This article examines the role of Kiai Hasan Maolani (1782–1874) in introducing and developing the Syattariyyah Sufi order in Kuningan, West Java, during the pre-exile period. Previous studies have tended to emphasize Maolani’s exile and later reputation as a religious figure, while giving limited attention to the formative phase of his religious authority before exile, particularly his activities at the Lengkong pesantren. Addressing this gap, the study asks how Maolani transmitted, localized, and institutionalized Syattariyyah teachings within the local Islamic community. Using historical research methods heuristics, source criticism, interpretation, and historiography. This study reconstructs Maolani’s intellectual, spiritual, and educational influence through available manuscripts, local traditions, and relevant historical sources. The findings show that Maolani’s pesantren functioned not only as a center of Islamic learning but also as a key institution for the dissemination of Syattariyyah doctrine. A distinctive finding is the articulation of a four level dhikr hierarchy, which reflects a structured spiritual pedagogy adapted to local religious needs. This hierarchy demonstrates how Syattariyyah teachings were transmitted through gradual stages of remembrance, discipline, and spiritual refinement. The article argues that Maolani’s pre-exile activities were crucial in shaping the continuity of Syattariyyah in Kuningan and contribute to broader discussions on the localization of Sufi orders, Islamic education, and religious-cultural continuity in Southeast Asia.
The importance of collaborative learning in higher education cannot be overlooked, as it plays a crucial role in enhancing student engagement, academic achievement, and collaborative skills. Based on existing literature, collaborative learning has increasingly been recognized as an effective pedagogical approach in higher education contexts. This study conducts a comprehensive bibliometric analysis to examine the development, structure, and research trends of collaborative learning in higher education over the period 2014–2023. The dataset was retrieved from the Scopus database and consists of peer-reviewed publications focusing on collaborative learning within higher education settings. The bibliometric analysis reveals several key findings, including a steady growth in publication output, with a significant increase observed after 2020 and the highest number of publications recorded in 2023. The results also indicate that research productivity is concentrated among a limited number of prolific authors and institutions, while the majority of authors contributed only a single publication. In addition, a small number of highly cited articles exert substantial influence on the field, particularly those published in high-impact educational technology journals. The dominance of Social Sciences and Computer Science as subject areas highlights the interdisciplinary nature of collaborative learning research, emphasizing both pedagogical and technological perspectives. Overall, this study provides a comprehensive overview of the scientific landscape of collaborative learning in higher education, maps its intellectual structure, and offers insights into future research directions in this field.
This study used a descriptive approach and was conducted on elementary school principals in Jagakarsa District, South Jakarta. The aim was to analyze the influence of organizational culture and self-concept on principal decision-making. The study population included all elementary school principals in Jagakarsa District, namely 62 people; the sample studied was 54 principals, selected using the Simple Random Sampling technique. Data were collected through a 5-point Likert scale questionnaire, consisting of 24 statements for the organizational culture variable and 25 statements for the self-concept variable. Data analysis was conducted descriptively to describe the condition of organizational culture and self-concept of school principals objectively. The results showed that a positive organizational culture goes hand in hand with a good self-concept of school principals, thus supporting the creation of a conducive school environment. This finding emphasizes the importance of strengthening organizational culture as a supporting factor in the formation of a positive self-concept of school principals.
The growing use of large language model-supported companion robots in later-life care warrants closer scrutiny beyond conversational performance alone. While the original cross-cultural study offers valuable qualitative insights from the United Kingdom and Japan, its findings also expose unresolved questions regarding cross-cultural generalisability, sustained relational value, and the ethical implications of embedding generative AI in companionship technologies. Meaningful support for loneliness in older adults cannot be inferred from dialogue fluency alone, because loneliness is a multidimensional condition shaped by social context, identity, and care environment. This commentary therefore argues for a more context-sensitive and longitudinal research agenda that prioritises adaptive memory, culturally attuned interaction design, and human oversight within hybrid care models. By reframing companion robots as supportive tools rather than substitutes for human relationships, the discussion advances a critical perspective on how relational AI should be developed, evaluated, and governed in psychogeriatric care.
The study entitled “Ethical Knowledge and Human-Centered Strategic Management in Education: A Philosophy of Science Perspective” is motivated by the growing use of data, performance measurement, and artificial intelligence in educational management. It aims to explain how ontology, epistemology, and axiology can shape ethical and human-centered strategic management in education. The study employs a conceptual qualitative approach through an integrative synthesis of literature concerning philosophy of science, educational purposes, organizational knowledge, strategic capability, responsible artificial intelligence, and learner agency. The analysis identifies five interrelated themes: ethical knowledge as a strategic foundation, balanced accountability beyond measurable outcomes, artificial intelligence as an epistemic aid under human oversight, governance of knowledge power through justice and care, and institutional capability for ethical learning. The resulting framework positions ethical knowledge governance as the link between philosophical foundations and strategic action. The study concludes that educational institutions should align academic quality, human dignity, inclusion, well-being, and responsible innovation when making strategic decisions. The framework provides a conceptual foundation for future empirical validation in different educational settings.
