The Korean Wave (Hallyu) has emerged as a powerful global cultural phenomenon, yet its localized sociocultural implications in non-Western societies remain underexplored. This study investigated how Korean cultural products were received and adapted within Indonesian society through the lens of remote acculturation. Employing a qualitative descriptive design, secondary data were collected via the Publish or Perish (PoP) application and were visualized using VOSviewer for thematic mapping. The findings identified four major K-hijab (a fusion of Korean fashion and Islamic modesty), and the K-beauty phenomenon. These outcomes revealed a dominant pattern of sociocultural competence in mainstream culture, highlighting how Indonesian consumers, particularly Muslim youth, selectively adapted foreign cultural elements to fit religious and cultural norms. The study contributes to theoretical understandings of mediated cultural flows by emphasizing the outcomeoriented nature of remote acculturation and its role in shaping identity, lifestyle, and consumer behavior in multicultural contexts. It also offers practical implications for cross-cultural communication, soft power strategies, and culturally sensitive product adaptation in global markets.
The persistence of Sufism within local Muslim communities presents an important challenge to institutional-centered perspectives that often reduce Islamic spirituality to formal tar & imacr;qa structures and doctrinal practices. In the Indonesian context, limited attention has been paid to how Sufi values survive and reproduce themselves through culturally embedded mechanisms within indigenous societies. This study sought to explore the genealogy of Sufism within the Rejang Muslim community in Bengkulu and analyze how Sufi values are transmitted, localized, and maintained through cultural practices and communal life. It employed a qualitative descriptive-exploratory approach using interviews, participant observation, and document analysis involving religious leaders, traditional leaders, and community members in Rejang Lebong Regency. Data were analyzed thematically through a genealogical and cultural approach. The findings revealed that Sufism in the Rejang community operated not primarily through formal institutional structures, but through oral traditions, communal rituals, language, and everyday social interaction. Sufi values such as humility, patience, sincerity, and social harmony were continuously reproduced through culturally embedded practices that reinforce collective identity and communal cohesion. This study contributes to broader discussions on cultural Sufism, lived Islam, and the localization of religious traditions within indigenous Muslim societies.
The growing emphasis on culturally responsive pedagogy has highlighted the need to integrate indigenous knowledge into language education; however, limited attention has been given to how local cultural values can function as epistemological resources in Arabic semantic learning. This study examines how code-mixing serves as an epistemological strategy for connecting Arabic semantic concepts with the indigenous values of Gorontalo, Indonesia, namely tulodu (exemplary conduct), lo lipu (social affection), and momuliyo (dignified patience). Employing a qualitative descriptive approach, data were collected through and document analysis involving Arabic language lecturers and undergraduate students at an Islamic higher education institution. The data were analyzed using an integrated framework combining Muysken's code-mixing typology, contextual semantics, and ethnopedagogical principles. The findings reveal that code-mixing functions not merely as a linguistic practice but as a pedagogical and epistemological mechanism that contextualizes meaning, facilitates semantic comprehension, and promotes moral and cultural internalization. By linking abstract Arabic concepts with culturally familiar references, learners develop deeper cognitive, affective, and reflective engagement with language. The study contributes to the advancement of multilingual education and ethnopedagogical scholarship by demonstrating how indigenous knowledge can enrich semantic learning and offers a culturally grounded model for language education in multicultural and religiously diverse contexts.
The rapid digitalization of Islamic social finance has transformed philanthropic practices, particularly through digital crowdfunding platforms that mediate zakah, infaq, sadaqah, and waqf donations. Despite technological advancement, donor participation in digital channels remains uneven, indicating a persistent gap between intention and actual donation behavior. This study examines the determinants of donation intention and behavior on Indonesian digital crowdfunding platforms by integrating the Theory of Interpersonal Behavior (TIB) and Social Presence Theory (SPT). Using a quantitative cross-sectional survey of 440 active donors across four major Indonesian cities and analyzing the data with SEM-PLS, the study investigates the roles of motivational, relational, and contextual factors. The findings show that attitude, affection, social factors, and religiosity significantly influence donation intention, while intention and trust are the primary drivers of actual donation behavior. Social presence, facilitating conditions, and habits do not exert direct effects on behavior; however, facilitating conditions significantly strengthen the intention-behavior relationship. These results highlight that digital donation behavior is shaped not only by technological access but also by emotional engagement, social embeddedness, and institutional trust. By clarifying the moderating role of facilitating conditions, this study contributes to a more comprehensive understanding of digital philanthropy and offers insights for developing sustainable, trustworthy, and context-sensitive crowdfunding platforms in Muslim-majority societies.
