Publication Search

Symbolic interactionism is an approach that examines how symbols and meanings are created through interactions between individuals within a learning context. This approach explores how individuals use symbols to communicate, interact, and understand the world around them. In the context of the learning process, symbolic interactionist analysis can provide a deep understanding of how learning occurs through interactions between teachers and students, as well as among students themselves. Through this analysis, we can observe how symbols such as language, gestures, and expressions are used to communicate ideas and concepts being taught in the classroom. Additionally, symbolic interactionist analysis can also help us understand how individuals construct their identities within the learning environment. In the modern era of education, the interaction between teachers and students has become one of the crucial aspects of the learning process. Through social interaction and the use of symbols, individuals can shape their perceptions of themselves and how they are viewed by others. This can affect their motivation and engagement in learning. Thus, symbolic interactionist analysis offers valuable insights into understanding the learning process and how interactions between individuals play a key role in the construction of meaning and understanding. Through this understanding, we can improve the quality of learning and provide more meaningful learning experiences for students. Communication does not only occur through words but also through nonverbal communication, including facial expressions, body movements, and other gestures. Therefore, this study aims to analyze how symbolic interactionism plays a role in learning and how nonverbal communication influences the dynamics of classroom interaction.

The zoning system policy in the New Student Enrolment (PPDB) is an educational policy reform aimed at equalising access to services and improving the quality of education in Indonesia. This research analyses the implementation of the PPDB zoning system policy at the level of State Junior Secondary Schools using George C. Edward III's policy implementation theory approach, which covers four main variables: communication, resources, disposition, and bureaucratic structure. The research method employs a qualitative approach with a descriptive research type. Data collection techniques were conducted through in-depth interviews, observation, and documentation study of the regulations implementing the zoning system policy. The findings show that the implementation of the PPDB zoning system policy has proceeded in accordance with the technical regulations of Permendikbud Number 01 of 2021 and Sidoarjo Regent Regulation Number 37 of 2020. The admission routes provided include the zoning route, achievement, affirmation, and parental transfer, which offer fair opportunities for all prospective students. Nevertheless, there are still obstacles in the execution, particularly related to the limited infrastructure for distance learning, public perception regarding the selection mechanism, and the disparity between the number of available places (quota) and the number of applicants for certain routes. This research recommends the need for more comprehensive socialisation, improvement of supporting infrastructure, and periodic evaluation of policy implementation to ensure the achievement of the goal of equitable and quality education.

The teenage period is a crucial phase in developing self-esteem and body image, which play a significant role in shaping adolescent character. Adolescent girls often face social pressures related to physical appearance, which impacts on self-perception. This study aims to determine the correlation between body image and students’ self-esteem.  The study was conducted at MTsS Lam Ujong, Krueng Barona Jaya District, Aceh Besar on May 05th, 2025. This study used a quantitative approach with an analytical descriptive design. The sample consisted of 53 students selected by using a total sampling technique. The instruments used were the Multidimensional Body Self Relations Questionnaire (MBRSQ) with Cronbach Alpha 0.774 and the Rosenberg Self-Esteem Scale (RSES) with Cronbach Alpha 0,877. The univariate and bivariate data analysis using the Pearson Chi-Square test. The results showed that most respondents with negative body image had low self-esteem (94.1%), while respondents with positive body image showed variations in self-esteem. The Chi-Square test indicated a p-value of 0.001 (p < 0.05), indicating a significant correlation between body image and self-esteem. These findings indicate a significant correlation between body image and students’ self-esteem. This study suggests that schools and counselling teachers provide psychosocial education and mentoring to help students build a positive body image.

This study focuses on analyzing how financial literacy, risk perception, and income level influence investment decision-making among students. The background of this analysis arises from the low understanding of financial management and the importance of risk considerations in investment among students. A quantitative survey method was employed, involving 93 students selected through purposive sampling. Data were processed using multiple linear regression analysis along with validity, reliability, and classical assumption tests. The findings indicate that financial literacy and risk perception have a significant positive effect on investment decisions, while income does not have a partial effect. Simultaneously, all three variables positively influence investment decisions. These results emphasize the need for students to understand financial literacy and risk awareness to make informed investment decisions. The practical implications of this study support the development of effective financial education for students and serve as a reference for future research on investment behavior and personal financial management.

