Publication Search

Language is the primary means of communication in human life. The absorption of English into Indonesian among university students is an increasingly prominent phenomenon with the development of globalization and digital technology. This study aims to analyze the impact of this absorption on the emergence of new words or terms used by students in academic contexts and everyday communication. The research method used is descriptive qualitative. This approach was chosen because this study aims to describe and analyze linguistic phenomena and their impact on the Indonesian language. The results of the analysis show that the absorption of English has given rise to various new terms that are practical, concise, and contextual, such as deadline, submit, healing, burnout, as well as mixed forms with Indonesian affixes such as nge-print and di-upload. These terms facilitate communication and enrich students' linguistic expression. However, on the other hand, the use of these new terms has the potential to displace the use of standard Indonesian equivalents. Thus, the absorption of English has a dual impact: enriching vocabulary through the formation of new terms while also requiring a wise attitude to maintain the existence of the Indonesian language.  

Language is the primary means of communication in human life. The absorption of English into Indonesian among university students is an increasingly prominent phenomenon with the development of globalization and digital technology. This study aims to analyze the impact of this absorption on the emergence of new words or terms used by students in academic contexts and everyday communication. The research method used is descriptive qualitative. This approach was chosen because this study aims to describe and analyze linguistic phenomena and their impact on the Indonesian language. The results of the analysis show that the absorption of English has given rise to various new terms that are practical, concise, and contextual, such as deadline, submit, healing, burnout, as well as mixed forms with Indonesian affixes such as nge-print and di-upload. These terms facilitate communication and enrich students' linguistic expression. However, on the other hand, the use of these new terms has the potential to displace the use of standard Indonesian equivalents. Thus, the absorption of English has a dual impact: enriching vocabulary through the formation of new terms while also requiring a wise attitude to maintain the existence of the Indonesian language.  

The selection process for students eligible for the National Selection Based on Achievement (SNBP) requires objective and structured assessment because it involves various academic and non-academic criteria. This study aims to develop a Decision Support System (DSS) to determine the ranking of SNBP eligible students at SMAN 8 Surabaya using the Additive Ratio Assessment (ARAS) method. The ARAS method is used to evaluate student alternatives based on their report card scores for semesters 1-5, academic ability tests (TKA), academic achievements, non-academic achievements, discipline, organizational activity, and attendance through a normalization process to obtain relative Ki values. The results of the study show that the system is capable of producing objective student rankings with relative utility values (Ki) ranging from 95.15 to 89.38, where the highest value indicates the best alternative from all alternatives. The application of ARAS-based DSS can improve the efficiency, transparency, and consistency of the SNBP student selection process.

This study aims to explore the influence of formal language skills on the use of slang among first-semester students in the English Language and Literature Education Program at Muhammadiyah University Maumere. The method used in this study is a descriptive qualitative approach with subjects consisting of first-year students. Information was collected through observation, questionnaire distribution, and brief interviews about daily language use habits and academic contexts. The findings of this study indicate that the majority of students actively use slang when interacting informally, especially when communicating with peers and on social media platforms. The use of slang serves as a way to express identity, build social solidarity, and facilitate social adjustment. However, deficiencies in formal language skills make it difficult for some students to recognize the appropriate use of language in context, so that elements of slang often creep into academic situations, such as in class discussions and assignment writing. This study concludes that formal language skills have an impact on the use of slang. Students with high formal language skills tend to be better at switching between language varieties according to context, while those with low formal skills are at greater risk of mixing them up.

This study aims to explore the influence of formal language skills on the use of slang among first-semester students in the English Language and Literature Education Program at Muhammadiyah University Maumere. The method used in this study is a descriptive qualitative approach with subjects consisting of first-year students. Information was collected through observation, questionnaire distribution, and brief interviews about daily language use habits and academic contexts. The findings of this study indicate that the majority of students actively use slang when interacting informally, especially when communicating with peers and on social media platforms. The use of slang serves as a way to express identity, build social solidarity, and facilitate social adjustment. However, deficiencies in formal language skills make it difficult for some students to recognize the appropriate use of language in context, so that elements of slang often creep into academic situations, such as in class discussions and assignment writing. This study concludes that formal language skills have an impact on the use of slang. Students with high formal language skills tend to be better at switching between language varieties according to context, while those with low formal skills are at greater risk of mixing them up.

