This study examines the causal mechanisms between Corporate Social Responsibility (CSR), Ethical Leadership (EL) and Corporate Values (CV), with Corporate Reputation (CR) acting as a mediating variable, within the restaurant industry. The study is based on a population of 88 restaurants that are members of the Indonesian Hotel and Restaurant Association (PHRI) in the Special Region of Yogyakarta. Using a census method, primary data from questionnaires were analysed using Partial Least Squares–Structural Equation Modelling (PLS-SEM) with SmartPLS 4.0 software. The empirical results demonstrate that CSR has a direct, positive and significant influence on Corporate Value, whilst Ethical Leadership does not show a significant direct influence. Based on the results of the mediation analysis, it was confirmed that Corporate Reputation does not strongly mediate the relationship between CSR and Corporate Value, whereas Corporate Reputation was found to fully mediate the effect of Ethical Leadership on Corporate Value. These findings provide theoretical justification that the integrity of internal leadership must be crystallised into external reputation in order to be converted into market valuation and long-term competitive advantage.
This study compares tourism development in Australia and Indonesia to examine how cultural context influences four key dimensions: cultural integration, community participation, sustainability practices, and governance effectiveness. Using a mixed-methods comparative design, the research draws on questionnaire data from tourism stakeholders in both countries, including policymakers, destination managers, community representatives, and practitioners, complemented by semi-structured interviews. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were examined thematically. The findings reveal clear cross-cultural differences in tourism development approaches. Indonesia places greater emphasis on cultural integration and community participation, reflecting the prominence of community-based and culturally grounded tourism models. Australia performs more strongly in sustainability practices and governance effectiveness, indicating a more institutionalized and policy-driven framework. The results also show significant positive relationships between cultural values and broader tourism development dimensions, highlighting culture as a key driver of tourism outcomes. Qualitative insights further stress the importance of balancing economic development with cultural preservation and environmental sustainability. This study contributes to cross-cultural tourism research by demonstrating that tourism development remains culturally differentiated despite globalization. It also offers practical implications for policymakers and practitioners by emphasizing the need for culturally responsive and governance-sensitive tourism strategies that support sustainable development.
The involvement of Bataknes families in the learning process strengthens cultural preservation. Parents can share stories, songs, or traditional experiences at home so that learning becomes sustainable. This article describes how the internalization of moral values ??in the upbringing of Bataknese children. The methodology in this research is a literature study, namely by reviewing or exploring several journals, books, and documents (both printed and electronic) as well as data or information sources deemed relevant to this research. Through the study conducted, it was found that the internalization of moral values ??in the Bataknese child-rearing pattern includes such things as the burden borne by each gender, the meaning of the patrilineal system, the principles and values ??of 3H (hagabeon, hamoraon, hasangapan), grouping, hamajuon, manat mardongan tubu, elek marboru, dalihan na tolu, holong.
This study aims to analyze the characteristics of students of a State Vocational High School (SMK) culinary program on Lombok Island as a basis for developing contextual and entrepreneurial-oriented science learning in the subject of "natural and social science projects" (IPAS). This study used a quantitative descriptive design involving students selected through purposive sampling from 5 schools. Data were collected using a structured questionnaire consisting of 30 items covering five dimensions: cognitive characteristics and previous learning experiences, readiness for project-based learning (PjBL), initial science process skills, entrepreneurial interest and orientation, and motivation towards contextual learning. Data were analyzed using descriptive statistics, including mean scores and categorical classifications. The results showed that students showed high readiness for project-based learning (M = 4.00), high motivation towards contextual learning (M = 3.98), and strong entrepreneurial orientation (M = 3.96). However, their cognitive characteristics (M = 3.20) and science process skills (M = 3.20) were at a moderate level. These findings reveal a gap between students' affective readiness and their cognitive-scientific competencies. This study concludes that an integrated learning approach combining project-based learning, science process skills, contextual learning, and entrepreneurship is necessary to enhance conceptual understanding and practical competency. These findings provide empirical support for the development of a contextual-based science learning model and entrepreneurship education in vocational education.
