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This study compares Grammarly and Paraphraser.io in supporting students’ academic writing and rewriting skills based on Flower and Hayes’s (1981) cognitive process theory, which includes the stages of planning, translating, and reviewing. Using a descriptive qualitative method supported by quantitative data, the research involved 32 English Education students who had used both tools in academic writing. Data were collected through questionnaires and analyzed descriptively to identify students’ perceptions of grammatical accuracy, rewriting ability, feedback quality, and overall writing improvement. The results of this study indicate that 54.4% of students use Grammarly and 45.6% use Paraphraser.io, showing that Grammarly is the slightly more dominant and trusted tool for improving grammatical accuracy and clarity, while Paraphraser.io functions as a complementary platform for paraphrasing and generating new sentence structures; together, both tools contribute effectively though through distinct roles to enhancing students’ academic writing performance. The comparative analysis revealed that Grammarly was most effective in enhancing analytical skills during the planning and reviewing stages, improving grammar, coherence, and clarity. In contrast, Paraphraser.io was most beneficial for generative skills in the translating stage, directly enhancing originality and sentence variation. Most respondents rated their writing improvement highly, confirming the positive impact of both tools on academic performance. In conclusion, the findings confirm that Grammarly and Paraphraser.io serve distinct, yet complementary roles: the former ensures linguistic precision, while the latter supports structural creativity, ultimately helping students produce highly accurate and original academic texts.

Writing skills are a fundamental component of Indonesian language learning at the elementary school level, yet many students experience difficulties in composing descriptive texts due to limited vocabulary, weak text structure, and low engagement in the learning process. This study aimed to examine the effectiveness of the Project-Based Learning (PjBL) model in improving students’ ability to write descriptive texts about places. The research employed a quantitative approach using a quasi-experimental design with a One Group Pretest–Posttest Design. The subjects of the study were 27 sixth-grade students of SDN Selagedang. Data were collected through descriptive writing tests, observation of learning activities, and documentation. The writing test results were analyzed using descriptive statistics and inferential analysis with a t-test to identify differences in students’ writing ability before and after the implementation of PjBL. The findings revealed a significant improvement in students’ descriptive writing skills following the application of Project-Based Learning, as indicated by higher posttest scores compared to pretest scores. In addition, classroom observations showed increased student engagement, collaboration, and active participation during the learning process. These results suggest that Project-Based Learning provides meaningful learning experiences by integrating observation, collaboration, and authentic writing tasks. The study implies that PjBL can be an effective alternative instructional model for teaching descriptive writing in elementary schools, as it not only enhances students’ writing outcomes but also fosters active and contextual learning environments.

Inclusive education is an educational service system that provides opportunities for all students, including children with special needs, to learn together in a shared educational environment. One such child with special needs who requires special attention in the learning process is a child with writing difficulties (dysgraphia). This study aims to describe the application of assessment instruments, as well as the writing abilities and challenges experienced by students with dysgraphia at SDN Nurbayan 1, Tangerang City. The research method used was descriptive qualitative research, with data collection techniques including observation, interviews, and documentation. The study subjects consisted of a student with dysgraphia and the classroom teacher. The results showed that the student experienced challenges in fine motor skills, letter and word formation, writing consistency, and writing speed. The application of assessment instruments, such as observation sheets, anecdotal notes, and interviews, provided a comprehensive picture of the student's abilities and learning needs. Although technical writing skills were still relatively low, the student demonstrated a strong interest and motivation in writing activities. Therefore, the application of appropriate, flexible, and process-oriented assessment instruments is essential to support the development of the writing abilities of children with dysgraphia in an inclusive educational environment.