Teacher performance has become a central issue in improving the quality of Islamic secondary education, particularly within the Madrasah Aliyah state that faces increasing demands for educational accountability, instructional effectiveness, and professional teacher competency. This study examined the influence of classroom management ability, work motivation, and cognitive assessment competence on teacher performance in urban-based State Madrasah Aliyah in Banten Province, Indonesia. Using an explanatory quantitative design with a cross-sectional survey approach, data were collected from 313 teachers selected through simple random samplings from a population of 529 teachers. Data were analysed using descriptive statistics and multiple linear regression. The findings revealed that classroom management ability, work motivation, and cognitive assessment competence had positive and significant effects on teacher performance, both partially and simultaneously. Among these variables, cognitive assessment competence emerged as the strongest predictor of teacher performance. The study further demonstrated that teacher performance in faith-based education systems should be understood as a multidimensional construct shaped by the interaction among pedagogical competence, professional motivation, and assessment literacy. This research contributes to the development of competency-based teacher evaluation models within Islamic secondary education and strengthens the global discourse on teacher professionalism in faith-based education systems.
This study examines how Problem-Based Learning (PBL) and Project-Based Learning (PjBL) contribute to the transformation of Fiqh Education in Islamic Higher Education. Although twenty-first-century competencies have become central to contemporary educational transformation, their integration into Islamic legal education remains relatively underexplored, particularly in relation to contextual and competency-oriented pedagogical practices. This study aims to analyze how PBL and PjBL foster the development of collaboration, communication, critical thinking, and creativity (4Cs) while reshaping the learning dynamics of Fiqh education. The study employed a mixed-methods approach using a Sequential Explanatory Design involving 38 students in the Primary Madrasah Teacher Education Program at UIN Sunan Gunung Djati Bandung. Data were collected through competency assessment rubrics, classroom observations, and in-depth interviews and analyzed using quantitative and qualitative techniques. The findings indicate that PBL and PjBL positively contributed to the development of students’ twenty-first-century competencies, particularly collaboration, communication, and creativity, while critical thinking developed more gradually. The study also reveals that these active pedagogical approaches transformed Fiqh learning from a predominantly normative and lecturer-centered model into a more dialogic, contextual, collaborative, and student-centered educational process. These findings contribute to the growing discourse on competency-oriented pedagogy and demonstrate that the transformation of Fiqh Education is both feasible and necessary for responding to contemporary educational demands without diminishing its intellectual and spiritual foundations.
The development of independence among early-age Santri in Indonesian Islamic boarding schools presents a unique educational challenge due to their young age and reliance on adult supervision. This study investigated how structured pedagogical strategies—modeling, mentoring, and motivation—were employed to cultivate independence among 5- to 6-year-old students at Pesantren Mambaul Hisan (Mamhis). Using a qualitative case study design with interviews and field observations, the research revealed a systematic transition to self-reliance facilitated by three core strategies: direct exemplification, guided assistance, and motivational reinforcement. The novelty of this study resided in its exploration of these strategies within the context of residential Islamic education, a domain that was infrequently examined in early childhood research. The findings showed that age-based admission policies, combined with consistent scaffolding, gradually empower Santri to manage daily responsibilities while aligning with religious and cultural values. Theoretically, the study extends ecological systems and self-determination perspectives into pesantren education. Practically, it offers information to policy makers and educators in designing caretaker training and integrating independence building into character education. Despite its limited scope, this study highlights pesantren as a culturally grounded model for fostering early independence and calls for comparative and longitudinal research to broaden understanding.
Academic integrity remains a persistent challenge in higher education, particularly within learning environments characterized by performance pressure and diverse socio-cultural contexts. This study examines how goal orientation and academic resilience shape academic integrity through the mediating role of behavioral learning among university students in Malaysia and the Philippines. Using a quantitative cross-sectional design, data were collected from 326 undergraduate students across three universities and analyzed using Partial Least Squares Structural Equation Modeling (SEM-PLS). The findings demonstrate that both goal orientation and academic resilience exert significant positive effects on behavioral learning and academic integrity. Behavioral learning was confirmed as a key mediating mechanism through which psychological dispositions are translated into ethical academic conduct. Cross-national analysis further reveals contextual variation: in Malaysia, structured learning systems and strong institutional regulation amplify the role of behavioral learning, whereas in the Philippines, academic resilience plays a more prominent role in sustaining academic integrity. These results contribute to a process-oriented understanding of academic integrity and underscore the importance of context-sensitive, learning-centered strategies in promoting ethical academic behavior in higher education.