This study investigates students’ perceptions of Smalltalk2Me, an artificial intelligence (AI)-powered conversational assistant designed to improve speaking skills in classroom learning. The main objective of this research is to explore how students perceive the tool’s effectiveness, usefulness, interactivity, and overall learning experience when using it for speaking practice. The research employed a qualitative descriptive method, with data collected through semi-structured interviews involving students who had used Smalltalk2Me as part of their English-speaking activities. The interview data were analyzed thematically to identify emerging patterns related to engagement, motivation, and skill development. The findings reveal that students view Smalltalk2Me as an effective and accessible tool that enhances speaking fluency and confidence since it allows practice anytime and anywhere. Students also appreciate its realistic conversation simulations and personalized feedback, which help them recognize pronunciation errors, improve vocabulary use, and refine sentence structure. Additionally, the AI assistant creates a supportive and low-anxiety learning environment, making learners more comfortable expressing themselves in English. Overall, the study concludes that Smalltalk2Me serves as a valuable supplementary tool for improving students’ speaking competence and fostering autonomous learning in technology-enhanced language classrooms.

This study aims to analyze the effect of online learning engagement on student satisfaction, with time management as a mediating variable. Using a quantitative approach with a cross-sectional survey design, this study involved 150 students from the UPPBJ UT Makassar Program who were selected using cluster sampling techniques. The variables used in this study included online learning engagement, technology perception, and student satisfaction, which were measured using a 5-point Likert scale. The data were analyzed using Smart PLS version 4.0 software, which included measurement and structural model evaluation to examine convergent, discriminant, and reliability validity. The results showed that online learning engagement did not have a significant effect on student satisfaction, although there was a positive relationship. However, online learning engagement had a significant effect on technology perception, which in turn had a significant effect on student satisfaction. Technology perception played an important role as a mediator in the relationship between online learning engagement and student satisfaction, reinforcing the direct effect. This mediating effect shows that even though online learning engagement does not directly increase satisfaction, perceptions of online learning technology play a crucial role in increasing student satisfaction. This study provides insight into the importance of technology perceptions in online learning.

Speaking is a crucial component of communication. Speaking employed various tasks, expressing emotions or demands, requesting, and providing information. However, many students encounter challenges in speaking as a result of various difficulties. To address this, teachers can use interview techniques; interview techniques help to assess students' speaking skills to see and improve students' speaking skills. The objectives of this research are to explore the use of interview techniques to assess students' speaking skills and the difficulties and the benefits of using interview techniques. This research used basic interpretative qualitative research. This research was conducted on four English teachers in Surabaya, Indonesia, who had experienced an interview before. In collecting data, the researcher used interview and semi-interview guidelines. The findings indicate that the teachers used different types of interview techniques. The result showed interview technique can assess the students' speaking skills adapted to the teacher's need in English teaching. However, this technique also has difficulties and benefits that teacher and students may face. This study offers significant insights into teachers' perceptions and applications of interview techniques to assess students'' speaking skills. The findings of this research are anticipated to serve as a reference point and contribute pertinent data regarding teachers' experiences.

The flipped classroom model emerges as an innovative pedagogical approach that fosters active student participation and cultivates personal responsibility for learning, particularly within the context of distance education. This method presents a valuable alternative for delivering practical-oriented courses such as Applied Ethnomusicology. In practice, the instructor’s role shifts from a traditional knowledge transmitter to a learning facilitator whose responsibilities include guiding, inspiring, and supporting students in achieving optimal learning outcomes. This study aims to analyze the effectiveness of implementing the flipped classroom model in the online learning of the rapa’i musical instrument at the Department of Performing Arts, Syiah Kuala University. Additionally, it seeks to describe the subjective perceptions and responses of both students and lecturers toward this instructional approach. Online learning was conducted using Zoom Meeting as the primary platform for synchronous interaction, supported by WhatsApp for content distribution and communication. A formative research methodology was employed, involving 20 students enrolled in the Applied Ethnomusicology course. Qualitative data were collected through observations of each flipped classroom phase and in-depth interviews with participants. Quantitative analysis was conducted to assess effectiveness via N-gain calculations. Results indicate that all stages of the flipped classroom model were successfully implemented, and the online learning process proceeded adequately despite challenges such as limited internet access and the scarcity of personal rapa’i instruments. Quantitatively, the model demonstrated moderate effectiveness, with an N-gain value of 0.3. Overall, students displayed high levels of enthusiasm and consistent engagement during each learning session, reflecting a significant increase in learning involvement.