This study aims to develop and test the effectiveness of the Anthropocene Era historical pedagogy model through the internalization of histopreneurship values ??based on eco-history media in students of SMK Negeri 5 Yogyakarta (Adiwiyata school). Using a qualitative interpretative phenomenological approach with an intrinsic case study, data were collected from 30 textile students, 2 history teachers, 1 Adiwiyata coordinator, 1 principal through in-depth interviews, participatory observation, and document analysis. Miles & Huberman thematic analysis with triangulation and NVivo 12 revealed the effectiveness of the model with a cognitive N-Gain of 0.75 (high), an average knowledge of 93.44%, eco-history media skills of 43.75%, attitudes in interpreting environmental history of 89.59% agree, and reflection on textile waste management of 28.13%. The synergy of academics and Adiwiyata schools creates a transdisciplinary learning ecosystem responsive to the global environmental crisis. This model is ready to be adopted nationally in the Curriculum as Indonesia's contextual solution to the Anthropocene, forming a generation of eco-histopreneurs for Golden Indonesia 2045.
The fundamental problems experienced by adolescents are low resilience and minimal self-efficacy, in addition there is a tendency to separate cognitive (knowledge) and psychological such as resilience and self-efficacy, so that a pedagogical formula has not been found that is able to integrate both in the context of reproductive health and personal hygiene. Therefore, this study aims to analyze the effect of Problem Based Learning on Health Resilience and Self-Efficacy of Junior High School Adolescents in Reproductive Health Behavior and Personal Hygiene. This study uses a quantitative approach with a quasi-experimental posttest-only control group design. The population in the study was all students of Undiksha Laboratorium Junior High School totaling 52 people. The sampling technique used was saturated sampling which was divided into two groups, namely class 7A experimental group and class 7B control group. The research instrument consisted of a health resilience and self-efficacy questionnaire. Data analysis techniques consisted of prerequisite tests: normality, homogeneity, box's M, and multicorrelation. Hypothesis testing consisted of: ANOVA and MANOVA tests. The results of the one-way ANOVA test obtained an F value of 39.943 and a significance value of 0.001, which means there is an influence of problem-based learning on adolescent health resilience. Furthermore, the one-way ANOVA test of self-efficacy obtained an F value of 51.111 and a significance value of 0.001 <0.05, which means there is an influence of problem-based learning on adolescent self-efficacy. The results of the multivariate test analysis of health resilience and self-efficacy data in the Pillai's trace, Wilks's lambda, and Hotelling's trace columns, and Roy's Langest root obtained an F value of 49.000 and a significance value of 0.001 <0.05, which means there is a significant influence of Problem-Based Learning on health resilience and self-efficacy of junior high school students in the learning material of reproductive health behavior and personal hygiene.
This study aims to reconstruct Indonesian teacher competency standards by integrating global frameworks developed by the OECD and UNESCO through a mixed-methods approach. Using a sequential explanatory design, the study combined thematic analysis of policy documents, a Systematic Literature Review (SLR), and a quantitative survey involving 58 elementary school teachers in Malang Regency, Indonesia. The thematic analysis examined conceptual differences between national and global competency frameworks, while the SLR synthesized findings from 23 Scopus-indexed articles published between 2015 and 2026 concerning teacher competencies in global educational contexts. The survey measured teachers’ readiness in implementing both national and global competencies. The findings reveal that global teacher competencies have evolved toward multidimensional constructs encompassing pedagogical, digital, professional, social, and contextual dimensions, positioning teachers as transformative agents with reflective, collaborative, and innovative capacities. In contrast, Indonesian teacher competency standards remain predominantly focused on technical and administrative aspects. Survey results indicate that teachers demonstrate strong personal and social competencies, while pedagogical competence and readiness in global dimensions, particularly knowledge creation and digital pedagogy, remain relatively lower. The study proposes an integrative adaptation model that combines multidimensional competency reconstruction, ethical digital pedagogy, teacher agency, continuous professional development, and the integration of global perspectives with local wisdom. The findings provide theoretical contributions to the development of contextualized teacher competency models and practical implications for educational policy and teacher professional development in Indonesia.