Instagram has become a major platform shaping the visibility of Muslim women in Indonesia's beauty industry, where aesthetic appeal, religious symbolism, and commercial promotion are closely connected. Existing studies have discussed Muslim women's identity performance, modest fashion, and influencer culture, but limited attention has been given to how misrepresentation is systematically produced through visual and discursive practices. This study aims to analyse how Muslim women are represented through the intersection of objectification and religious commodification within Instagram's influencer economy. Using qualitative Critical Discourse Analysis, this study examines Instagram posts from five Indonesian Muslim women influencers, including images, captions, and audience interactions. The analysis reveals that physical appearance and religious identity function simultaneously as marketable resources, positioning Muslim women as aesthetic objects and symbolic carriers of religiosity in domestic roles dominate representation, while intellectual and socio-cultural contributions receive limited visibility. This pattern indicates that misrepresentation is driven by platform visibility regimes, algorithmic selection, and commercial imperatives that transform religiosity into digital labour and reinforce gender inequality in digital environments.
This study addresses a limitation in digital collaborative writing research by positioning digital competence as a moderating mechanism shaping students’ participation in Padlet-based collaborative academic writing, rather than treating it as a background learner characteristic. Previous studies have mainly examined learning outcomes or engagement when using collaborative platforms, with limited attention to how differences in digital competence influence collaborative interaction processes in technology-mediated writing environments. Using an explanatory sequential mixed-methods design, this study involved 30 undergraduate students in an Academic Writing course at a private Indonesian university. Data were collected through a digital competence questionnaire, pre- and post-writing tests, and semi-structured interviews. The findings show that Padlet supported improvements in idea organization, peer interaction, and higher-order writing performance, while digital competence shaped students’ interaction strategies and participation patterns. This study contributes by demonstrating that digital competence is a key mechanism influencing collaborative writing participation in higher education digital learning environments.
The increasing availability of digital knowledge resources has not been matched by the ability of students to engage effectively with academic texts in English for Specific Purposes (ESP) contexts. This study investigated how the use of research articles as core learning materials supported knowledge construction, enhanced critical thinking, fosters student independence, and examined the role of lecturer feedback as pedagogical scaffolding. Using a qualitative case study design, the research involved 34 second-semester students in a Sharia Economic Law program, with data collected through classroom observations and semi-structured interviews with seven purposively selected participants. Data were analyzed using Reflexive Thematic Analysis. The findings indicated that engagement with English-language research articles facilitates progressive knowledge construction through collaborative and independent learning processes. Group work enhanced idea exchange and comprehension, while individual tasks promoted deeper reflection and autonomy. Lecturer feedback played a crucial role in guiding analytical thinking and improving students’ evaluation of academic texts. This study highlighted the importance of integrating authentic materials, structured feedback, and balanced learning approaches to strengthen ESP students’ academic literacy and higher-order thinking skills.
Religious moderation is critical to fostering social cohesion in rural Indonesian communities, where differences in beliefs and practices can occasionally cause conflict. This study develops and evaluates a model for internalizing religious moderation that incorporates four critical societal elements: family, school, community, and government. The approach supports the fundamental ideals of justice, tolerance, patriotism, and reconciliation. To investigate how these values are nurtured in rural settings, data were collected using a qualitative case study technique, including observations, in-depth interviews, and document analysis. The findings indicate that religious moderation is internalized in three stages: value transformation, in which individuals are introduced to moderation principles; value transaction, in which these principles are practiced and exchanged within social environments; and value trans-internalization, in which moderation becomes a deeply ingrained part of communal life. Furthermore, three essential approaches (understanding, habituation, and role modelling) help establish these values and promote a culture of moderation. By supporting these ideas, societies experience fewer religious conflicts and increased social cohesion, resulting in long-term stability and harmony.
