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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.  

Arabic holds an important position in Islamic education as the language of the Qur'an and Hadith. However, the teaching of Arabic in Islamic educational institutions often focuses only on linguistic aspects, thus not fully achieving the goals of comprehensive Islamic education. This study aims to analyze the strengthening of Arabic language education objectives from the perspective of Islamic Tarbiyah. The method used in this study is qualitative, with a literature study and descriptive analysis approach. The analysis was conducted on relevant sources. The findings indicate that Arabic education within the framework of Islamic Tarbiyah not only emphasizes mastery of language skills but also the importance of shaping students' faith, morals, and Islamic character. The integration of tarbawi values into the objectives, materials, methods, and evaluation of learning becomes a key element in creating Arabic language education that is valuable and aligned with the goals of Islamic education. Its implications are expected to serve as a reference for curriculum development, teacher competence improvement, as well as the formulation of contextual, integrative, and sustainable Arabic language learning policies in national Islamic educational institutions.

. Film as a mass communication medium not only functions as entertainment, but also as a means of representing power relations in society. Miracle in Cell No. 7 works by Hanung Bramantyo show various forms of official domination and legal inequality which are relevant to be studied through a hegemony perspective. This research aims to describe the forms of hegemony that appear in the film and interpret the social criticism conveyed through the narrative and visualization. The research uses qualitative methods with listening and note-taking techniques, then the data is analyzed through reduction, presentation and drawing conclusions based on Antonio Gramsci's theory of hegemony. The research results show that this film contains four forms of hegemony: ideological hegemony through the instillation of disciplinary values; hegemony of power through apparatus domination and abuse of authority; cultural hegemony through the imposition of a single standard of behavior; and moral hegemony through the formation of ethical judgments that benefit those in power. These findings indicate that films not only present emotional stories, but also present criticism of legal injustice and structural domination. This research confirms that visual media plays an important role in forming public awareness regarding the practice of power in social life.

This study aims to comprehensively describe the planning, implementation, and outcomes of efforts to improve students’ mastery of Arabic vocabulary through the use of picture card media in learning activities. This research employs a Classroom Action Research (CAR) design conducted in two cycles, with each cycle consisting of two meetings. The subjects of this study were 26 fourth-grade students of SDIT Al-Fadiyah Gowa. Data were collected through vocabulary mastery tests as well as teacher and student observation sheets. The planning stage was carried out collaboratively with the teacher by preparing appropriate learning instruments, while the implementation of the actions was systematically monitored using observation guidelines. The results indicate a significant improvement in students’ Arabic vocabulary mastery. In the first cycle, the average learning achievement reached 70%. After refining the instructional strategies in the second cycle, the achievement increased to 86%, showing a 16% improvement. These findings demonstrate that the use of picture card media is effective in creating more engaging, interactive, and meaningful learning experiences. Consequently, it contributes positively to enhancing the Arabic vocabulary mastery of fourth-grade students in a measurable and observable manner.

This study analyzes the short story Cinta Semata Wayang by Nuryana Asmaudi SA using a literary psychology approach grounded in Sigmund Freud’s psychoanalytic theory. The research applies a literature study with a descriptive qualitative method. Data were collected through close reading to identify structural elements and the psychological dynamics of the characters. The findings reveal marital conflict symbolized through wayang figures, particularly Rama and Sinta. Structurally, the story presents a progressive plot, symbolic and metaphorical language, and central themes of love and responsibility. The psychological analysis highlights the interaction of the id, ego, and superego within the main characters: Rama experiences tension between personal desires and moral norms, while Sinta demonstrates superego dominance through loyalty and emotional endurance. The short story emphasizes that true love is not solely based on emotion but also requires responsibility, commitment, and moral awareness as the foundation of a harmonious and sustainable relationship. This research contributes to literary psychology studies and deepens understanding of moral values in literature.