This study aims to: (1) Determine the effect of the discovery learning model with the aptitude treatment interaction strategy on the mathematical concept comprehension and self-efficacy of 10th-grade students at SMA Negeri 3 Tarakan; (2) Determine the effect of the discovery learning model with the aptitude treatment interaction strategy on the mathematical concept comprehension of 10th-grade students at SMA Negeri 3 Tarakan; (3) Determine the effect of the discovery learning model with the aptitude treatment interaction strategy on the self-efficacy of 10th-grade students at SMA Negeri 3 Tarakan. The research population included all tenth-grade students of SMA Negeri 3 Tarakan in the 2024/2025 academic year. The research sample consisted of two classes selected randomly: one experimental class receiving discovery learning with an aptitude treatment interaction strategy and one control class receiving conventional learning. The research instruments consisted of a test measuring mathematical concept understanding on trigonometry material and a self-efficacy questionnaire. The data obtained were tested for prerequisites through normality and homogeneity tests before being analyzed using inferential statistical tests in the form of an independent samples t-test with the assistance of SPSS software version 26.0. The research results show that the implementation of the discovery learning model with the aptitude-treatment interaction strategy has a significant impact on students' mathematical concept understanding and self-efficacy simultaneously, with a significance value of 0.006 < 0.05. Partially, this learning model has a significant effect on students' mathematical concept understanding, with a significance value of 0.018 < 0.05. However, the effect of the discovery learning model with the aptitude-treatment interaction strategy on students' self-efficacy is not statistically significant, as indicated by a significance value of 0.089 > 0.05, even though there is a tendency for increased self-efficacy among students participating in the experimental class learning. Nevertheless, the influence of the discovery learning model with the aptitude treatment interaction strategy on students' self-efficacy is not statistically significant in partial terms, although there is a tendency for an increase in self-efficacy among students participating in the experimental class. These findings suggest that the discovery learning model with the aptitude treatment interaction strategy is effective in improving students' understanding of mathematical concepts in trigonometry material and has the potential to support the development of self-efficacy in mathematics learning.

This community service activity was carried out in the Parbaba White Sand Beach tourist area, Samosir Regency, with the aim of improving environmental cleanliness while fostering student awareness of the importance of preserving tourist destinations. This program is the result of a collaboration between the internship students of the Samosir Regency Tourism Office and the students of the Real Work Lecture (KKN) of Gadjah Mada University. The method used is a participatory approach, where students are directly involved in beach cleaning and waste sorting activities. The team cleaned the beach area, collected garbage, and separated waste into two categories, namely organic and inorganic. The results of the activity showed an increase in beach cleanliness and an increase in student awareness of the importance of protecting the tourist environment. In addition, this activity strengthens cooperation, social responsibility, and collaboration skills between students. This service program is expected to be a model of sustainable environmental activities that can be applied in other tourist destinations, thereby supporting the development of environmentally friendly and sustainable tourism.

Islamic boarding schools (Islamic boarding schools) are required to integrate classical scholarly traditions and modern education, one way of doing this is through the integration of the study of yellow books (tahfidzul Qur'an) and Qur'an memorization (tahfidzul Qur'an). The Baitul Abidin Darussalam Wonosobo Tahfidzul Qur'an Islamic Boarding School implements an integrative learning system to balance Qur'an memorization and understanding of Islamic law (shari'a). However, it still faces obstacles such as a tight schedule, different methods, and weak coordination and evaluation. This study examines the implementation patterns, challenges, and impacts of this system, with the hope of serving as a reference for developing a balanced and sustainable model of Islamic boarding school education. This research uses a qualitative approach with a case study design to understand in-depth the implementation of the integrative learning system between Qur'an memorization and the study of yellow books (tahfidzul Qur'an) at the Baitul Abidin Darussalam Wonosobo Islamic Boarding School (PPTQ). Subjects were selected purposively, including the boarding school administrator, tahfidz teachers, yellow book teachers, and students. Data were collected through in-depth interviews, participant observation, and documentation studies. Data analysis was conducted interactively using the Miles and Huberman model, which encompasses data reduction, data presentation, and conclusion drawing and verification to obtain a holistic and contextual understanding. The discussion shows that the integrative learning system in Islamic boarding schools is implemented through a balanced daily schedule between Quran memorization and yellow book study, allowing memorization, understanding, and moral development to occur simultaneously within the students' daily routines. Integration is achieved structurally through scheduling, methodologically by linking verse memorization with book study, and culturally through the instillation of values, etiquette, and pesantren traditions. The success of integration is supported by the exemplary behavior of the kiai (Islamic teachers) and ustadz (Islamic teachers), the religious environment, and the motivation and discipline of the students, despite challenges such as busy schedules, physical exhaustion, differences in student abilities, and limited facilities. The impact of implementing this system is seen in the improved quality of contextual memorization, a more critical understanding of the scriptures, the formation of disciplined and moral character, and the holistic spiritual development of students.