The increasing adoption of online and flipped learning in higher education has focused primarily on student outcomes, leaving limited understanding of how educators develop digital pedagogical expertise through direct engagement with these instructional models. This study examined how a visiting scholar engaged in online and flipped learning practices, the dimensions of digital pedagogical expertise that emerged, and the contextual factors shaping this development. Using a qualitative phenomenological design, the study explored the experiences of a visiting lecturer at an Australian public university over one academic semester, complemented by learner perspectives from a postgraduate student. Data were collected through artifact analysis, non-participant observations, reflective journals, and semi-structured interviews, and analyzed using thematic analysis. The findings revealed that professional learning occurred through guided participation in integrated online-flipped instructional ecosystems, leading to the development of key competencies, including instructional transparency, guided autonomy, and multimodal feedback practices. The study also highlighted the significant role of institutional infrastructure, cultural expectations, and learning environments in mediating this process. This study concluded that digital pedagogical expertise was developed through structured experiential participation within authentic teaching contexts, rather than through technical training alone, offering important implications for faculty development and the design of digital pedagogy in higher education.
Indonesia’s anti-corruption enforcement remains predominantly conviction-oriented, and the recovery of state financial losses has not been maximized. Article 4 of the Anti-Corruption Law requires prosecution to continue even after full restitution has been made, which limits prosecutorial flexibility and often results in enforcement costs that exceed the value of the losses in low-value corruption cases. This study examines the feasibility of applying Deferred Prosecution Agreements (DPA) to individual corruption offenders in Indonesia. Using normative juridical research with statutory and comparative approaches, the study analyzes Indonesian legal provisions alongside DPA practices in the United Kingdom and the United States. The findings reveal that Indonesia’s current legal framework lacks a mechanism for the conditional termination of prosecution following restitution, although the prosecutorial role as dominus litis offers an institutional basis for such reform. Comparative analysis shows that a DPA combines restitution, cooperation, judicial oversight, and prosecutorial discretion within a structured legal mechanism. Consequently, this study proposes a normative-operational DPA model for individual offenders involving state financial losses below IDR 200,000,000, subject to full restitution, administrative sanctions, judicial approval, and compliance monitoring. Ultimately, this study contributes a legally feasible framework for reorienting anti-corruption prosecution away from incarceration-centered punishment toward more efficient and accountable state asset recovery.
Bilingual instruction integrating Indonesian and English has become increasingly prominent in multilingual higher education contexts; however, students’ preferences regarding instructional language use remain underexplored. This study investigated the preferences of Indonesian university students for using Indonesian, English, or both as the medium of instruction in English language classrooms and examined the factors influencing these preferences. Employing a mixed-method sequential explanatory design, data were collected through questionnaires administered to 23 English education students (N = 23), followed by semi-structured interviews with six participants (N = 6). The findings indicated that the students generally preferred bilingual instruction over monolingual approaches. Indonesian was perceived to support comprehension, attention, emotional comfort and classroom participation, while English was associated with academic competitiveness, professional opportunities, and global communication. The study further revealed that students’ preferences were shaped by four interconnected dimensions: self-assurance, identity, glamour, and attentiveness. These findings demonstrated that the students negotiated Indonesian and English as complementary rather than competing linguistic resources within multilingual classroom interaction. The study highlights the importance of more inclusive, learner-centered, and context-sensitive bilingual instructional practices in multilingual higher education settings.
The rapid expansion of digital technology has transformed English language education and increased the adoption of hybrid learning in higher education. At the same time, universities are expected to integrate sustainability and global citizenship into their curricula. This study examines students' attitudes and learning behaviors toward hybrid English learning that incorporates environmental and sustainability issues. Using a quantitative descriptive survey design, data were collected in 2024 from 109 undergraduate students at a university in Jakarta, Indonesia. An online questionnaire measured three constructs: attitudes toward hybrid English learning, hybrid learning behaviors, and learning behaviors in environmentally integrated English instruction. Data were analyzed using Cronbach's alpha, Percent of Maximum Possible (POMP) scores, descriptive statistics, and Pearson correlation coefficients. The findings revealed very high attitudes toward hybrid English learning (M = 82.55), high levels of hybrid learning behavior (M = 79.78), and high engagement in English learning integrated with environmental issues (M = 81.03). The study demonstrates that the integration of sustainability themes strengthens student engagement, technological literacy, critical awareness, and ecological responsibility. These findings suggest that hybrid English learning can serve as an interdisciplinary pedagogical model that connects language development with sustainability literacy and global citizenship in higher education.