This study examines Japanese advertising and product-information texts on Shiseido Japan’s official website (www.brand.shiseido.co.jp) that grammatically prevent readers from construing statements as universal claims (“always” or “true for everyone”). It addresses two problems: how universal readings are blocked through grammatical construction in this register, and how the main blocking mechanisms differ in limiting generalisation and managing scope. The data consist of sentence-level usage, precautionary, and quality-related statements that plausibly invite broad general interpretations. Seven analytically representative tokens are used as illustrative evidence, covering wake-negation, baai-based case framing, and event/occasion packaging with V-ru koto ga aru, including rare-event calibration with mare ni and layered conditional framing. The study employs qualitative, theory-driven grammatical analysis focusing on clause structure, embedding, nominalisation, connective relations, and the compositional contribution of key markers. The results identify recurring templates with distinct structural signatures. Wake-negation blocks over-strong uptake by denying a candidate inference (…to iu wake de wa arimasen). Case framing with baai shifts categorical commitments into situation-restricted possibility (…baai ga arimasu), including complex variants that add causal linkage, avoidance marking, and directive closure. Event/occasion packaging with koto plus existential predication (…koto ga arimasu) presents anomalies as contingent occurrences, and it can be triggered by causal conditions (e.g., temperature change) or conditional frames (…to). Rare-event marking with mare ni further calibrates frequency and often co-occurs with contrastive reassurance about quality. Overall, universal-blocking emerges as a set of non-redundant grammatical routes that constrain inference, situational domain, and event profiling in a compact public informational genre.

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.

This study analyzes the short story Cinta Semata Wayang by Nuryana Asmaudi SA using a literary psychology approach grounded in Sigmund Freud’s psychoanalytic theory. The research applies a literature study with a descriptive qualitative method. Data were collected through close reading to identify structural elements and the psychological dynamics of the characters. The findings reveal marital conflict symbolized through wayang figures, particularly Rama and Sinta. Structurally, the story presents a progressive plot, symbolic and metaphorical language, and central themes of love and responsibility. The psychological analysis highlights the interaction of the id, ego, and superego within the main characters: Rama experiences tension between personal desires and moral norms, while Sinta demonstrates superego dominance through loyalty and emotional endurance. The short story emphasizes that true love is not solely based on emotion but also requires responsibility, commitment, and moral awareness as the foundation of a harmonious and sustainable relationship. This research contributes to literary psychology studies and deepens understanding of moral values in literature.

That Christian Religious Education teachers update their professionalism and competencies to ensure that Christian education remains relevant, effective, and transformative. This study aims to analyze the modernization of the professionalism of Christian Religious Education teachers, including the integration of spirituality with modern pedagogical approaches and strategies for developing teacher competencies in addressing the challenges of the digital generation. The study employs a descriptive qualitative approach, collecting data through literature review from books, journals, notes, and relevant reports, and presenting the findings in a narrative form. The results show that the modernization of teacher competencies involves the development of pedagogical, personal, social, spiritual, and professional competencies, with the ability to integrate spirituality, technology, and modern teaching methods such as collaborative and digital learning to create contextual, engaging, and transformative learning experiences. In conclusion, the modernization of professionalism among Christian Religious Education teachers is an urgent necessity to enable teachers to deliver God’s Word in a relevant manner, shape students’ character and spirituality, and enhance the effectiveness of Christian education through mastery of holistic and collaborative competencies.  

This article examines various guidance and counseling (BK) management models relevant to the context of modern education in Indonesia. The models discussed include POAC (Planning, Organizing, Actuating, Controlling) management, comprehensive BK services, school-based BK management, specialized service management, and the use of digitalization in BK services. This review was compiled using a literature review method, drawing on various credible national sources, such as scientific journals, reference books, and education policy documents. The purpose of this research is to provide an in-depth understanding of the characteristics, principles, and implementation of each BK management model in educational practice. The results indicate that each model has its own advantages and limitations, both in terms of service planning, resource management, and the effectiveness of service delivery to students. Therefore, the selection and implementation of a BK management model must be tailored to the needs of the school, the availability of professional staff, infrastructure, and student characteristics. The integration of a systematic, data-driven, and adaptive management approach to developments in information technology is a key factor in improving the quality and effectiveness of BK services. This article is expected to provide theoretical and practical contributions to school counselors, educators, and education policymakers.  

Generation Z, growing up in the digital era, faces various challenges in social, emotional, and academic adjustment in the school environment. This study aims to determine the effectiveness of individual planning services in improving the adjustment abilities of Generation Z students. A qualitative approach was used with a literature review from the past five years. The results of the study indicate that the use of digital technology to support students' personal development can help them better understand themselves, set goals, and plan adaptive steps. This service also plays a role in providing support and early intervention, which helps counselors shift from a reactive approach to a more proactive one. The findings of this study underscore the importance of changing the role of counselors, from being responsive to being more proactive and preventative, by integrating personal and technological approaches in the mentoring process. Therefore, guidance and counseling teachers are advised to design services that are more structured, participatory, and relevant to the unique characteristics of Generation Z. This will ensure that the services provided are more effective in helping students adjust to the school environment.