Oral loan agreements remain a prevalent form of contract in Indonesian society, particularly within familial relationships, friendships, and informal financial transactions. This study aims to examine the legal standing of oral loan agreements under the Indonesian Civil Code (Kitab Undang-Undang Hukum Perdata/KUHPerdata) and to analyse the evidentiary mechanisms applicable in cases of default (wanprestasi). This research employs a normative juridical approach, utilising secondary data sources comprising legislation, legal doctrines, and relevant court decisions. The findings indicate that oral loan agreements are legally valid and binding provided they satisfy the requirements stipulated in Article 1320 of the Civil Code, namely mutual consent, legal capacity, a specific object, and a lawful cause. However, the fundamental weakness of such agreements lies in the evidentiary challenges that arise during dispute resolution. In the absence of written documentation, proof of the agreement's existence and content must rely on alternative forms of evidence, including witness testimony, acknowledgement by the parties, bank transfer records, receipts, electronic communications, and circumstantial evidence as recognised under Article 1866 of the Civil Code and the Electronic Information and Transactions Law. The success of claims in default cases largely depends on the strength, consistency, and relevance of the evidence presented. This study concludes that while oral agreements possess full legal force, parties are strongly advised to document loan transactions in writing or secure supporting evidence to ensure greater legal certainty and facilitate effective dispute resolution.

The purpose of this study is to analyze the implementation of the practice of writing text procedures based on the creation of texted videos carried out at SMP Negeri 1 Jeruklegi. The background of this research is the low writing skills of students' procedural texts and the need for technology-based contextual learning innovations. This research method is qualitative descriptive with the subject of grade IX students. Data collection was carried out through observation of learning, interviews with students, and analysis of written documents and videos of the procedural texts made. The instruments in the study used observation sheets, interview guidelines, and product assessment rubrics. Data analysis is carried out through several stages such as reduction, presentation, and drawing conclusions. The results of the study show that the implementation of writing practices based on the creation of texted videos is able to increase creativity, student cooperation, and systematic ability in writing. The challenges faced include facilities and infrastructure as well as video production time. Another result obtained is that text-based video writing learning is effective in improving students' digital literacy skills. Teachers play an important role in being facilitators as well as directing in the process of writing to making videos.

The Scientific Writing course plays an important role in equipping students with academic skills, particularly in developing systematic and scientifically sound research methodology. This study aims to analyze the relationship between the Scientific Writing course and the research methodology writing skills of Group E Semester 3 students. The research method used is a quantitative method with a correlational approach. Data were collected through documentation and questionnaire techniques to measure mastery of the course material and students' ability to write research methodology. Data analysis was carried out using a correlation test to determine the level of relationship between variables. The results of the study indicate that there is a positive and significant relationship between the Scientific Writing course and students' research methodology writing skills. Students who have a good understanding of scientific writing materials tend to be able to develop research methodologies more systematically, logically, and in accordance with scientific principles. This finding confirms that the Scientific Writing course contributes significantly to improving students' academic competence, particularly in writing research methodology. This study is expected to be used as material for evaluating and developing scientific writing learning in higher education. The researcher distributed a questionnaire via Google Form consisting of 11 questions to group D students to obtain research results. The results of the study in the form of a questionnaire showed that 18 students (90%) felt a high level of satisfaction with the teaching of the Scientific Paper Writing course because it helped them understand the structure of research and how to write research methodology correctly and 2 students (10%) felt that it was just so-so.

A problem that is often debated by both the western and eastern world is the problem of determining the truth of a scientific field or theory. In western science, a thought emerged from a philosopher, namely the theory of falsification put forward by Karl Raymond Popper. In his theory Popper argues that the truth of a science is not determined through justification (verification), but through refuting the propositions that science itself builds (falsification). The study of Popper's falsification has been very widely published and discussed in various writings, especially in Islamic studies and science (science). In this article, the author tries to briefly describe the urgency of Karl R. Popper's thought in the academic field. The method used in writing this article is library research (literature review), using relevant documents, journals, and research. Through this research, it is known that the application of Karl Raimund Popeer's theory of falsification is very important in the academic field. This is evidenced by the concept of falsification which is used to determine the scientific knowledge. In addition, the concept of falsification was used long before Popper introduced the theory. One of them is used by the Muslim philosopher Imam Al-Gazali in defending and proving his arguments and thoughts. In the development of scientific methods, the principle of falsification plays an important role in strengthening scientific theory because it serves as evidence to disqualify other irrelevant theories.