Stres akademik merupakan kondisi tekanan yang dialami mahasiswa akibat tuntutan akademik. Kondisi ini penting untuk diteliti karena dapat memengaruhi motivasi belajar, prestasi akademik, dan kesehatan mental mahasiswa. Penelitian ini bertujuan untuk menganalisis tingkat stres akademik yang dialami  mahasiswa PGSD semester V dalam menyelesaikan tugas kuliah dengan meninjau  aspek stres terkait ekspektasi akademik, stres terkait tugas dan ujian, serta stres terkait persepsi diri akademis. Metode  penelitian menggunakan pendekatan kuantitatif deskriptif. Data dikumpulkan melalui  angket berbasis skala Likert yang disebarkan kepada 31 mahasiswa PGSD semester V. Analisis data dilakukan secara statistik deskriptif untuk melihat rata-rata,  presentase dan kategori stres akademik. Hasil penelitian menunjukkan bahwa beban  tugas kuliah menjadi aspek dominan penyebab stres dengan kategori tinggi (mean 20, 19, 85,34%), diikuti ekspektasi akademik dalam kategori sedang (mean 16,10, 72, 58%), dan persepsi diri akademis dalam kategori sedang (mean 14, 32, 69,17%). Temuan  ini menegaskan bahwa mahasiswa PGSD semester V mengalami stres akademik pada level sedang hingga tinggi, yang dapat berdampak pada motivasi belajar, prestasi  akademik, dan kesehatan mental.

The researcher used a qualitative descriptive research type at Robbaniyyin Middle School. The data sources were all 24 students in grade IX of Robbaniyyin Plus Middle School, Islamic Religious Education teachers and the Principal. Data collection instruments were observation, interviews and documentation studies. The results of this study indicate that there is student learning activity in the Islamic Religious Education learning process in grade IX of Robbaniyyin Middle School, namely students are active in writing, reading, speaking, listening, moving, discussing and asking and answering questions. Meanwhile, the factors that influence students in increasing their learning activity are from within the students, namely: healthy physique, having strong attention, perception and memory. From outside the students, namely: a place far from the sound of vehicles, facilities namely personal stationery, a clean room and a clean classroom whiteboard, then the teacher's varied learning methods such as the lecture method with the material of faith in Allah SWT, the practice method with the material of reading and writing the Quran and the method of presentation with the material of congregational prayer.

The free lunch program at SD Negeri 101 Central Maluku has drawn significant attention, particularly from parents who are the primary stakeholders of this initiative. Based on in-depth interviews with 20 parents from various economic and social backgrounds, it was found that the majority of respondents responded positively to the implementation of the program. They considered it highly beneficial in reducing daily household expenses, especially for their children's meals during school hours. Approximately 85% of parents stated that since the launch of the free lunch program, they no longer needed to provide their children with pocket money or meals from home. This not only reduces daily expenses but also provides peace of mind, knowing that their children are receiving adequate nutrition at school. These findings align with Fitriyani (2022), who stated that school meal programs directly contribute to family economic savings. On the other hand, a small portion of respondents (around 15%) expressed concerns about the quality and hygiene of the food provided. They emphasized the importance of supervision in the preparation and distribution process, ensuring that the program meets not only quantity standards but also nutritional quality and cleanliness. This concern is crucial as it directly relates to students' health. Overall, this study indicates that parents’ perceptions of the free lunch program at SD Negeri 101 Central Maluku are generally positive, with critical notes on food quality, parental involvement, and funding sustainability. These findings offer strong recommendations for policymakers to strengthen this program as part of efforts to improve the quality of basic education in the region.

