This article represents the writers’ independent perspectives regarding the conversion of John Dewey’s ideas about education as a social function. As is recognized, Dewey’s philosophical vision of education has been embraced by educational authorities in numerous countries, and his ideas remain pertinent in the contemporary era, where the intricacies of societal challenges converge with the advancement of technology. The world appears to be becoming increasingly interconnected. In the context of EFL, students must be equipped with the tools to effectively process the rapid influx of information and actively engage in societal issues to address challenges. Accordingly, this article aims to translate Dewey’s concept of education as a social function, given that there is still a paucity of literature on this topic, despite the prevalence of studies that indirectly utilize Deweyan ideas, such as collaborative learning. However, no explicit connection is made to Dewey’s ideas in education. This article commences with an examination of Dewey's education as a social function, subsequently extending the analysis to the context of EFL instruction. In this section, the writers propose EFL teaching instructions and activities that align with the tenets of Deweyan philosophy. It is hoped that this article will contribute to the ongoing discourse on the interconnection between EFL and the social function of education and provide insights for EFL educators in the formulation of instructional strategies, given the dual objective of equipping learners with linguistic proficiency and preparing them to take responsible roles within their communities.
This study examines how family-based Islamic religious education supports children’s mental health amid modern social pressures such as digital exposure, academic stress, and changing values. Using a qualitative literature review and thematic analysis of national and international sources, the research shows parents centralize psychological well-being by transmitting faith (aqidah), worship (ibadah), moral values (akhlaq), and compassionate parenting. These practices foster emotional regulation, self-confidence, coping skills, empathy, gratitude, resilience, and secure parent–child attachment, reducing anxiety and other difficulties. The study frames family Islamic education as both moral-spiritual formation and a protective factor for children’s mental health, offering a conceptual basis for family-centered strategies that integrate psychological and spiritual care.
This study evaluates the implementation of Indonesia’s Minimum Competency Assessment ( Asesmen Kompetensi Minimum , AKM) program as an instrument of educational quality assurance at elementary school, using Stufflebeam’s Context, Input, Process, Product (CIPP) evaluation model. A qualitative evaluative design was employed, involving 22 participants: the school principal, five grade-five teachers, one school operator, and fifteen grade-five students. Data were collected through in-depth interviews, participatory observation, and documentation review, and were analyzed using the interactive model of Miles, Huberman, and Saldaña (data reduction, data display, and conclusion drawing/verification), with credibility established through source, method, and time triangulation and member checking. The findings show that: (1) the contextual conditions were favourable, marked by accurate stakeholder understanding of AKM as a diagnostic tool, an active school literacy culture, and supportive policy and environmental conditions; (2) input readiness was adequate, reflected in collaborative instructional leadership, sufficient computer-based national assessment infrastructure, a sustained long-term preparation strategy, and full (100%) participant attendance; (3) the implementation process complied with national procedures, supported by effective team coordination, responsive handling of technical constraints, and a documented culture of post-assessment reflection; and (4) the resulting outcomes indicate a positive contribution to quality assurance, with 73.33% of students reaching the proficient/advanced level in reading literacy and 76.67% in numeracy, surpassing the school’s revised target of 70% (raised from a baseline of 60%). AKM results were actively used to inform remedial teaching, differentiated instruction, and data-based school planning. The study underscores the importance of strengthening teachers’ data-analysis capacity and transforming contextual literacy and numeracy pedagogy as priorities for continuous improvement.
While Artificial Intelligence (AI) has transformed English Language Learning (ELL), generic platforms often suffer from a cultural mismatch that ignores the physiological and spiritual rhythms of diverse learners. This study introduces ATIPS (Adaptive Theological Information & Physical Support), a Holistic Digital Companion designed for Muslim students. Utilizing a mixed-methods case study at a private university in South Jakarta (N=68), the research evaluates a Triple-Integration Model that synchronizes English literacy tasks with the unique demands of the Ramadan fast. The system employs Just-in-Time Adaptive Intervention (JITAI) architecture to deliver Contextualized Scaffolding, strategically shifting from high-cognitive linguistic drills in the morning to low-stakes wellness support in the afternoon. Data from surveys, interviews, and backend telemetry reveal a significant 82% engagement rate and a 69.2% increase in perceived productivity. These results indicate that ATIPS effectively mitigates the participation tax and techno stress typically associated with intensive study during ritual periods. By bridging the Affective-Linguistic Gap, ATIPS achieves Affective-Linguistic Synchrony, where academic excellence and spiritual observance become mutually reinforcing. This research provides a critical blueprint for the transition from Responsible AI to Resonant AI, advocating for digital tools that respect the Cultural Sovereignty and well-being of the global communities they serve.
Penelitian ini dilatarbelakangi oleh rendahnya minat belajar siswa Sekolah Dasar pada materi perkalian akibat metode hafalan yang kurang menarik, sehingga diperlukan pembelajaran berbasis games interaktif untuk menumbuhkan minat belajar siswa. Penelitian ini bertujuan untuk mengetahui efektivitas pembelajaran berbasis games interaktif Coolmath4Kids terhadap minat belajar matematika materi perkalian siswa Sekolah Dasar. Penelitian menggunakan pendekatan kuantitatif dengan metode quasi eksperimen dan pretest-posttest control design. Sampel berjumlah 64 siswa yang terdiri atas 32 siswa kelas eksperimen dan 32 siswa kelas kontrol. Teknik pengumpulan data dalam penelitian ini meliputi uji normalitas, homogenitas, paired sample t-test, independent sample t-test, effect size, dan N-Gain. Uji Independent Sample t-test menunjukkan perbedaan yang signifikan antara kelas eksperimen dan kelas kontrol (0,001< 0,05). Hasil N-Gain sebesar 0,319 termasuk kategori sedang, sedangkan nilai effect size sebesar 0,84 termasuk kategori sangat besar. Temuan ini menunjukkan bahwa game interaktif efektif dalam meningkatkan minat belajar siswa pada materi perkalian.