This study aims to examine self-confidence issues in elementary school students, particularly second-grade students at SDN 1 Gulang. Various problems identified included shyness, low self-confidence, fear of performing in front of the class, and a tendency to withdraw from social settings. This study used a qualitative approach with data collection techniques including interviews and observations to identify factors contributing to low self-confidence and the roles of teachers and parents in developing it. The results indicate that low student self-confidence is influenced by internal factors, such as fear, anxiety, and lack of courage, as well as external factors, including family parenting styles, the social environment, and learning experiences at school. Teachers play a strategic role by providing emotional support, positive motivation, and implementing active learning strategies that encourage student engagement. Furthermore, parents play a crucial role in providing guidance, supportive parenting styles, and appropriate social stimulation. This study concludes that efforts to improve student self-confidence require consistent and ongoing collaboration between teachers and parents.

This study investigates the effectiveness of a multimodal approach in improving students’ English reading comprehension at SMPN 10 South Tangerang during the 2025/2026 academic year. Involving 42 eighth-grade students, the research aimed to determine whether integrating various modes of learning—such as text, images, audio, and video—could enhance reading comprehension more effectively than traditional text-based instruction. A pre-experimental one-group pre-test and post-test design was used to measure students’ progress before and after the implementation of multimodal learning. Data were analyzed using a paired sample t-test to identify significant differences between the two tests. The results indicated a notable improvement, with the mean score increasing from 70.48 on the pre-test to 79.76 on the post-test, representing a gain of 9.28 points. The significance value (Sig. 2-tailed = 0.000) confirmed that the improvement was statistically meaningful. These findings demonstrate that multimodal instruction enhances comprehension by presenting information through multiple sensory channels, supporting diverse learning preferences, and creating a more engaging and interactive learning environment. The study concludes that the multimodal approach is an effective method for teaching reading comprehension in junior high school and recommends broader application in English classrooms to strengthen students’ motivation, understanding, and overall learning outcomes.

William Shakespeare’s drama Antony and Cleopatra illustrates various aspects of hedonism, especially in the pursuit of love, power, and desire. These behaviors are reflected in the way the characters prioritize personal pleasure over political duty, showing how immediate gratification often clashes with responsibility. This study aims to explore the different types of hedonism represented in the play. A qualitative descriptive approach is used to analyze the dialogues and actions of the main characters, Mark Antony and Cleopatra, based on Weijers’ (2012) framework. The results reveal six categories of hedonism: folk hedonism (30%), value/prudential hedonism (20%), motivational hedonism (15%), normative hedonism (12.5%), utilitarian hedonism (12.5%), and egoist hedonism (10%). Among these, folk hedonism is the most dominant, particularly in Antony and Cleopatra’s pursuit of love and passion without considering the consequences for their political roles. The research shows that Antony and Cleopatra reflects how the pursuit of personal pleasure can shape character development, create conflict, and even lead to tragedy, illustrating timeless patterns where short-term desires overshadow long-term responsibilities.

The diversity of Indonesian society, which consists of various ethnic groups, religions, cultures, and races, represents a great potential for the creation of a harmonious social life. However, the reality shows that intolerance and narrow fanaticism still often arise and even begin to influence students in the educational environment. This has the potential to create social conflicts and damage the nation's character in the future. This study aims to examine the role of education in shaping students to avoid fanatic behavior and social conflicts. The research method used is descriptive qualitative with data collection techniques through relevant literature studies. The results of the study show that schools have a strategic role in instilling values of tolerance, inclusive attitudes, and religious moderation through learning, teacher role models, and a school culture that respects diversity. In addition, synergy between schools, families, and communities is needed to create an educational environment that is conducive to the development of students' character. Through the implementation of multicultural education and the strengthening of national values on a sustainable basis, students are expected to become a generation with strong character, tolerant, and able to live peacefully alongside others in a pluralistic society.