This study investigates teachers’ perceptions, challenges, and institutional support related to the implementation of Differentiated Instruction (DI) in a rural Indonesian secondary school under the context of the Kurikulum Merdeka reform. While DI is widely recognized as a student-centered pedagogical framework that adapts content, process, product, and learning environment to students’ readiness, interests, and learning profiles (Tomlinson, 2017), its application in rural contexts remains underexplored. Employing a qualitative case study design, data were collected from three English teachers and two school stakeholders at MTs N 2 Manggarai Barat through semi-structured interviews, questionnaires, and classroom observations. Thematic analysis revealed that teachers perceived DI as a way to recognize learner diversity and as part of curriculum compliance, but their practices often remained partial and uneven. Stakeholders expressed awareness of DI, though with differing emphases: the headmaster focused on inclusivity, while the curriculum coordinator referred to multiple intelligences and student potential. Teachers faced challenges in three main areas: managing student diversity and curriculum shifts, preparing the Modul Ajar, and addressing students’ limited English vocabulary. Institutional support was evident through facilities, monitoring, and professional development, yet remained largely administrative rather than pedagogical. These findings confirm earlier studies that DI in Indonesia is conceptually valued but practically constrained by systemic, contextual, and linguistic barriers. The study recommends sustained, hands-on professional development, leadership mentoring, and reduced administrative burdens to enable DI’s transformative potential in rural schools.

This study aims to analyze the quality of educational services at SDN Lambangsari 05 Tambun Selatan based on students’ perceptions using the Service Quality (Servqual) method. The background of this research highlights the crucial role of elementary schools in providing quality education services as a fundamental stage in shaping students’ character, social skills, and cognitive abilities. By focusing on students’ perceptions, this study seeks to obtain a realistic picture of service quality from the perspective of the main beneficiaries, namely the students themselves. A qualitative approach was employed, and data collection techniques involved both direct observation of school activities and the distribution of structured questionnaires to 50 fourth-grade students to ensure the validity of the findings. The Servqual method was used to evaluate five service dimensions: Tangibles, Reliability, Responsiveness, Assurance, and Empathy, which together provide a comprehensive assessment of educational service quality. The analysis results show that four dimensions—Reliability, Responsiveness, Assurance, and Empathy—have positive gaps, indicating that the services provided meet or exceed students’ expectations and reflect the school’s commitment to quality. However, the Tangibles dimension shows a small negative gap (-0.03), suggesting the need for improvements in physical aspects such as the cleanliness of classrooms, the availability of learning media, and the maintenance of school facilities. In conclusion, the overall quality of educational services at SDN Lambangsari 05 is considered good, with strong performance in non-physical aspects, although upgrading physical facilities remains essential to enhance student satisfaction and create a more conducive learning environment.

This study investigates the influence of the film Tenggelamnya Kapal Van Der Wijck on students’ perceptions of Minangkabau culture, focusing on Communication Science students at Bina Sarana Informatika University (UBSI). The research employs a quantitative approach with a survey method, applying the Uses and Effects theory to examine how media content affects audience perception. The study aims to understand how cultural values embedded in the film impact students’ knowledge, attitudes, and behavioral orientations toward Minangkabau traditions. A total of respondents were surveyed to measure their cultural perceptions before and after watching the film. Statistical analysis using correlation tests reveals a significant relationship between exposure to the film and students’ cultural perceptions, with a correlation coefficient of 0.631, indicating a moderately strong influence. The film illustrates various aspects of Minangkabau culture, including the matrilineal kinship system, social norms, and traditional values, which significantly enhance students’ awareness and understanding. Furthermore, the findings suggest that the film contributes not only to knowledge acquisition but also to shaping attitudes and potential behavioral changes toward cultural appreciation. The study concludes that film, as a powerful visual medium, plays a substantial role in shaping cultural perceptions among the younger generation. These findings underline the importance of strengthening cultural literacy through audiovisual media while encouraging critical perspectives to avoid misinterpretation of cultural messages. Future research is recommended to compare the impact of different cultural films across diverse student populations to deepen the understanding of media influence on cultural perception.

