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Academic stress is a condition of psychological strain that arises when academic demands are perceived to exceed an individual’s capacity to cope. In this context, university students frequently use entertainment related to public figures as an emotion-focused coping strategy, one of which is celebrity worship. This study aimed to describe the level of academic stress among students who engage in celebrity worship. A descriptive quantitative design was employed, with purposive sampling of 230 active university students aged 18–25 years. Data were collected using the Perception of Academic Stress Scale (PASS) and the Celebrity Attitude Scale (CAS). The results indicated that the respondents’ mean academic stress score was relatively high (M = 46.05; SD = 8.38), and the level of celebrity worship was also relatively high (M = 86.10; SD = 15.89). Categorization showed that most students were in the moderate academic stress category (47.0%), followed by high (30.0%) and low (23.0%). For celebrity worship, most respondents were categorized as moderate (49.6%), followed by high (29.6%) and low (20.9%). Crosstab analysis suggested an increasing proportion of high academic stress as celebrity worship levels increased; notably, the high celebrity worship category was dominated by high academic stress (67.6%). Group difference testing also revealed significant differences in academic stress by gender (p < 0.05), with female students tending to report higher stress levels. These findings indicate that celebrity worship may serve as an emotion-focused coping mechanism, yet it may also become a source of distraction when the attachment is excessive. The implications highlight the importance of fostering adaptive coping strategies and time management skills among students to manage academic stress more effectively.

This study investigates the use of oral corrective feedback (OCF) in English as a Foreign Language (EFL) classrooms among Indonesian university students, with a particular focus on lecturers’ preferences and students’ perceptions. The research addresses three main aspects: the types of errors that are corrected, the strategies of OCF employed, and the timing of feedback delivery. A qualitative case study design was adopted, involving classroom observations, semi-structured interviews with lecturers, and open-ended questionnaires distributed to students. Data from these instruments were analyzed separately and then triangulated to ensure credibility and validity. The findings reveal that lecturers mainly prioritize correcting phonological and grammatical errors, as these are perceived to directly influence students’ communicative competence and overall speaking performance. Among the six OCF types proposed by Lyster and Ranta (1997), recast and repetition emerged as the most frequently used strategies. These approaches were favored by lecturers as they corrected learners subtly while minimizing the risk of embarrassment and maintaining the flow of communication. Furthermore, lecturers applied both immediate and delayed feedback depending on the classroom context and learning objectives. From the students’ perspective, OCF was generally viewed positively, as it contributed to raising awareness of errors and fostering speaking improvement. Students particularly appreciated feedback strategies that respected their confidence and speaking flow. Overall, the study underscores the importance of aligning teacher practices with student preferences to maximize the effectiveness of oral corrective feedback in EFL learning contexts.

Merdeka Belajar Kampus Merdeka (MBKM) is a new policy that aims to improve student’s soft skills and hard skills before entering the workforce. The purpose of this study was to explore the perceptions od Universitas Andalas students participating in MBKM on the development of soft skills. This research was conducted using qualitative research methods with grounded theory design. The sampling technique used purposive sampling and obtained 18 informants from 14 faculties at Universitas Andalas. Data were obtained through focus group discussions with informants who had signed an informed consent sheet. The results showed that the perceptions of students who participated in MBKM activities could develop student’s soft skills. Merdeka Belajar Kampus Merdeka program has a positive impact on improving the ability of solve problems, critical thinking, communication, team work, creativity, time management, and leadership. Obstacles that students get when participating in MBKM activities and can hinder the development of soft skills include information discrepancies, difficulty converting credits, lack of socialization to students, unsynchronized technical guidelines, and limited use of language.