Schools are formal educational institutions that play a crucial role in transferring knowledge and shaping students' cognitive, psychomotor, and character development systematically and responsibly. While the "school of life" is often defined as a non-formal learning space, formal schools retain a strategic position because they provide a clear ontological, epistemological, and axiological framework, including in the formation of students' character and self-concept. However, the reality on the ground shows that labeling practices are still prevalent in the school environment, both by teachers and fellow students, which negatively impact students' psychological, emotional, social, and self-concept. Negative labels such as stupid, lazy, naughty, or physical and social labels have been shown to cause "invisible wounds" that affect students' self-esteem and functioning in the long term. This study uses qualitative methods through a literature review to examine the phenomenon of labeling and its impact on the formation of students' self-concept within the framework of Christian Character Education. The results of the study indicate that Christian Character Education, which is based on the values ​​of love, acceptance, and respect for human dignity as God's creation, has a strategic role in restoring the self-concept of students affected by labeling. Christian character education not only instills moral and ethical values, but also builds students' inner and spiritual resilience so that they are able to interpret themselves positively, regardless of the negative labels they receive.

This community service activity aims to improve the First Aid Awareness of students at SMAN 5 Tegal through health education and first aid simulation for accident management. The background of this program is based on the high potential for mild to moderate emergency incidents in the school environment, such as fainting, open wounds, nosebleeds, choking, and seizures, as well as the limited knowledge and practical skills of students in providing appropriate initial assistance. The implementation method consisted of three stages: preparation, delivery of health education using presentations and demonstrations, and hands-on simulation, followed by evaluation through knowledge assessment and skills observation. The participants were 54 students representing three grade levels. The expected outcomes of this activity include an improvement in students’ conceptual understanding and practical ability to perform first aid quickly, correctly, and safely before professional medical help arrives. In addition, this program is expected to foster emergency responsiveness, increase students’ confidence in handling accident situations at school, and contribute to the development of a safer and more prepared school environment. The outputs of this activity include increased knowledge and skill scores, documented implementation, and publication of a community service article in a SINTA-indexed journal.

Social Studies (IPS) learning at the elementary school level plays a strategic role in shaping students’ understanding of social, cultural, and economic life, as well as national values. This study aims to analyze the differences between the 2013 Curriculum and the Merdeka Curriculum in IPS learning, including planning, implementation, the use of methods and media, and the assessment of learning outcomes. The research employed a descriptive qualitative approach with a case study, collecting data from curriculum documents, lesson plans (RPP), syllabi, classroom observations, interviews with teachers and school principals, and student questionnaires. The results indicate that the 2013 Curriculum provides a clear learning structure, detailed lesson plans, and systematic material organization that facilitates teachers, but it is less flexible and less contextualized for students. In contrast, the Merdeka Curriculum emphasizes flexibility, relevance of content to the local context, innovative methods such as project-based learning and blended learning, as well as holistic assessment focusing on critical thinking skills, social literacy, and student character. The implementation of the Merdeka Curriculum can enhance students’ learning interest, active participation, understanding of social concepts, and social awareness; however, its effectiveness depends on teacher readiness, school support, facilities, and consistency in assessment. These findings suggest that selecting an appropriate IPS curriculum should consider a balance between structure and flexibility, content relevance, teacher competence, and supporting facilities.