This study is motivated by the low ability of seventh-grade students to understand and write procedural texts, particularly in terms of linguistic features and the logical sequencing of steps. These conditions indicate the need for a learning model that actively engages students and enhances their analytical thinking skills. This research aims to examine the effect of the Problem Based Learning model on students’ ability to analyze and write procedural texts at SMP Negeri 1 Warungkondang. The study employed a quantitative approach using a quasi-experimental design with a pretest–posttest control group. The research population consisted of all seventh-grade students, with a sample of 32 students divided into an experimental class and a control class. Data were collected through comprehension tests, procedural text writing assessments, and classroom observations of student learning activities. Statistical analysis was conducted to identify differences and improvements in students’ abilities following the implementation of the learning model. The findings reveal that students’ understanding of procedural text structure was at a moderate level, with the highest achievement in identifying text goals and the lowest in mastering linguistic features. Students’ writing ability was predominantly categorized as moderate, indicating that while they understood the basic structure of procedural texts, they encountered difficulties in organizing steps logically and in detail. Furthermore, the use of audiovisual media within problem-based learning significantly increased student engagement and learning enthusiasm, although oral communication skills remained limited. These results suggest that Problem Based Learning is effective in improving procedural text learning outcomes; however, it should be supported by focused linguistic guidance and staged writing practice to optimize students’ overall writing performance.  

This study is motivated by the low descriptive writing skills of elementary school students, which are influenced not only by linguistic aspects but also by students’ social and emotional conditions during the learning process. Writing instruction that remains teacher-centered and lacks emotional engagement often results in less meaningful learning experiences and low academic achievement. This study aims to improve the descriptive text writing skills of fifth-grade students at SDN Lio 1 Karangtengah through the implementation of a Social Emotional Learning approach. The research employed a quantitative approach using a Classroom Action Research design conducted in two cycles. The research subjects consisted of 25 fifth-grade students. Data were collected through classroom observations and descriptive writing tests, while data analysis was conducted quantitatively by examining improvements in students’ average scores, classical learning absorption, and learning mastery in each cycle. The results indicate a significant improvement in students’ descriptive writing skills from the first to the second cycle. The implementation of the Social Emotional Learning approach enhanced student engagement, improved the quality of students’ written work, and increased classical learning mastery. These findings suggest that integrating social and emotional aspects into Indonesian language instruction contributes to a more effective and meaningful learning process. The study implies that the Social Emotional Learning approach can serve as an alternative instructional strategy to support the holistic development of students’ writing skills at the elementary school level.

Academic stress is one of the main challenges experienced by postgraduate students due to complex academic workloads, such as thesis writing, scientific publications, work demands, and personal roles. This condition can trigger emotional exhaustion, decreased concentration, anxiety, and burnout. This study used the Systematic Literature Review (SLR) method to analyze the role of mindfulness as a stress management strategy in college students. The literature analyzed included studies from 2020–2025 that examined the relationship between mindfulness and academic stress, including interventions based on Mindfulness-Based Stress Reduction (MBSR) and Mindfulness-Based Cognitive Therapy (MBCT). The study results showed that mindfulness has a significant effect on reducing academic stress, improving emotional regulation, learning focus, sleep quality, and psychological well-being. Mindfulness also helps students build resilience and develop adaptive mindsets in dealing with academic pressure. These findings confirm that mindfulness can be an effective and applicable strategy in supporting the mental health of postgraduate students.

Ecclesiology and the church's calling amidst the development of the times marked by increasingly dynamic social, cultural, technological, and lifestyle changes. The background of the problem in this paper departs from the fact that the church often faces challenges in maintaining its theological identity while responding to the demands of the modern era, so that a contextual and relevant understanding of ecclesiology is needed. The research method used is a qualitative method with a library research approach, namely reviewing and analyzing various library sources such as the Bible, theological books, scientific journals, and church documents related to ecclesiology and the role of the church. The purpose of writing this article is to re-examine the nature of the church from a theological perspective and formulate the church's calling to remain faithful to God's mission amidst the changing times. The benefits of this paper are expected to provide theoretical contributions to the development of church theology studies and become material for practical reflection for the church in carrying out its duties of fellowship, service, witness, and diakonia in a relevant, contextual, and responsible manner in modern society.