This research is motivated by the increasing use of TikTok Shop as a social commerce platform that makes it easier for consumers to make purchases through interactive features and various price promotion strategies. This study aims to analyze the influence of ease of use and price perception on purchase decisions on TikTok Shop. The population in this study is students of the Management Study Program of the University of Muhammadiyah Makassar class of 2022–2025, with a sample of 95 respondents determined using the Slovin technique. The analysis method used is multiple linear regression supported by validity, reliability, and classical assumption tests. The results of the study show that ease of use and partial price perception have a positive and significant influence on purchase decisions on TikTok Shop. High ease of use can increase consumer convenience in transactions, while good price perception encourages consumers to make purchase decisions. The implications of this study show the importance of improving the quality of the system and pricing strategies in supporting consumer purchase decisions on social commerce platforms

The issue of nutrition among school children remains a public health challenge in Indonesia. As an effort to improve the nutritional status of students, the government launched the Free Nutritious Meal program (MBG) in educational units. However, in its implementation, there are still students who do not take advantage of the program. This study aims to identify the reasons why students do not utilize the Free Nutritious Meal (MBG) program based on the (ABC) theory of antecedent, behavior, consequence at SD Negeri 100 Kendari. This research uses a qualitative method with a case study approach. The number of informants to be studied is 6 people selected through Purposive Sampling, consisting of students, the principal, teachers, SPPG officers, and parents. Data collection is conducted through in-depth interviews, recording, observation, and documentation. The data are analyzed through the stages of data reduction, data presentation, and drawing conclusions. Research results show that the antecedent of students' knowledge about the MBG program is at the level of knowing to understanding, the application of the provided menu has been in accordance with balanced nutrition principles, and the program policy is supported by various parties. Students' behavior shows rejection of the program influenced by negative experiences, perceptions of the halalness of food containers, and parental prohibitions. The consequence of students not participating does not directly have a negative impact on their learning conditions or physical health, because nutritional needs are still met from other sources. Therefore, students have no motivation to utilize the program. In conclusion, students who do not take advantage of the MBG program are influenced by perceptions, experiences, and parental restrictions. Therefore, it is necessary to improve education, strengthen communication, and enhance the quality of program implementation to increase the utilization of the MBG program.

The rapid development of information technology has transformed social media into a digital space that plays a crucial role in shaping the mindset, behavior, and lifestyle of young generations. TikTok is one of the most dominant platforms used by Generation Z, particularly students, due to its ability to present algorithm-based content that aligns with user interests. This condition has the potential to cause psychological stress in the form of Fear of Missing Out (FOMO), which reflects social anxiety due to the perception of being late in keeping up with trends, information, or experiences that hold a dominant position in the social landscape. This research initiative aims to examine the influence of TikTok usage on the lifestyle configurations of Generation Z students, with FOMO serving as a determinant that strengthens this relationship. This study is designed within the quantitative tradition with a positivist epistemological orientation. The study population includes 250 students from the Faculty of Computer Science at the National Pasim University in Bandung, with a sample size of 72 respondents derived using Slovin's formula. The analysis results indicate that TikTok usage and the level of FOMO have a positive and significant impact on changes in students' lifestyles. The regression coefficient estimates are in the positive direction, with a significance value exceeding the critical threshold of 0.05, indicating a unidirectional relationship between the variables. The model determination estimate, at around 57.5%, confirms that TikTok and FOMO are able to explain a significant portion of the variation in students' lifestyles, while the remainder is influenced by factors outside the scope of this study. This finding confirms that TikTok functions not only as a medium of entertainment but also as an agent shaping lifestyles influenced by social and psychological pressures. Therefore, strengthening digital literacy is crucial so that students can use social media more rationally and responsibly.