This research was motivated by the low mathematics learning outcomes of MA Negeri 1 Serang students. So it is necessary to implement learning media that helps improve students' mathematics learning outcomes. One of the learning media used is Matrix Domino Cards. This research aims to determine the learning outcomes of students who received treatment using domino matrices and students who were not given learning treatment using domino matrices. The research results show that the learning outcomes of students who were treated using matrix domino card media were higher than the learning outcomes of students without using matrix domino card media. The results of statistical tests show that students' interest in learning using domino matrix media in the experimental class obtained an average = 67.78 and standard deviation = 20.88, while learning without using domino matrix media in the experimental class obtained data on the average interest in learning of participants students = 49.72 and standard deviation = 15.48, then after carrying out the t test the results were obtained that tcount > ttable, namely 1.80 > 0.354. Hypothesis testing results obtained were tcount > ttable, so ha was accepted, meaning there was an increase in student learning outcomes using domino matrix learning media in class XI MA Negeri 1 Serang Academic Year 2022/2023.

This study presents ReflectAI, a web-based system designed to automate the creation of teaching materials tailored to students' learning styles using behavior data from a Learning Management System (LMS). Student digital activity data—such as logins, material access, forum participation, assignment submission, and quiz results—are extracted and processed using a Hierarchical Clustering algorithm to categorize students into three learning styles: visual, auditory, and kinesthetic. Based on the clustering results, the system automatically generates personalized learning modules using generative AI (ChatGPT API), aligned with each student's learning preferences. Employing a data-driven system development approach, the system was tested with data from 230 students in a mathematics course. The results show diverse learning style distributions and relevant, tailored content generation. ReflectAI is designed to reduce teachers’ administrative workload and enhance personalized and adaptive learning. This system contributes to educational transformation through deep, data-driven technology integration.

This study aims to: (1) describe the integration of educational games in Islamic Education (SKI) learning; (2) understand students' learning experiences in learning Islamic cultural history in classes that integrate educational games; (3) examine the impact on the learning outcomes of class VIII students of MTs N 1 Wonosobo Research. This study uses a qualitative approach with a phenomenological research type. The research subjects include SKI subject teachers, madrasa principals, and class VIII students of MTs N 1 Wonosobo Research. Data collection techniques were carried out through in-depth interviews, observation of the learning process, and documentation studies. Data analysis was carried out through the stages of data reduction, data presentation, as well as drawing conclusions and verification. The results of the study indicate that the integration of educational games in Islamic Education (SKI) learning is implemented in a planned and contextual manner as part of the teacher's learning strategy. The use of educational games can increase student learning motivation which is characterized by increased enthusiasm, activeness, focus, and student participation in the learning process. In terms of learning outcomes, the percentage of student learning completion before and after the educational game integration both reached 100%, with a Minimum Completion Criteria (KKM) of 68. However, the average (mean) student learning outcomes increased from 94.28 to 95.17, an increase of ±0.95%. This finding indicates that the integration of educational games not only maintains learning completion but also improves the quality of students' understanding of the Islamic Cultural History material. Thus, the integration of educational games has proven to be an effective learning innovation in improving student motivation and learning outcomes in the subject of Islamic Cultural History.

This research is motivated by the importance of understanding the Heart Sutra within the framework of Humanistic Buddhism, especially for students of Buddhist religious education. The main problem lies in the limited understanding of the relevance of the Heart Sutra to humanistic values ​​in the context of modern life. This study aims to explain the relevance of the Heart Sutra teachings in building applicable spiritual, ethical, and social awareness. The method used is a literature study with a descriptive qualitative approach through text analysis and academic literature review. Data were obtained from primary sources in the form of translations of the Heart Sutra and secondary sources including journals, books, and scientific articles related to Humanistic Buddhism. The results of the study show that the teachings of sunyata (emptiness) in the Heart Sutra not only have profound philosophical meaning, but also provide practical implications in everyday life. The Heart Sutra is able to strengthen the philosophical foundation of Humanistic Buddhism, foster an attitude of compassion, wisdom, and tolerance, and serve as a relevant ethical guideline in facing the dynamics and challenges of modern society.