The development of information and communication technology in the digital era has increased access to and productivity of scholarly publications, while also creating challenges in managing academic literature and references. Final-year students, particularly those from non–Information Technology programs, often experience difficulties in organizing references systematically, maintaining citation consistency, and avoiding unintentional plagiarism. This article aims to describe the implementation and outcomes of a community service program that provided training on the use of Mendeley as a personal digital library for managing scholarly literature. The program was conducted over two days using a participatory and hands-on approach involving students from Universitas Tamansiswa in Padang. The training methods included conceptual lectures, live demonstrations, and practical sessions covering Mendeley installation, reference management, automatic citation, and bibliography generation. The results indicate improvements in participants’ understanding and skills in reference management, as well as increased awareness of academic integrity. Overall, the training proved effective in enhancing efficiency and writing quality in the preparation of theses or final projects.

This community service program aims to improve teachers' competency in developing short story writing assessment instruments. This is crucial to ensure objective assessments for all students. This community service program contributes to the Indonesian language curriculum, particularly the short story writing curriculum. This community service program was conducted at Urumb State Junior High School in Merauke, with eight teachers participating. The school faced challenges in assessing the lack of objectivity, specifically the use of assessment instruments that align with the learning objectives. Furthermore, students' short story writing skills were still very low. This community service program enabled teachers to develop valid and reliable short story writing assessment instruments. The program took the form of a workshop, which included outreach through training, mentoring, and discussions with the implementation team. During the training phase, the implementation team provided students with an initial understanding of the importance of objective assessment. This was because, in addition to identifying student abilities, teachers could also assess the success of the teaching and learning process in the classroom. During the mentoring phase, the team provided direct guidance to train teachers in developing short story assessment instruments for student assignments. The questions in the assignments are written in language that is easy for students to understand. After developing the assessment instrument, which is the student assignment, a group discussion is held to refine the short story writing assessment instrument. Furthermore, students can improve their short story writing skills through the assignments in the assessment instrument.

The evaluation of Indonesian language instruction at the junior secondary level remains predominantly oriented toward lower-order thinking skills, thereby constraining the advancement of students’Higher Order Thinking Skills (HOTS). This situation necessitates the development of comprehensive assessment tools that are coherently aligned with the Merdeka Curriculum. The present study introduces a model for constructing HOTS-oriented assessment instruments targeting procedural text writing in Phase D. The development process was systematically organized through several stages: translating learning outcomes into measurable indicators, preparing assessment blueprints, creating item cards, formulating scoring rubrics for attitudes, knowledge, and skills, and finally analyzing and interpreting the assessment data. These instruments were specifically designed to capture students’ analytical, evaluative, and creative abilities in producing procedural texts that are logical, coherent, and effective. Findings demonstrate that the instruments provide an objective and holistic representation of students’ competency attainment. In summary, the proposed HOTS-based assessment model for procedural text writing is practical, methodical, and contextually relevant, serving as a valuable framework for evaluating Indonesian language learning in accordance with the Merdeka Curriculum principles.

Textbooks are the heart of the learning process, therefore an in-depth analysis of the suitability, relevance, and pedagogical potential of textbooks is crucial to ensure that learning outcomes can be achieved optimally. This study aims to analyze and describe based on aspects of content, presentation, language, graphics in the Indonesian language textbook for grade II elementary school revised independent curriculum published by Erlangga by Dr.A. Indradi, M.Pd & Rahmah Purwahida, S.Pd., M.Hum. The method used is qualitative descriptive analysis by referring to textbook feasibility guidelines. The results of the analysis show that this textbook is generally suitable for use. The suitability of the material with learning outcomes includes the development of four language skills, namely listening, speaking, reading, and writing, which are presented in an integrated and contextual manner. The presentation of the material is considered effective through the use of simple language, logical flow, and varied assignments. Overall, this textbook is a relevant and supportive learning resource in implementing the independent curriculum at the grade II elementary school level.