The increasingly sophisticated development of technology in the current digital era has had a significant impact on various aspects of life, particularly in education. The integration of digital technology has become essential to improving the quality of education and adapting teaching methods to contemporary advancements. This study aims to explore the perceptions of sixth-grade students regarding the use of digital media in Islamic Religious Education (IRE) subjects at Gambiranom State Elementary School. A qualitative approach was employed, utilizing interviews and questionnaires to collect data from both students and IRE teachers. The results revealed that most students shared a common view, stating that the use of digital media in IRE made lessons more engaging, interactive, and easier to understand. Digital media’s potential to enhance the learning experience was widely acknowledged. However, the study also identified several challenges, including limited access to facilities and technical difficulties in effectively utilizing digital media. These findings suggest that while digital media has the potential to enrich the learning experience, addressing technical and infrastructural barriers is crucial for its successful implementation in education.

After completing their studies, accounting graduates are not limited to careers in the accounting field alone; they have a wide range of professional opportunities depending on the factors influencing their decisions. This study uses primary data, with the population consisting of undergraduate (S1) accounting students at Esa Unggul University. The sampling technique employed is nonprobability sampling using a snowball sampling approach. The results show that the simultaneous significance value is 0.000, which is less than 0.05. Partially, the salary variable has a significance value of 0.000, professional training 0.066, professional recognition 0.161, social values 0.734, and work environment 0.308. These findings indicate that, collectively, salary, professional training, professional recognition, social values, and work environment have a significant influence on accounting students’ perceptions in choosing a career as a public accountant. However, individually, only the salary or financial reward factor has a significant effect. Meanwhile, professional training, professional recognition, social values, and work environment do not have a significant influence on students’ decisions to pursue a career as a public accountant.

This research is motivated by the urgency of effective Islamic Education Management (MPI) as a prerequisite for enhancing the role of Islamic Education (PAI) teachers in shaping students’ religious character amid the challenges of digitalization and institutional coordination constraints. The purpose of this study is to analyze the implementation of MPI experienced by PAI teachers, the interaction among stakeholders, and the teachers’ perceptions of its effectiveness at PKPPS Minhajurrosyidin, East Jakarta. Using a descriptive qualitative method with a case study and phenomenological approach, data were collected through triangulation (interviews, observations, and document studies) and analyzed using the Miles and Huberman interactive model. The findings indicate that MPI is an essential structural mediating variable. The optimization of MPI—particularly in terms of digital facility support and professional training—significantly enhances the effectiveness of PAI teachers as Uswah Hasanah and as facilitators of adaptive and scientific learning. However, the main obstacle lies in the lack of horizontal coordination among teachers in holistically integrating Values-Based Education. The implications of this study emphasize the need for formal managerial policies to ensure collective responsibility in character formation.

Education involves acquiring knowledge and skills, with English learning being a skill-based process that requires consistent and engaging practice. In the digital era, mobile applications have emerged as effective tools to overcome traditional limitations in language learning. This study investigates the effectiveness of the Duolingo application in enhancing English vocabulary among university students. A pre-experimental one-group pretest-posttest design was employed involving 40 first-semester Pharmacy students at Anwar Medika University. Participants engaged in daily Duolingo practice (20 XP per day) for 30 consecutive days. Data were collected through vocabulary pretest and posttest as well as a Likert-scale questionnaire. Quantitative analysis revealed a significant improvement in vocabulary scores, with the mean score increasing from 57.25 in the pretest to 81.70 in the posttest. Questionnaire results indicated high student motivation, positive perceptions of the app’s usefulness and ease of use, and minimal perceived disadvantages. The findings suggest that daily Duolingo practice is an effective, engaging, and accessible method for boosting English vocabulary acquisition. This study provides practical insights for educators seeking innovative technology-integrated approaches to language teaching.

