where people express their feelings and opinions about events that attract public attention.

This research intends to examine conflict resolution and collaboration between units in the Department of Education and Culture of Sidoarjo Regency while carrying out regional priority programs. The research background arises from the increasing intricacy of bureaucracy and the overlapping jurisdictions among divisions, which impact the efficiency of implementing educational programs. This research utilizes a qualitative case study method, gathering data through comprehensive interviews, participatory observation, and analysis of institutional documents. Informants consist of structural officials, operational staff, and external partners like school leaders and education inspectors. The results indicate that conflicts can be functional or dysfunctional; functional conflicts encourage creativity in problem-solving, whereas dysfunctional ones obstruct cross-sector collaboration. Collaboration between units is successful on a technical basis but still lacks strength in the stages of planning and policy assessment. The conversation emphasizes that transformational leadership, transparent communication, and teamwork are vital for minimizing conflicts and improving coordination. In summary, the success of implementing regional priority programs in the Sidoarjo Education and Culture Office significantly relies on flexible conflict resolution and inter-sector cooperation founded on teamwork and openness.

Pindang tetel is a traditional Pekalongan culinary specialty born from the creativity of the community in utilizing limited food ingredients, especially beef offal, which in the past was synonymous with lower-class consumption. This culinary dish not only serves as a daily meal, but also represents historical, social, and symbolic values ​​that reflect how Javanese people respond to their economic conditions and the dynamics of their lives. This study aims to examine the cultural meaning, local identity values, and the transformation process of pindang tetel in a modern context, especially when the dish is marketed in the tourist area of ​​Lake Al Kautsar, Kayugeritan. The study used a qualitative approach with a mini-ethnography method through direct observation, in-depth interviews with sellers, and informal conversations with consumers. The results show that pindang tetel has undergone adaptations in its presentation without losing its basic character, so it remains recognized as a traditional culinary dish. In the context of local tourism, pindang tetel serves as a representation of Pekalongan's cultural identity and a medium for cultural introduction for tourists. These findings confirm that traditional culinary plays an important role in shaping collective memory, strengthening local identity, and providing sustainable symbolic and social value in addition to economic value.

This study examines the phenomenon of code-mixing among Generation Z in Banjarmasin, particularly in The comments section of TikTok content, which has become a primary digital expression space for young People. The aim of this study was to identify the forms, patterns, and social and cultural factors underlying This linguistic practice. Using descriptive qualitative methods with listening and note-taking techniques, Information was collected from comments on two TikTok posts on the accounts @BudRab and @Fazarbungaz. The findings indicate that the code-mixing that occurred was dominated by the insertion Of Banjarese elements into Indonesian (Banjar-Indonesian code-mixing), as well as a mixture of Banjarese, Indonesian, and English (Outer Code-mixing and Mixed Code-mixing). The forms of code-mixing found Included the insertion of Banjarese words, phrases, and lexical items such as kd (kada), makai, and mun. An analysis of the functions of code-mixing shows that this practice has a dual role: referential (for specific Local contexts), directive (to guide conversations), emotive/expressive (to indicate emotional closeness, for Example, longitude), and most importantly, as a marker of digital identity and cultural solidarity among Banjar speakers in the digital realm. This phenomenon confirms that social media serves as a new, flexible and essential space for the Banjar language to survive and negotiate with global and national languages. This study contributes to sociolinguistics by mapping the dynamics of language evolution among Gen Z in A digital context, highlighting the creative and social aspects of code-mixing.

Fifth grade students' consistently poor reading comprehension abilities, which impeded their overall academic development and participation in language acquisition, served as the driving force for this study. Using a comic assisted problem based learning (PBL) model, the study, which involved 39 students at SDN Purwamekar, aimed to improve learning activities in order to increase teacher and student participation and, eventually, improve fifth grade students' reading comprehension skills. By using comic strips to illustrate issues, this creative method made learning more engaging and accessible for younger students. In order to enable iterative improvements, the study was conducted over two cycles using classroom action research technique. Only 25% of students (eight people) successfully completed the learning objectives in the first cycle, according to preliminary findings, while 75% (24 students) failed, suggesting difficulties with student motivation and comprehension. This led to changes like improving comic material and fostering more cooperative conversations. Significant progress was seen by the second cycle, with 30 students meeting the completion criteria and only four falling short of the objectives, indicating improved engagement and skill growth. In conclusion, the comic assisted PBL model effectively boosted reading comprehension skills among fifth grade students. The research underscores the value of integrating visual aids and problem solving in education, offering practical insights for teachers to create more dynamic classrooms. Nonetheless, factors like time constraints and resource availability warrant further exploration to ensure sustainable implementation in diverse educational settings.