Publication Search

This study aims to improve the kinesthetic intelligence and physical fitness of students with hearing impairments through rhythmic gymnastics lessons in Physical Education, Sports, and Health (PJOK) at SLB Muhammadiyah Kelayu, East Lombok Regency. The research employed a collaborative classroom action research (CAR) approach involving both the researcher and the PJOK teacher. The action was conducted in two cycles, each comprising planning, implementation, observation, and reflection stages. The research subjects consisted of eight students with hearing impairments, including four females and four males. Data were collected through documentation, observation, and performance assessments using developed kinesthetic intelligence and physical fitness instruments, and then analyzed descriptively using quantitative methods. The results indicate that after the rhythmic gymnastics intervention, kinesthetic intelligence improved, with 75% of students reaching the expected development level by the end of Cycle II. Physical fitness also showed significant improvement across five main components: endurance increased to 68.7%, muscle strength and endurance to 65.6%, agility to 68.7%, flexibility to 65.6%, and balance to 71.8%. Rhythmic gymnastics proved to be an effective approach to support inclusivity while enhancing the kinesthetic intelligence and physical fitness of students with hearing impairments.

This study explores the impact of emotional intelligence and work–life balance on organizational commitment, with job satisfaction serving as a mediating variable, in the context of couriers at JNE Denpasar. Utilizing a quantitative research design, the study applies Partial Least Square (PLS) Structural Equation Modeling (SEM) to analyze data collected from 56 participants through a census sampling method. The findings reveal that emotional intelligence has a direct and significant effect on organizational commitment, indicating that employees with higher emotional intelligence tend to demonstrate stronger loyalty and dedication to their organization. However, emotional intelligence does not show a significant influence on job satisfaction, suggesting that other factors may contribute to employees' overall contentment at work. Conversely, work–life balance significantly affects job satisfaction, highlighting the importance of maintaining a healthy equilibrium between professional and personal responsibilities. Despite this, work–life balance does not directly influence organizational commitment. Further analysis indicates that job satisfaction fully mediates the relationship between work–life balance and organizational commitment, demonstrating that employees who achieve a better work–life balance are more likely to be satisfied with their jobs, which in turn enhances their commitment to the organization. However, job satisfaction does not serve as a mediator between emotional intelligence and organizational commitment, implying a more direct pathway between these two variables. These results align with the Theory of Planned Behavior, emphasizing that positive attitudes, reflected through job satisfaction, play a critical role in fostering behaviors associated with organizational commitment. From a practical perspective, the study highlights the importance for companies, particularly in the logistics industry, to invest in initiatives that enhance emotional intelligence and promote effective work–life balance strategies. By doing so, organizations can cultivate stronger employee loyalty, improve engagement, and foster a more committed workforce, ultimately contributing to better organizational performance and stability.

This study examines the role of Artificial Intelligence (AI) in piano education through a qualitative review of six recent academic sources. AI technology has brought about significant transformations in music learning methods, particularly for the piano instrument. Various AI applications such as automated performance feedback systems, musical accompaniment generators, technical error detection devices, and adaptive learning platforms have enabled new approaches to teaching and learning. AI provides instant feedback, tailored exercises to individual abilities, and creates more interactive and flexible learning environments. These innovations are considered to support the development of students' technical skills more effectively, while increasing learning motivation through personalization and ease of access. Furthermore, this study examines the information systems that support these AI applications, including human-computer interaction, audio signal processing, and the use of machine learning models to recognize playing patterns and technical errors. While AI offers significant benefits, concerns arise regarding its limitations in understanding and responding to the emotional aspects of music. AI is not yet capable of fully supporting the development of subjective and complex musical expression. Over-reliance on this technology is also feared to undermine students' critical thinking, artistic sensitivity, and creativity. Therefore, this study emphasizes the importance of a balanced integration between AI technology and human pedagogical roles, with the teacher remaining the primary facilitator in fostering expression, interpretation, and artistic values in piano learning. The study recommends further research on emotionally responsive AI, blended learning models, and long-term evaluation of AI's impact on students' artistic and musical development.  

This study aims to present a comprehensive bibliometric analysis of Intellectual Quotient (IQ), Emotional Quotient (EQ), and Spiritual Quotient (SQ) in an academic context, particularly focusing on the role of lecturers. Using bibliometric methods. The data for this study came from 300 English-language scientific articles published in 2023 from the Scopus and Google Scholar databases. The analysis was carried out using keyword co-occurrence techniques, overlay visualization, density visualization, and author collaboration networks. The findings show that there is a strong focus on developing conceptual frameworks and reviewing literature related to IQ, EQ, and SQ, indicating an effort to understand the integration of these three intelligences as the foundation for human resource development in higher education. However, several keywords were also found to be thematically irrelevant, suggesting challenges in data filtering or uniqueness of terminology between disciplines. Collaborative networks between authors tend to be fragmented, indicating the potential for fostering broader collaboration. The implications of this study theoretically reinforce the need for the integration of IQ, EQ, and SQ in understanding holistic intelligence, while practically encouraging higher education institutions to design lecturer development programs that balance these three aspects of intelligence to form superior character and performance