This community service program aimed to strengthen national insight and soft skills among ADik scholarship students through a participatory and reflective mentoring approach. Many students come from underdeveloped, frontier, and outermost regions with diverse socio-cultural backgrounds, requiring contextual guidance to internalize national values and develop essential interpersonal competencies. The program combined interactive socialization, group discussions, and value reflection activities to encourage active participation and personal engagement. The method emphasized dialogic learning rather than one-way lectures, allowing students to relate national values to their lived experiences. The findings revealed noticeable behavioral changes, including increased confidence in expressing opinions, stronger participation in discussions, improved communication skills, and heightened awareness of ethical conduct and financial responsibility as scholarship recipients. The emergence of several students as informal local leaders during discussions indicated early signs of social transformation at the individual level. This program demonstrates that reflective and participatory mentoring can effectively foster character building, leadership, and contextual national awareness among university students. The implications suggest that similar approaches can be adopted in student development programs to promote sustainable character formation, especially for students from diverse and remote regions.

Character education faces significant challenges due to digital disruption and globalization that trigger moral degradation in adolescents. In Purwakarta Regency, the "7 Poe Atikan" policy through Regent Regulation No. 69 of 2015 was implemented as a transformative solution based on local wisdom. This study aims to analyze the implementation mechanism, the character values ​​formed, and the supporting and inhibiting factors of the "7 Poe Atikan" program for students of SMPN 1 Maniis. This study uses a qualitative approach with a descriptive literature method. Data are sourced from official documents, educational reports, and related scientific articles over the past seven years. The analysis shows that the implementation of "7 Poe Atikan" in Maniis District effectively internalizes the values ​​of nationalism and love of culture through concrete practices such as the use of Basa Indung (mother language) and traditional clothing. However, significant challenges were found in the Betah di Imah aspect which indicates the still weak synergy between schools and parents. The implementation of "7 Poe Atikan" at SMPN 1 Maniis has successfully created an educational ecosystem that adapts to local wisdom, although strengthening collaboration with the family environment remains a priority for the sustainability of students' holistic character.

This study aims to examine the role of mathematics education in building numerical literacy in elementary schools, as well as strategies that can be implemented to enhance students' numerical skills. Numerical literacy is a fundamental skill needed by students to understand, interpret, and use numerical information in daily life. The research method used is library research, reviewing various related literature, including books and recent scholarly journals in the field of mathematics education. The results show that the integration of technology, the use of contextual approaches, and collaborative learning are effective strategies in improving students' numerical literacy. Technology helps simplify the understanding of abstract concepts, while contextual and collaborative approaches make mathematics more relevant and applicable. The implications of these findings are the need for further development in teacher training to integrate technology in teaching and the importance of involving students in more interactive and contextual learning processes. This study also suggests further evaluation of the implementation of these strategies in various educational settings.

The global environmental crisis has had an impact on religious educational environments such as Islamic boarding schools. The phenomenon at Pondok Pesantren X Malang shows a gap between the normative knowledge of students about cleanliness and their actual behavior, such as the habit of littering. This study is based on the hypothesis that students' ecological awareness is formed through the interaction between knowledge, experience, and the social context in the pesantren. The research method uses an exploratory qualitative approach with a grounded research design through in-depth interviews, participatory observation, and documentation of six students aged 10–12 years. The results revealed three main themes: knowledge about trash (45%), irresponsible habits (34%), and active awareness (21%). These findings confirm that although santri have a fairly good initial understanding, behavioral change is still hindered by social habits. In conclusion, strengthening reflective education, the exemplary role of ustadz, and institutional support are crucial for building sustainable ecological awareness in Islamic boarding schools.

This study aims to develop a pop-up book learning medium with the theme “Einkaufen” (Shopping) as a German language instructional medium for Grade XI students at SMA Negeri 3 Binjai. The background of this study is the low level of students’ understanding of the learning materials and their lack of learning motivation due to the use of monotonous conventional media. This research employs a Research and Development (R&D) approach using the ADDIE development model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The results of the implementation stage indicate that 98.3% of students agreed that the pop-up book is effective for use in German language learning, and 96.7% stated that the material content is easy to understand. The pop-up book consists of six pages containing learning materials and exercises that focus on reading, writing, and speaking skills. Validation by material and media experts yielded a score of 90, categorized as very good. These findings demonstrate that the developed pop-up book medium is not only visually engaging but also capable of enhancing students’ motivation and comprehension in an integrative German language learning process. This medium can serve as an effective alternative for improving the quality of foreign language learning at the secondary school level.