Speed ??training is a crucial component in improving performance in martial arts, particularly karate, which relies heavily on punching and kicking speed in competitions. This study aims to analyze the effect of speed training on improving punching and kicking performance in adolescent karate athletes aged 15–17 years and to interpret its biomechanical implications for developing evidence-based training designs. This study employed a cross-sectional analytical design with a determinant-based biomechanical approach involving kumite karate athletes using three-dimensional motion capture and force plates for kinematic and kinematic analysis. The results showed that speed training significantly increased athletes' punching and kicking speeds, with the primary biomechanical variables being hip angular velocity, trunk rotation, ground reaction force, and momentum as the primary determinants of performance. These findings underscore the importance of integrating a biomechanical approach into evidence-based speed training designs to effectively and measurably improve adolescent karate performance. Practical implications of this study suggest that coaches can optimize training programs by emphasizing kinetic chain coordination, distal segment acceleration, and increasing neuromuscular capacity during the adolescent developmental phase. Furthermore, the results of this study provide an empirical basis for developing a more specific, systematic, and appropriate speed training model tailored to the performance needs of modern competitive karate. Further research is recommended in a broader population in the future.
The integration of multimedia in secondary education promises increased attention and comprehension, yet classroom practice is often hindered by infrastructure readiness and educators' ICT competence. This research aims to: (1) map patterns of multimedia use by teachers; (2) identify barriers and institutional support; (3) assess students' attitudes and experiences toward multimedia-based learning; and (4) formulate recommendations for improving practice. A mixed methods approach was used through structured interviews with 53 teachers from 52 schools (total 424 response segments) and a 10-item Likert questionnaire with 49 students. Qualitative data were analyzed thematically (keyword/theme extraction), while quantitative data were analyzed descriptively; questionnaire reliability was calculated using Cronbach's ?. Results show the dominant theme of platforms (61.1%) with WhatsApp, video, and PowerPoint most frequently mentioned followed by benefits (47.9%), barriers (27.6%), and support (21.2%). Major barriers include device availability, internet access, and technical disruptions. Student attitudes were positive: composite mean 4.09 (SD 0.47) after reversing negative items; reliability ? = 0.76 (adequate). Pedagogically, teacher practices are primarily at the Substitution-Augmentation level (SAMR), which enhances presentation and material distribution; transformation of tasks toward Modification/Redefinition remains limited. Main recommendations include designing student product-based tasks, offline-first strategies, TPACK-based micro-PD, infrastructure standards and troubleshooting SOPs, and targeted content curation.
This study is important because science learning in elementary schools still tends to be conventional, teacher-centered, and less optimal in developing students’ critical thinking skills. The Project Based Learning model assisted by diorama media and Augmented Reality was used to create active, concrete, contextual, and interactive learning. The integration of this model and media is expected to help students understand IPAS concepts, solve problems, and draw conclusions based on observation results. This research used a quantitative approach with an experimental method involving an experimental class and a control class. The study was conducted with third-grade students at SD IT Harapan Bunda Semarang. The sample consisted of class IIIA as the experimental class with 29 students and class IIIB as the control class with 30 students. The experimental class received IPAS instruction using Project Based Learning assisted by diorama and Augmented Reality, while the control class received conventional instruction. Data were collected through observation sheets and critical thinking tests administered as pre-test and post-test. The data were analyzed using descriptive statistics, normality testing, t-test, and N-Gain analysis. The results showed that the average score of the experimental class increased from 65.2 to 92.3, while the control class increased from 54.9 to 70.8. The t-test showed a significant difference between the experimental and control classes, with a significance value of 0.000 < 0.05. The N-Gain score of the experimental class reached 0.778 in the high category, while the control class reached 0.351 in the medium category. These findings indicate that Project Based Learning assisted by diorama and Augmented Reality is effective in improving students’ critical thinking skills in IPAS learning.