Indonesian EFL senior high school students. Traditional EFL instruction often emphasizes lower-order cognitive skills, limiting students' ability to analyze, evaluate, and create in English. This research explored student experiences with PBL and its impact on HOTS development. Semi-structured interviews were conducted with five 11th-grade students participating in environmental-themed PBL activities. Thematic analysis identified patterns in student experiences and perceptions. Findings reveal that students perceive PBL as significantly more engaging than traditional instruction, fostering enhanced motivation, deeper understanding, and collaborative competencies. Students demonstrated active engagement in higher-order cognitive processes through research activities, critical discussions, and creative project development. Collaborative dimensions particularly enhanced analytical and evaluative thinking as students examined diverse perspectives. Implementation challenges emerged, including time management difficulties, group dynamics issues, resource limitations, and presentation anxiety. These challenges highlight PBL's complexity and the need for comprehensive support systems. The study concludes that while PBL effectively promotes HOTS development in EFL contexts, successful implementation requires systematic support, including project management instruction, collaborative skills development, adequate technological resources, and continuous professional development for educators.  

This study aims to analyze the influence of students' perceptions of Accreditation (X1), Promotion (X2), and Brand Image (X3) on their Interest (Y) in registering, with Cost (Z) serving as a moderating variable. Data were collected from 399 respondents. The validity test results indicate that all research instruments are valid. Meanwhile, the reliability test results show that all variables have Cronbach's Alpha values ranging from "Good" to "Excellent," confirming their reliability. The study's findings reveal that Promotion and Cost are dominant factors with a positive and significant influence on interest in registering. Additionally, Accreditation also has a positive and significant effect on interest. In contrast, the Brand Image variable does not have a significant partial influence on interest. However, when considered simultaneously, Accreditation, Promotion, and Brand Image collectively have a significant impact on interest. The moderation test results demonstrate that Cost significantly moderates the relationship between Brand Image and Interest, indicating that the effect of Brand Image on interest is either strengthened or weakened by cost considerations. In conclusion, to attract prospective students, private universities should prioritize effective promotional strategies and manage perceptions of competitive costs, including the availability of scholarships. While brand image remains important, focusing on tangible benefits reinforced by cost factors will have a greater impact on prospective students' decisions.

Higher education in Afghanistan faces chronic challenges stemming from decades of conflict, political instability, and underinvestment. Universities operate with limited infrastructure, outdated curricula, and overcrowded classrooms, leaving students underprepared for the demands of a competitive global labor market. The COVID-19 pandemic further exposed the fragility of the sector, as efforts to shift toward online learning were hindered by poor connectivity, unreliable electricity, and insufficient institutional readiness. This study investigates the potential of e-learning combined with artificial intelligence (AI) to address these systemic limitations and to provide a sustainable pathway for educational reform in fragile contexts. Adopting a qualitative design, the study draws on documentation analysis, field observations, and semi-structured interviews with lecturers, administrators, and students in Afghan universities. The data were analyzed thematically, focusing on infrastructure barriers, institutional capacity, and perceptions of AI-enhanced e-learning. Findings highlight that while conventional e-learning platforms expanded access during emergencies, they often lacked adaptability, personalization, and effectiveness in sustaining engagement. Participants demonstrated limited technical literacy regarding AI but expressed strong interest in its potential to improve teaching efficiency, student support, and inclusiveness. The absence of coherent policy frameworks and persistent gender and geographic inequalities emerged as critical challenges to equitable implementation. This study contributes to the state-of-the-art by extending discussions of AI in education into a fragile-state context, where assumptions of stable infrastructure and governance do not apply. It also problematizes the universality of technology adoption theories, suggesting the need for adaptations that incorporate structural and socio-cultural variables. AI-enabled e-learning can partially mitigate Afghanistan's educational infrastructure deficits when implemented alongside capacity building, inclusive design, and supportive governance frameworks. These findings hold relevance not only for Afghanistan but also for other fragile states seeking innovative, equitable, and sustainable educational solutions.

