IntroductionMany middle-school students disengage from physical education (PE) due to fear of judgment, body-image concerns, and a weak sense of belonging. This review explores Islamic Religious Education (IRE) as a value-based framework to foster more equitable participation in PE by cultivating moral awareness, emotional balance, and mutual respect. This study aims to examine how IRE contributes to equality in PE participation by strengthening moral and spiritual readiness, nurturing inclusive learning environments, and sustaining engagement through ethical behavior.MethodsA scoping review was conducted using the Population, Concept, and Context (PCC) framework to synthesize 40 studies published between 2015 and 2025 in peer-reviewed journals, institutional reports, and Indonesian sources. Evidence was coded in NVivo and analyzed through four thematic lenses: (a) moral–psychological readiness, (b) social inclusion and participation inequality, (c) collaboration between IRE and PE teachers, and (d) equitable participation outcomes.ResultsThe synthesis indicates that the integration of Islamic values such as self-control (mujahadah) and fairness (‘adl) has the potential to help mitigate performance anxiety and enhance students’ confidence, discipline, and motivation. Collaborative teaching involving co-planning and inclusive assessment was perceived to support steadier attendance, stronger engagement, and broader access for girls, students with higher body weight, mild disabilities, and low-income backgrounds.DiscussionFindings suggest that IRE can function as a moral lever for educational equity when embedded in daily PE routines and reinforced through institutional commitment. Co-designed programs and reflective collaboration between IRE and PE teachers may help reduce participation gaps and strengthen students’ readiness to move, learn, and belong.
Penelitian ini mengeksplorasi ekosistem transmisi bahasa Wolio pada masyarakat pesisir Kota Bau-bau di tengah masifnya tekanan modernisasi. Menggunakan metode kualitatif dengan pendekatan fenomenologi, kajian ini menolak ekstraksi data yang mekanis dengan mengadopsi paradigma akademik asubsisten, di mana proses penelitian diposisikan sebagai upaya etis untuk merawat makna dan suara autentik komunitas. Data naratif yang dihimpun dari lapangan dianalisis secara struktural dan spasial menggunakan perangkat lunak MAXQDA 24. Hasil penelitian mengungkap empat temuan fundamental: (1) internalisasi filosofi budaya, seperti nilai Pobinci-binciki kuli, beroperasi sebagai poros utama yang mendikte etika dan nilai bahasa Wolio; (2) pewarisan bahasa tidak bersifat instruksional, melainkan tumbuh secara organik melalui pola komunikasi keluarga yang diikat oleh kuatnya solidaritas sosial; (3) praktik ritual pesisir berfungsi sebagai benteng resiliensi terakhir yang menjaga kemurnian struktur bahasa dari arus profan modernitas; dan (4) konsistensi penggunaan bahasa serta kepatuhan pada etika tutur di ruang publik dan domestik menjadi prasyarat mutlak bagi keberlanjutan identitas. Disimpulkan bahwa daya tahan bahasa Wolio melampaui urusan pelestarian linguistik semata; ia merupakan praksis perlawanan kultural yang multidimensi, yang keberhasilannya sangat bergantung pada kedisiplinan komunitas dalam merawat memori kolektif dan martabat manusia pesisir.
Food security remains an ongoing challenge for rural communities in Indonesia, where access to nutritious and culturally appropriate food is influenced by ecological conditions, governance structures, and community capacity. This chapter examines how national food security frameworks were interpreted and implemented at the grassroots level through case studies from Indonesian villages. Using a qualitative approach, insights were generated from interviews, observations, and document analysis. The findings indicate that successful implementation depended on community participation, local leadership, women-led initiatives, and the integration of indigenous knowledge with policy direction. Cooperative structures and social capital strengthened food production, distribution, and resilience mechanisms. This chapter, per the authors, highlights that food security outcomes improve when policies align with lived realities, enabling communities to co-create sustainable and culturally grounded solutions.
This study investigates the implementation of a corpus-driven instructional design in an English for Specific Purposes (ESP) course for Public Administration students. The model, grounded in constructivist learning principles and corpus-based data-driven learning, aims to enhance vocabulary acquisition by engaging students with authentic language data and corpus analysis tools, such as keyword-in-context (KWIC) analysis and collocation exercises. The study employed a qualitative research design, collecting data through semi-structured interviews with 36 second-year students. The findings revealed that students initially faced challenges adapting to corpus tools and data-driven learning but developed positive perceptions after receiving targeted instruction and support. Students reported increased confidence and motivation in their vocabulary learning after engaging with the model. Tailored learning plans, active learning activities, and continuous feedback were perceived as beneficial for vocabulary development. Overall, the instructional design was positively received by students, who appreciated its emphasis on authentic language use, learner autonomy, and personalized instruction. This study contributes to the growing body of research on corpus-based pedagogy in ESP. It offers practical guidance for language educators seeking to enhance vocabulary instruction in specialized fields through the integration of corpus analysis and data-driven learning.