Students’ learning interest plays a crucial role in determining the effectiveness of the learning process and academic achievement. However, preliminary observations at Madrasah Tsanawiyah Tarbiyah Islamiyah Jambi City indicated that students exhibited a relatively low level of interest in Islamic Cultural History (ICH) learning. This study aimed to explore the factors influencing students’ learning interest in ICH. Employing a qualitative approach with a descriptive design, the study involved 19 students from Class VIII A as research participants. Data were collected through classroom observations, semi-structured interviews, and documentation, and were analyzed using the interactive model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing and verification. The findings revealed that students’ learning interest in ICH was shaped by both internal and external factors. Internal factors comprised low learning motivation, unfavorable perceptions of the subject matter, and limited attention and concentration during classroom activities. Meanwhile, external factors included the limited use of varied instructional methods, inadequate learning media, teachers’ constraints in managing instructional time, and a learning environment that was not fully conducive to student engagement. These factors collectively contributed to students’ low participation and enthusiasm in the learning process. The study highlights the importance of implementing innovative pedagogical approaches, utilizing interactive learning media, and creating a supportive learning environment to foster students’ interest and engagement in Islamic Cultural History learning.
This article critically reassesses the relevance of Thomas Lickona's character education theory in explaining civic character within the post-truth digital environment. As digital platforms increasingly shape how citizens access information, form opinions, and engage in public life, civic character is no longer formed solely through traditional institutions but through algorithmically mediated, affective, and epistemically unstable environments. A significant research gap exists in that prior applications of Lickona's framework have not adequately examined its explanatory adequacy in post-truth digital contexts, nor proposed systematic reconstructions grounded in digital civic theory. Using qualitative library research and critical-conceptual analysis, this study examined scholarly literature across civic education, media studies, and digital political communication. Data were collected through purposive literature selection and analyzed through four interrelated stages: conceptual identification, thematic comparison, critical interpretation, and conceptual reconstruction. Conceptual triangulation was employed to enhance analytical rigor. The analysis finds that Lickona's triadic model moral knowing, moral feeling, and moral action remains normatively valuable as an ethical foundation for civic character, particularly in fostering civic discernment, empathy, and responsibility. However, the theory is analytically insufficient for addressing the socio-technical realities of post-truth citizenship, including algorithmic mediation, affective virality, and epistemic instability. This article proposes a reconstructed framework of digital civic character that extends Lickona's theory through (1) critical digital discernment, (2) digital civic empathy, (3) responsible digital civic engagement, and (4) algorithmic awareness. The study contributes to the theoretical renewal of character education for democratic life in digital society.
To assess students’ reading comprehension, both low-level and high-level thinking tests are needed. However, the majority of lower secondary school test emphasize memorization of facts rather than offering enough information about critical thinking. This study offers a novel approach by developing a balanced reading comprehension test integrating both lower-order thinking skills (LOTS) and higher-order thinking skills (HOTS) within Barrett’s Taxonomy framework. The instrument was designed with an equal proportion LOTS and HOTS items. Employing Mardapi’s Research and Development (R&D) model, the instrument was administered to 39 lower secondary students through pre- and post-test trials. The result of item analysis revealed validity for both pre-test and post-test instruments, with 27 of 30 items retained and 3 items excluded for invalidity. Reliability levels were very high (? = 0.888 for the pre-test and ? = 0.867 for the post-test). Item difficulty analysis showed that, in the pre-test, 43.33% of items were moderate, 30% difficult, and 26.67% easy; while in the post-test, 46.67% were moderate, 43.33% difficult, and 10% easy. Item discrimination analysis indicated that 56.67% of pre-test items were excellent, 26.67% were good, 6.67% mediocre, and 10% poor; whereas in the post-test, 66.67% were excellent, 13.33% good, 6.67% mediocre, and 13.33% poor. These results show the instrument’s robus psychometric qualities and its effectiveness in differentiating students’ comprehension. Theoretically, this study contributes a validated model for integrating Barrett’s taxonomy with balanced LOTS–HOTS assessment, while practically offering teachers and researchers a tool for aligning reading assessment with students’ cognitive skill development in EFL contexts.
