Purpose – This study investigates the influence of religiosity, perceived value, and customer satisfaction on patronage intention in the context of a Muslim fashion retail store in Yogyakarta, Indonesia.Methodology – The research employed a quantitative approach using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4. Data were collected using a structured questionnaire administered to 300 customers of Muslim fashion retail stores in Yogyakarta.Findings – The results demonstrate that religiosity positively and significantly influences perceived value, customer satisfaction, and patronage intention. Perceived value further enhances customer satisfaction and patronage intention, while satisfaction plays a direct role in strengthening patronage intention. These findings highlight the central role of religiosity as a driver of consumer evaluations and behavioral outcomes in Muslim fashion retailing.Implications – Theoretically, this study extends the application of consumer behavior theories by integrating religiosity into patronage intention models. Practically, the findings provide insights for Muslim fashion retailers to design marketing and service strategies that align with Islamic values, thereby improving perceived value, satisfaction, and loyalty.Originality – This study contributes to the literature by contextualizing the role of religiosity in shaping patronage intention within the Muslim fashion retail sector in Yogyakarta.
In recent years, climate change has emerged as a major factor contributing to food insecurity, which intensifies economic difficulties in Asian and African nations. Consequently, this study seeks to explore the interplay between climate change, food security, and economic growth. Utilizing the panel vector error correction model, we present three primary findings. Firstly, a co-integration relationship exists among food security, as measured by the Global Food Security Index (GFSI), Gross Domestic Product (GDP), and the Climate Risk Index (CRI). Secondly, both in the long and short term, the CRI, which serves as an indicator of climate risk, influences the GFSI in the Asian region. Over the long term, both the CRI and GDP have a significant impact on the GFSI. An increase in GDP correlates with improved food security, whereas heightened climate change risks, as indicated by the CRI, worsen food insecurity. In the short term, it is evident that the previous year’s variables-GFSI, GDP, and CRI-significantly influence the GFSI in both Asian and African regions. Thirdly, economic growth, as measured by GDP, plays a more substantial role in enhancing food security than climate change does. To alleviate the effects of climate change on food security, we advocate for the implementation of strong policies aimed at reducing greenhouse gas emissions and bolstering human resource capacity, especially in vulnerable areas like Asia. International collaboration and alignment with the Sustainable Development Goals (SDGs) are vital for developing integrated strategies. Contributions. The findings of this research underscore that bolstering food security and enhancing climate change resilience can exert a positive influence on economic growth, shedding light on crucial policy considerations and actions to mitigate the effects of climate change on food security and economies.
This critical analysis of the study by Narine et al. (2026) investigates the effectiveness of a non-culturally adapted partial hospital program (PHP) using Cognitive Behavioral Therapy (CBT) and Dialectical Behavior Therapy (DBT) across ethnoracial groups. The study found that Asian participants reported better relationship functioning post-treatment, although the effect size was small. Black participants showed greater perceived improvements in symptoms, including anxiety and depression, potentially due to the PHP's intensive approach. The study also revealed that Black participants reported the highest levels of respect and dignity in treatment, highlighting the importance of interpersonal dynamics in therapeutic success. The findings underscore the need for further exploration into culturally sensitive approaches to therapy, particularly for marginalized ethnoracial groups who may face unique challenges in mental health treatment. The analysis suggests that culturally adapted CBT and DBT may further enhance outcomes for these groups, ensuring more inclusive and effective care in acute psychiatric settings.
Keterampilan membaca pemahaman merupakan salah satu kompetensi dasar yang harus dimiliki peserta didik sekolah dasar untuk mendukung keberhasilan belajar pada berbagai mata pelajaran. Salah satu model pembelajaran yang dapat digunakan untuk meningkatkan keterampilan tersebut adalah Cooperative Integrated Reading Composition (CIRC). Penelitian ini bertujuan untuk menganalisis penerapan model pembelajaran Cooperative Integrated Reading Composition (CIRC) dalam meningkatkan keterampilan membaca pemahaman pada peserta didik sekolah dasar. Penelitian ini menggunakan metode systematic literature review dengan pendekatan Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Data penelitian berupa sumber sekunder yang diperoleh dari artikel-artikel ilmiah yang relevan. Pengumpulan data dilakukan melalui tahapan identifikasi, seleksi, penilaian kelayakan, dan sintesis artikel berdasarkan kriteria inklusi dan eksklusi yang telah ditetapkan. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran CIRC mampu meningkatkan keterampilan membaca pemahaman peserta didik, yang ditunjukkan melalui peningkatan kemampuan memahami isi bacaan, menemukan ide pokok, menarik kesimpulan, serta meningkatkan keaktifan, motivasi, dan minat belajar. Model pembelajaran CIRC juga mendorong peserta didik menjadi lebih aktif dalam proses pembelajaran melalui kegiatan membaca, berdiskusi, dan bekerja sama, sedangkan guru berperan sebagai fasilitator dalam membimbing proses pembelajaran. Kesimpulan penelitian ini menunjukkan bahwa model pembelajaran Cooperative Integrated Reading Composition (CIRC) merupakan salah satu alternatif pembelajaran yang efektif untuk meningkatkan keterampilan membaca pemahaman peserta didik sekolah dasar.
Inclusive elementary education increasingly emphasizes developing both psychomotor and cognitive skills among students with diverse learning needs. However, existing instructional approaches often rely on conventional strategies that fail to meet the dynamic requirements of inclusive classrooms. Although traditional games are culturally rooted and pedagogically rich, their integration into digital learning tools remains limited, particularly in enhancing specific skill domains such as motor coordination, memory, logical reasoning, and adaptive interaction. A critical gap exists in the design of educational applications that adapt traditional gameplay for inclusive use while aligning with differentiated instructional needs. This needs-analysis study is guided by a conceptual framework that integrates inclusive education principles and game-based learning, emphasizing learner-centred engagement, differentiated instruction, and the pedagogical potential of games. Using a sequential mixed-methods approach, data were collected via a closed-ended questionnaire and focus group discussions with 15 inclusive elementary school teachers in Yogyakarta, Indonesia. The questionnaire covered four dimensions: instructional relevance, user accessibility, pedagogical suitability, and digital integration. Findings revealed strong support for incorporating traditional games to engage learners across ability levels, but concerns were raised about limited access to assistive features, lack of digital infrastructure, and insufficient teacher preparedness for using game-based applications. Participants also stressed the need for customizable content, culturally responsive game mechanics, and sensory-sensitive design features to ensure meaningful inclusion. These findings provide critical insights for future development of inclusive educational technologies and emphasize the value of stakeholder-informed design in bridging pedagogical and technological priorities.