Asus is one of the laptop brands from Taiwan that is widely recognized among students due to its products offering good quality, reliable performance, and competitive pricing, making it popular among students. This study aims to examine the influence of Product Quality, which includes performance, durability, and the features offered. In addition, price plays an important role in the purchase decision, although in some cases it may be influenced by the consumer’s perception of the product's value. Brand Equity includes factors such as brand awareness, brand image, and consumer loyalty, and is also considered a highly influential element in the Purchase Decision of Asus Laptops among students of the FISIP Faculty at Universitas Mulawarman. This study employs a quantitative approach with a survey method. The sampling technique used is probability sampling with a simple random sampling method, involving 98 respondents. Data is collected through questionnaires distributed to FISIP students at Universitas Mulawarman who are users or buyers of Asus laptops. Data analysis is performed using multiple linear regression to determine the relationship and influence between independent variables (product quality, price, and brand equity) and the dependent variable (purchase decision). The results indicate that product quality, price, and brand equity both partially and simultaneously have a positive and significant effect on the purchase decision, meaning that the greater the likelihood of students purchasing an Asus laptop. These findings show that these three variables are key factors influencing consumer behavior in making a purchase decision for Asus laptops. This study provides valuable insight into the factors influencing technology product purchase decisions among students.

This study aims to describe how stereotypes occur in cross-cultural communication between PMM and PNM students and to examine their impacts on students’ achievement and interaction. A descriptive qualitative approach was employed, with data collected through observation, interviews, and questionnaires to capture both behavioral and perceptual aspects of communication. The findings reveal several key points. First, initial interactions shaped expectations and assumptions about each other’s behavior and culture. Second, stereotypes often caused miscommunication, misunderstandings, and confusion in interpreting messages. Third, they influenced group dynamics, including cooperation, participation, and conflict resolution. Fourth, students’ perceptions of identity, both personal and cultural, played a role in shaping their interactions. Fifth, the study identified both positive and negative impacts. Positive effects included enhanced Javanese language skills, increased cultural awareness, strengthened group identity, and cognitive shortcuts that facilitated understanding of others. Negative effects involved communication gaps, misinterpretation, discrimination, cultural barriers, and language difficulties. Overall, the study highlights that stereotypes in cross-cultural communication are a double-edged sword: while they can provide quick cognitive frameworks for understanding others, they can also impede effective communication and collaboration. These findings emphasize the importance of cultural sensitivity, awareness, and reflective practices in multicultural student interactions to maximize learning and minimize conflicts.

In this study, which began with an initial speaking score of 60.5, the main objective was to enhance students’ English-speaking skills through structured dialogue by applying Problem-Based Learning (PBL). The research was conducted using a Collaborative Classroom Action Research approach, which followed four key stages: planning, action, observation, and reflection. These stages were carried out in distinct cycles, with each cycle consisting of two meetings. Data were collected through several instruments, including structured dialogue tasks to measure speaking performance, questionnaires to evaluate students’ perceptions of PBL practice, and field notes to capture classroom dynamics. The participants of this study were fourth-semester students of the D3 English Study Program at the State Polytechnic. The findings indicated a significant improvement in students’ English-speaking performance across the two cycles. In Cycle I, the total score achieved was 1,500, with an average of 75 and a success percentage of 70%. In Cycle II, the total score increased to 1,700, with an average of 85 and a success percentage of 90%. This shows a substantial enhancement not only in terms of numerical achievement but also in students’ active engagement and confidence during structured dialogue activities. Furthermore, the effectiveness of the PBL approach in facilitating learning also improved notably. In Cycle I, the average effectiveness score was 6.4, while in Cycle II, it rose to 9.4. These findings suggest that integrating structured dialogue with PBL provides an effective strategy to foster students’ speaking proficiency. It also highlights the potential of collaborative classroom action research in promoting reflective teaching practices and sustained learning improvement.