Science education in elementary schools must adapt to advancements in artificial intelligence and the demands of 21st-century skills, particularly students scientific thinking abilities. Conventional teaching methods have been shown to limit students exploration, active participation, and scientific reasoning; therefore, the integration of more adaptive and interactive approaches through Artificial Intelligence (AI) and Game-Based Learning (GBL) strategies is necessary. This study aims to describe the urgency and forms of AI implementation in IPAS instruction to stimulate students scientific thinking skills at SDN 19 Kota Bima. The study employed a qualitative approach with data sources comprising teachers, students, and learning activities. Data collection methods included classroom observations, in-depth interviews, and documentation, involving IPAS teachers and students as participants selected through purposive sampling based on the research needs. The learning context was observed directly. Data analysis was conducted through thematic coding, data reduction, data presentation, and verification using source triangulation, member checking, and peer discussion. The research findings, based on interviews, indicate that the integration of AI through GBL in IPAS learning has transformed the instructional design into a more exploratory approach. This is evident from the increased active participation of students and enhanced collaboration, as observed through an increase in their ability to observe, ask questions, test hypotheses, and draw conclusions in accordance with the indicators of scientific thinking. Based on interviews with teachers and students, IPAS learning through AI functions as a digital experimental medium that enables students to solve problems independently with the teacher serving as a facilitator. This approach also fosters a transformation of the school’s learning culture toward inquiry-based learning that is more adaptive, enjoyable, and relevant to advancements in educational technology.
This study examines the structural relationships among organizational culture, employee well-being, and psychological flourishing in higher education. Grounded in Denison’s cultural framework and the PERMA model of well-being, the research proposes that employee well-being mediates the relationship between organizational culture and flourishing. A quantitative explanatory design was employed involving 210 lecturers from private universities in Pekanbaru, Indonesia. Data were analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The findings indicate that organizational culture has a strong and significant positive effect on employee well-being (? = 0.733, p < 0.001). Employee well-being significantly predicts psychological flourishing (? = 0.276, p < 0.01). However, organizational culture does not have a significant direct effect on flourishing. Mediation analysis reveals that employee well-being fully mediates the relationship between organizational culture and psychological flourishing. The model explains 53.7% of the variance in employee well-being and 7.4% of the variance in flourishing. These results suggest that institutional culture enhances flourishing primarily through strengthening lecturers’ multidimensional well-being. This limitation should be more explicitly acknowledged to avoid overstating the model’s explanatory power. The study contributes to positive organizational scholarship by integrating cultural theory, PERMA-based well-being, and flourishing into a unified framework within the higher education context
The integration of artificial intelligence (AI) in higher education has significantly transformed how students complete academic tasks, particularly in writing and analysis. This research aims to examine the impact of AI usage on students’ self-efficacy by considering cognitive offloading as an underlying mechanism. The research was conducted in an Information Systems program at a university in Malang, Indonesia, involving two classes: Digital Transformation (21 students) and Financial Technology (17 students). AI tools such as ChatGPT, Gemini, and Consensus were used to support writing, analysis, and referencing processes. Data were collected through questionnaires at the midterm and final stages, supported by focus group discussions with selected students. The results show that, at the initial stage, most students perceived AI as a tool that simplifies tasks, leading to reduced cognitive effort and increased dependency. This indicates the presence of cognitive offloading, where students rely on AI instead of engaging in deep thinking. However, after the implementation of structured learning strategies, including direct review, oral assessment, and continuous feedback, approximately half of the students demonstrated a shift toward more active cognitive engagement. They began to prioritize reasoning and validation of AI-generated outputs. Nevertheless, a small group of students remained dependent on AI, while others showed transitional behavior. This research concludes that AI can both weaken and strengthen students’ self-efficacy, depending on how it is integrated into the learning process. Cognitive offloading is not an inevitable outcome but can be controlled through appropriate instructional design. Therefore, lecturers play a critical role in ensuring that AI functions as a supportive tool rather than a replacement for cognitive processes.