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 investigates the role of Artificial Intelligence (AI) tools, specifically ChatGPT and Jenni AI, in supporting academic integrity through accurate citation generation. Employing a descriptive qualitative method, the research involved 30 undergraduate students who evaluated AI-generated citations using Fishman’s (2014) Academic Integrity Theory and Smith’s (2020) Citation Accuracy Framework. Data were collected through questionnaires assessing students’ perceptions of reliability, ethical responsibility, and accuracy in AI-assisted citation practices. Quantitative analysis revealed that Honesty and Accountability were the most dominant values (22.58% each), followed by Fairness and Respect (19.35% each), Trust (12.90%), and Courage (3.23%). Qualitative findings showed that students recognized AI’s potential to enhance writing efficiency but emphasized the need for human verification to ensure factual correctness and ethical compliance. Comparatively, Jenni AI demonstrated greater consistency and citation verification than ChatGPT, which exhibited more frequent fabrication and inaccuracy. The study concludes that while AI tools can enhance academic productivity, maintaining academic integrity still requires critical human oversight, ethical awareness, and adherence to scholarly honesty and accountability.

This study examines how Perplexity AI is integrated into academic research, particularly its role in research gap analysis and proposal development among university students. Using a qualitative descriptive method and questionnaire data from 32 participants, the research explores students’ perceptions, benefits, and ethical considerations regarding AI- assisted research. The findings reveal that Perplexity AI improves efficiency in literature review and research gap identification, with 75% of students using it to explore research topics and 65.6% acknowledging its usefulness in recognizing trends and gaps. However, concerns remain about accuracy and source reliability, as only 56.3% fully trust AI-generated results, and many still verify information manually. The study concludes that effective use of Perplexity AI requires strong AI literacy that includes critical thinking, verification skills, and ethical awareness. These insights contribute to a broader understanding of human–AI collaboration in academic settings and highlight the need for responsible, well-guided integration of AI tools in research education.

This study aims to analyze the implementation of the Minimum Service Standards (SPM) for education administration in MTsN Batang, identify supporting and inhibiting factors, and formulate recommendations for service improvement. The study used a mixed-methods design with an evaluative approach to the CIPP model. Quantitative data were collected through questionnaires from 60 respondents, while qualitative data were collected through in-depth interviews and observations. Quantitative data were analyzed using descriptive statistics and Kruskal-Wallis tests, while qualitative data were analyzed using Miles and Huberman's thematic analysis. The study found that SPM implementation reached 72%, with the highest achievement in student administration (85%) and the lowest in financial administration (58%). The Kruskal-Wallis test showed a significant difference in perception between groups (p=0.032). The thematic analysis identified three themes: digitization of services, human resource capacity, and transparency of accountability. The implications of the research show the need to increase human resource capacity, optimize management information systems, and strengthen coordination with the Ministry of Religion.

This research aims to examine the implementation of group guidance services in developing a positive self-concept among students who actively use social media. The rapid development of digital technology has positioned social media as a space for self-expression, yet uncontrolled use often leads to negative social comparisons that distort adolescents' self-perception. This study employed a qualitative approach with a descriptive design. Data were collected through deep interviews, observations, and documentation involving students at IAKN Toraja. The findings indicate that group guidance services, conducted through the stages of formation, transition, core activity, and termination, significantly contribute to the formation of a positive self-concept. There is a notable improvement in students' self-confidence, self-acceptance, and self-control regarding social media usage. The group dynamics provide a supportive social laboratory for students to share experiences and receive constructive feedback, allowing them to reconstruct a more realistic and healthy self-image. The implication of this study suggests that group guidance can be an effective intervention for school counselors to mitigate the negative psychological impacts of digital interaction and foster digital literacy among students.  

Higher education management at the master's level currently faces urgent challenges, namely learning fatigue and low engagement among professional students, especially in Prior Learning Recognition (RPL) classes. Currently, lecturers still tend to apply conventional learning methods based on static presentations that fail to accommodate andragogical characteristics due to a lack of dynamic interaction. Therefore, this study aims to evaluate the effectiveness of the “Humanistic Digital Andragogy” approach through the integration of gamification (Kahoot) and visual thinking (Whimsical) in the Strategic Human Resource Management course. The researchers used a descriptive qualitative design with thematic analysis and collected data through feedback from students in the Master of Management Program (Semarang and Sorong classes). The results revealed that technology served as a double catalyst: Whimsical visualization effectively reduced the cognitive load of complex strategy material, while competition in Kahoot triggered positive adrenaline (eustress) that increased attention. These findings confirm that the success of technology is highly dependent on the role of lecturers as humanistic facilitators (high-touch). This synergy has been proven to change students' perceptions of HRM from merely administrative to strategic partners, as well as creating learning satisfaction that is relevant to the world of work.