The rapid growth of investors in emerging capital markets is not always accompanied by improvements in financial reporting quality, raising concerns about the role of financial information in investor decision-making. This study examined the influence of market-based and accounting-based financial reporting quality on investor decision-making in manufacturing firms listed on the Indonesia Stock Exchange. Using a quantitative explanatory design, the study analyzed panel data from 132 firms during 2018-2023, resulting in 792 firmyear observations. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings revealed that the quality of both market-based and accounting-based financial reporting positively and significantly influence investor decision-making. However, market-based quality exerted a greater impact, suggesting that investors relied more on information conveyed by market mechanisms than on internal accounting characteristics. The study contributes to the literature by demonstrating that financial reporting quality operates as a multidimensional construct with complementary, yet asymmetrical effects on investor behavior. The findings emphasize the importance of improving not only accounting quality but also the timeliness and market relevance of financial information in emerging capital markets.
This study examines the relationship between campus artistic atmosphere and student learning performance in universities in Guangxi, China. Using a quantitative cross-sectional survey design, data were collected from 420 undergraduate students through stratified random sampling across academic disciplines and year levels. The study measured campus artistic atmosphere through three dimensions: artistic environment, participation in artistic activities, and artistic perception and resonance. Learning performance was evaluated based on learning motivation, behavior, cognitive ability, and learning outcomes. Data were analyzed using descriptive statistics and stratified linear regression analysis. The findings reveal that campus artistic atmosphere significantly predicts student learning performance (beta=.779, p<0.001), explaining 60.7% of the variance in learning outcomes. Although students generally reported positive perceptions of campus artistic atmosphere, actual participation in artistic activities and intrinsic learning motivation remained relatively limited. The study argues that an artistic atmosphere becomes educationally meaningful not merely through aesthetic exposure but through emotional engagement and participatory interaction. The findings highlight the importance of culturally responsive and emotionally supportive educational environments in strengthening student engagement and holistic learning development, particularly in multicultural and resource-constrained higher education contexts.
International travel motivation is often explained through binary cultural orientations, with ethnocentrism viewed as a barrier and cosmopolitanism as a facilitator of global mobility. This study aims to reassess this assumption by examining international travel motivation through an integrated framework that combines cultural orientations and global competence perspectives. Adopting a quantitative approach, this study uses survey data collected from Chinese tourists and analyzes the data through moderated regression analysis to examine the direct effects of ethnocentrism and cosmopolitanism on international travel motivation, as well as the moderating roles of global literacy and cultural intelligence. The findings reveal that both ethnocentrism and cosmopolitanism positively influence international travel motivation. Global literacy significantly strengthens these relationships, indicating its role as a key cognitive mechanism enabling culturally rooted individuals to engage in global mobility. In contrast, cultural intelligence does not show a significant moderating effect, suggesting that its relevance lies primarily in post-travel adaptation rather than in the formation of travel intentions. This study contributes by reconceptualizing tourist ethnocentrism as a conditional motivational resource and by clarifying the distinct roles of global literacy and cultural intelligence within global competence research, with implications for tourism policy and international mobility in globalizing societies.
The rapid expansion of Integrated Islamic Kindergartens (TK IT) in Indonesia reflects broader transformations in the relationship between religion, education, and state governance in contemporary Muslim societies. However, existing studies on Sekolah Islam Terpadu (SIT) have largely focused on curriculum implementation and educational management, with limited attention to how these institutions negotiate hybridity between Islamic ideology and formal state education systems. This study aimed to examine the forms and practices of hybridity within TK IT in Padang City, Indonesia. Using a qualitative case study approach, data were collected through in-depth interviews, observations, and document analysis involving six TK IT affiliated with JSIT, ASESI, and non-affiliated institutions. Data were analyzed using thematic analysis based on the interactive model of Miles and Huberman. The findings revealed three dominant forms of hybridity: integrative hybridity in TK IT JSIT, selective-defensive hybridity in TK IT ASESI, and adaptive-pragmatic hybridity in non-affiliated TK IT. These forms of hybridity were reflected in curriculum integration, institutional governance, pedagogical practices, and moral regulation. This study contributes to hybridity scholarship by demonstrating that hybridity within Islamic education involves ideological negotiation, identity construction, and epistemological reconstruction. The findings also provide broader insights into contemporary debates on faith-based education, Islamic educational modernity, and state-religion relations in Muslim societies.