Arabic language learning among students of the Arabic Language Education Program at UIN Palopo often faces challenges, particularly in mastering grammatical rules. This study aims to investigate the effect of the Nadwah Usbu’iyyah program on students’ Arabic grammar proficiency. Using a quantitative approach, data were collected through observation, interviews, and pretest and posttest instruments. The sample consisted of 19 students from the Arabic Language Education Department who actively participated in the Nadwah Usbu’iyyah program. The results revealed a significant difference between pre-test and post-test scores, with a calculated t-value of 11.25, which exceeds the critical value of 1.734. This indicates that the alternative hypothesis (Ha) is accepted, and the null hypothesis (H0) is rejected. Furthermore, the average post-test score (78) was higher than the pre-test score (61), demonstrating a notable improvement. These findings suggest that the Nadwah Usbu’iyyah program has a significant positive effect on enhancing students’ mastery of Arabic grammar. Therefore, it is recommended as an effective supplementary learning strategy in Islamic higher education institutions.
Study This aim For increase literacy numeracy student school base through implementation learning trajectory based Realistic Mathematics Education (RME). Study This due to the low background ability literacy numeracy students shown? through results studies international as well as practice learning that is still ongoing nature conventional and less contextual . The method used is study action classes (PTK) that are implemented in two cycles , each covering stage planning , implementation , observation , and reflection . Subject study there are 29 students fourth grade school basis in West Lombok. Data collection was carried out through test literacy numeracy , observation activity students and teachers, as well as documentation . Data analyzed in a way quantitative and qualitative . Research results show existence improvement significant on literacy numeracy students . Completion classical increase from 68% in cycle I to 89% in cycle II. An increase also occurred in the indicators literacy numeracy , namely ability represent situation mathematics (82% to 87%), using problem-solving strategies problems (69% to 85%), as well reasoning and giving reasons (65% to 83%). In addition , the activity students and teachers improve to very good category . Findings This show that integration learning trajectory and RME capable create structured , contextual , and meaningful learning . Students No only understand draft mathematics , but also able to apply it in situation real
Background of study: The rapid integration of digital technologies into education offers opportunities to address the persistent challenges of abstract physics learning, while the simultaneous development of digital literacy and conceptual understanding remains underexplored. Aims: This study aimed to investigate the impact of holistic digital learning on students’ digital literacy and conceptual understanding in physics, and to explore the relationship between these two constructs. Methods: A quasi-experimental non-equivalent control group design was applied with 67 senior high school students in Pontianak, Indonesia. The experimental group (n = 35) received instruction via a Moodle-based learning management system integrating blogs, digital worksheets, and interactive videos, while the control group (n = 32) engaged in conventional non-digital learning. Data were collected through pretest and posttest assessments based on Bloom’s taxonomy and the UNESCO digital literacy framework. Result: Welch’s ANOVA showed no significant pretest differences, but posttest results revealed significant gains in the experimental group for both digital literacy and conceptual understanding (p < .001). A strong positive correlation was also found between the two constructs (r = .843, p < .001). Implication: The findings demonstrate that holistic digital learning significantly enhances both digital competencies and conceptual mastery in physics, underscoring the importance of integrated digital ecosystems in meeting the dual demands of 21st-century education
Environmental degradation and socio-ecological crises in Indonesia underscore the urgent need to integrate constitutional environmental values into educational practices. However, Civics Education (PPKn) remains largely cognitive-oriented and has not effectively cultivated students’ ecological citizenship. This study examines the effectiveness and underlying mechanisms of reconstructing Civics learning based on the Green Constitution, integrated with a Deep Learning approach, to enhance students’ ecological citizenship. A mixed methods approach with a sequential explanatory design was employed, involving 100 tenth-grade vocational high school students in Sigi Regency. Quantitative data were collected using pre-test and post-test instruments and analyzed through descriptive statistics and N-Gain to measure learning improvement. Qualitative data, including classroom observations, interviews, and student reflections, were used to enrich and validate the quantitative findings. The results indicate significant improvements across all dimensions of ecological citizenship. These findings demonstrate that integrating Green Constitution principles with a Deep Learning approach effectively strengthens both the cognitive and affective dimensions of ecological citizenship. Nevertheless, while awareness and responsibility improved substantially, translating these gains into consistent active participation remains a challenge. Therefore, further pedagogical efforts are required to bridge the gap between ecological awareness and sustained civic engagement in real-world contexts.