Creative writing plays an important role in developing students’ imagination, self- expression, and language competence in the digital era. However, many learners still struggle with generating ideas, maintaining motivation, and gaining confidence in writing. This study aims to analyze how the use of Wattpad, viewed through the Social Constructivist framework, can enhance students’ creative writing skills, motivation, and confidence. This research applies a qualitative descriptive approach supported by survey data from 30 high school students who actively use Wattpad. The results show that 95.7% of respondents have used Wattpad before, with most of them using it to read and learn from other writers. A total of 60.9% of respondents stated that reading other writers’ works was the most helpful for improving their writing, while 17.4% highlighted peer comments and feedback as additional support. Despite its benefits, 43.5% of students mentioned difficulty in organizing ideas as their main challenge. Open-ended responses revealed that positive feedback and community interaction on Wattpad helped increase students’ motivation and confidence in writing. The discussion emphasizes that the social interaction and feedback features of Wattpad foster collaborative learning, aligning with Vygotsky’s concepts of scaffolding and the Zone of Proximal Development. These findings suggest that integrating Wattpad into writing instruction can effectively enhance students’ creativity, critical thinking, and confidence in producing literary works.

Constructivism learning theory places learners as active subjects in constructing knowledge through learning experiences, social interactions, and reflection on their surroundings. This approach views learning not as a passive process of receiving information, but as an active process of constructing meaning based on the prior knowledge possessed by learners. This paper aims to comprehensively examine the development and definition of constructivist learning theory, its main principles and characteristics, and its implications in the learning process, particularly in the context of primary education. The writing method used is a literature study by analyzing various literature sources in the form of textbooks, scientific journal articles, and other relevant references related to constructivism theory. The results of the study show that constructivist learning emphasizes learner-centered learning, where knowledge is not transferred directly by the teacher but is constructed through a process of assimilation and accommodation. In this approach, teachers act as facilitators who design a conducive learning environment so that students are able to build understanding independently and through social interaction. The application of constructivist learning has been proven to encourage the development of critical thinking, problem solving, cooperation, and meaningful learning. Therefore, constructivist learning theory is relevant to be applied in modern learning as an effort to improve the quality of the learning process and outcomes of students.

This article explores the implementation of a Community Service Program (KKN) carried out by students from the Faculty of Teacher Training and Education at Unismuh Makassar with the objective of improving reading and writing skills among students at SMP Negeri 2 Galesong. The KKN activities were specifically designed to strengthen literacy development through various programs, including the cultivation of daily reading habits, the establishment of literacy corners in classrooms, and creative writing training aimed at encouraging students to express ideas in written form. This study employed a descriptive qualitative approach, with data collected through direct observation, interviews with teachers and students, and documentation of literacy activities. The results indicate a significant increase in students’ interest and motivation in reading activities, as well as more active participation during literacy sessions. In addition, students demonstrated improvement in the quality of simple written texts, particularly in terms of idea organization and expression. Overall, the implementation of the KKN program proved effective in supporting the development of a positive literacy culture and enhancing students’ basic literacy skills within the school environment.

This article explores the implementation of a Community Service Program (KKN) carried out by students from the Faculty of Teacher Training and Education at Unismuh Makassar with the objective of improving reading and writing skills among students at SMP Negeri 2 Galesong. The KKN activities were specifically designed to strengthen literacy development through various programs, including the cultivation of daily reading habits, the establishment of literacy corners in classrooms, and creative writing training aimed at encouraging students to express ideas in written form. This study employed a descriptive qualitative approach, with data collected through direct observation, interviews with teachers and students, and documentation of literacy activities. The results indicate a significant increase in students’ interest and motivation in reading activities, as well as more active participation during literacy sessions. In addition, students demonstrated improvement in the quality of simple written texts, particularly in terms of idea organization and expression. Overall, the implementation of the KKN program proved effective in supporting the development of a positive literacy culture and enhancing students’ basic literacy skills within the school environment.

This study aims to analyze consumer perceptions of consumer reviews on the Shopee e-commerce platform and to understand how these reviews influence trust and purchasing decisions. The research employs a qualitative approach with a descriptive case study design, using in-depth interviews with one informant an active Shopee user and supported by digital observations of the fake review phenomenon. The findings indicate that reviews play a crucial role in shaping consumers’ perceptions and trust toward sellers. The informant perceived honest reviews as those characterized by detailed content, genuine product photos, and a natural writing style. In contrast, reviews that appear overly uniform, exaggerated, or too brief are considered inauthentic and raise doubts. Negative experiences resulting from fake reviews reduce trust in both sellers and the platform. This study highlights the need to improve review verification systems and enhance digital literacy education so that consumers can better distinguish between genuine and fake reviews, thereby fostering a more transparent and trustworthy online shopping environment.