This study was motivated by the importance of the availability and quality of infrastructure as a major supporting factor for the comfort and smooth running of the lecture process at the postgraduate level. The purpose of this study was to evaluate educational facilities and infrastructure based on the perceptions of postgraduate students in the Islamic Education Study Program (PAI) using the Context, Input, Process, and Product (CIPP) evaluation model. This research is an evaluative study with a qualitative approach, involving PAI graduate students as research subjects. Data collection was conducted through questionnaires, in-depth interviews, and field observations, then analyzed using the Question Discourse technique to obtain a comprehensive understanding of the students' experiences and assessments. The results show that students view facilities and infrastructure as important to very important in supporting the lecture process. In general, the facilities are considered adequate, but there are still limitations in the air conditioning system and internet network stability, which affect the comfort and effectiveness of learning. The implications of this study emphasize the need for continuous improvement in the quality, maintenance, and management of facilities and infrastructure to support the quality of PAI postgraduate education.

This study aims to analyze the quality of services provided by education staff to students at the Faculty of Social Sciences, Puangrimaggalatung University by using a qualitative approach, through in-depth interviews and observations, this study explores students' views, experiences, and perceptions of various aspects of services provided by education staff, which include reliability, responsiveness, assurance, empathy, and physical evidence of Student Needs. The data obtained were analyzed with thematic analysis techniques to identify patterns and themes related to service quality. The results of this study show that although the majority of students are satisfied with the services received, there are several challenges that need to be considered, such as when they want to take the signature in question, and the attitude of empathy towards students is not even. This research provides important insights for the faculty to improve the quality of education staff services in order to better meet the needs and expectations of students, thereby creating a better academic experience.

This study examines how Grammarly AI helps students improve their writing and avoid plagiarism in digital learning. As more academic work is done online, students need quick and clear feedback to guide their revisions. This research focuses on students’ perceptions of Grammarly and how they respond to its feedback. A survey was conducted with 30 university students using Likert scale and open-ended questions. The results show that most students find Grammarly helpful for correcting grammar, improving clarity, and motivating them to revise their writing. Students also reported that the paraphrasing and similarity checking features help them maintain originality and understand academic integrity better. These findings are supported by the Technology Acceptance Model (TAM), which explains that students respond positively when a tool is useful and easy to use, and by feedback theory, which highlights how learners process corrective input. Overall, this study concludes that Grammarly functions not only as an error-correction tool but also as a learning support system that strengthens writing skills and promotes responsible writing practices in digital environments.

This study examines the paradoxical phenomenon among adolescents who actively consume mental health content on digital platforms such as Instagram and TikTok but are reluctant to utilize freely available school counseling services. The research aims to identify specific forms of stigma that hinder adolescents from utilizing school counseling services and analyze them using Erving Goffman's stigma theory. The research method employs a qualitative approach with a library research design, analyzing various scientific literature published from 2013-2025 through content analysis techniques. The research findings reveal six main forms of stigma: perception of school counselors as school police, labeling as troubled students, sign of personal weakness, doubts about confidentiality, distrust in counselor competence, and traumatic experiences. The paradox occurs because digital platforms provide anonymity that protects adolescents' virtual social identity, while face-to-face counseling services are perceived as threatening their social identity. Research implications indicate the need for transformation of school counseling services that integrate digital strategies, ongoing campaigns to change negative perceptions, and enhancement of counselor competence in understanding adolescent digital culture to reduce stigma and improve adolescent access to professional mental health services.