Character development and independence in early childhood constitute fundamental foundations for future life success. While both the Montessori method and role-playing activities have proven effective in early childhood education, research on their integration remains limited. To analyse the effectiveness of integrating the Montessori method with role-playing activities in enhancing character development and independence in early childhood. A quantitative study employing quasi-experimental design with pre-test and post-test control group design was conducted with 60 children aged 4-6 years. Participants were randomly assigned to an experimental group (n=30, receiving the integrated method) and a control group (n=30, receiving conventional instruction). Significant improvements were observed in both character development (p<0.05) and independence (p<0.01) in the experimental group. The experimental group showed substantial gains in character scores (18.94 points) compared to the control group (4.36 points), with large effect size (Cohen's d = 2.06). Independence scores increased by 21.23 points in the experimental group versus 4.47 points in the control group, also with a large effect size (Cohen's d = 2.65). The integration of Montessori method with role-playing activities proves highly effective in enhancing character development and independence in early childhood, offering a promising pedagogical approach for early childhood education.

Social care values ​​are moral principles that emphasize empathy, altruism, solidarity, mutual cooperation, justice, and tolerance in social life. These values ​​form the foundation for individuals to understand the feelings of others, help selflessly, cooperate, be fair, and respect differences. This study aims to describe the representation of social care values ​​in Wattpad short stories in the family drama genre, identify the most dominant values ​​and the context in which they emerge, and explain the relevance of these findings to learning and character development in students. The study used a descriptive qualitative method because it focuses on the meaning of the text, rather than quantitative measurement. Data were collected through listening and note-taking techniques by carefully and repeatedly reading the short stories to identify sections of the text that contain social care values. Data included words, phrases, sentences, dialogue, and narratives that depict character actions, conflicts, or interactions reflecting empathy, altruism, solidarity, mutual cooperation, justice, and tolerance. All quotations were recorded on a coding sheet to organize the data systematically. Data analysis was conducted using the Miles and Huberman technique, which includes data reduction, classification, and interpretation. In the reduction stage, relevant data was selected and then grouped according to social awareness value categories. Next, interpretation was conducted to explain the representation of these values ​​in the storyline and relationships between characters. 

This paper aims to examine the relationship between Social Learning Theory and the principles of Christian education, particularly in character formation and the discipleship process. Social Learning Theory asserts that human behavior is shaped through observation, imitation, and social interaction, thus role models and the environment play a central role in the learning process. This understanding aligns with Christian education, which emphasizes that faith and character are developed through relationships, life experiences, and role models, as demonstrated in God's relationship with Israel, the life of Jesus Christ, and the practices of the early church. The integration of these two approaches demonstrates that effective Christian character formation requires a combination of modeling, mentoring, and a supportive community, along with the spiritually renewing work of the Holy Spirit. Thus, modern psychological theory and the principles of faith education can complement each other to create a holistic approach to Christian education, whether in the church, school, or family.

This paper discusses the principles of Jesus’ teachings that are relevant for building effective and transformative learning within the context of contemporary education. Jesus is known as the Great Teacher who taught with authority, closeness, and methods capable of transforming the thinking, attitudes, and behavior of His listeners. Through biblical analysis and pedagogical examination, this study identifies several key principles, including the use of stories and parables to facilitate deep understanding, a dialogical approach that encourages active participation, contextualization of the message according to the listeners’ social background, modeling as a form of learning through example, and an emphasis on character transformation as the ultimate goal of education. The study concludes that the principles of Jesus’ teaching are not only effective in delivering content but also play a significant role in shaping the internal transformation of learners. By adapting these principles, modern educators can build learning processes that are more meaningful, holistic, and transformation-oriented.

Indonesia, as a multicultural nation, demands that Christian Religious Education (PAK) practices focus not only on doctrinal teaching but also on character development for students, enabling them to live within cultural, ethnic, and religious diversity. Language is a crucial element in realizing inclusive education, as the use of impolite or offensive language can trigger prejudice, intolerance, and even bullying, as seen in the forced hijab case in Bantul. This study uses a literature review method to examine the role of language, politeness, and communication strategies in developing students who value pluralism and multiculturalism. The discussion demonstrates that politeness is the foundation of character development and reflects a person's moral values. Through strategies such as integrating Christian values ​​into the curriculum, inclusive teaching methods, creating a school environment that supports diversity, and a holistic communication approach, Christian Religious Education can be a means of transformation that fosters tolerance and harmony. The results confirm that the use of polite and non-offensive language is a key aspect in developing students with character, who are inclusive, and capable of becoming agents of peace in a pluralistic society.