This study aims to develop and conceptualize a protection model for adverse effects arising from cosmetic products purchased through e-commerce platforms by integrating Islamic economic principles, social perspectives, and risk management approaches. A qualitative research design was employed using purposive sampling to select informants who had purchased cosmetic products via e-commerce, were at least 18 years old, and had experience with product-related adverse effects or digital consumer protection mechanisms. Primary data were collected through in-depth interviews, while secondary data were obtained from platform policy documents and relevant scholarly literature. The data were analyzed using thematic analysis by linking empirical findings with the principles of maqāṣid al-sharīʿah, consumer trust, and risk management frameworks. The findings propose a comprehensive protection model consisting of preventive, responsive, and curative dimensions, encompassing product verification, claims-handling procedures, and compensation mechanisms. This model extends the literature on digital consumer protection and offers practical guidance for e-commerce platforms, regulators, and insurance providers in strengthening consumer safety and trust within the digital marketplace.
Education policy is viewed as a strategic investment in human resource development and is often normatively assumed to be a universal instrument for promoting well-being. This study aims to unravel this conceptual complexity by mapping trends in the evolution of global research, analyzing the distribution of academic contributions, and synthesizing the mechanisms through which educational investment may contribute to social well-being. The method used is a hybrid approach that integrates bibliometric analysis and a Systematic Literature Review (SLR) following the PRISMA protocol. Macro-level bibliometric analysis was used to map knowledge clusters, which were subsequently transformed into a framework to guide a micro-level qualitative synthesis of 36 core Scopus-indexed articles (2015–2025). The findings reveal four major themes in global research: education funding, the labor market, welfare reform, and policy evaluation. The analysis indicates that the impact of educational investment on well-being does not occur automatically. It depends on a country’s specific circumstances and must be supported by a robust budget and sound institutional management to ensure that a bachelor’s degree is not wasted. This study offers a new perspective that bridges two theories: the theory that views education merely as a means of finding work (Human Capital) and the theory that views education as a means of humanizing people (Capability Approach). This study provides strategic implications for policymakers regarding the importance of reorienting educational investment toward strengthening inclusive digital literacy.
This study addresses persistent problems of limited conceptual understanding and low learning engagement in introductory economics by examining the implementation of an integrated Case-Based Learning and Problem-Based Learning (CBL–PBL) approach within an Economic Education program at Universitas Sebelas Maret, Indonesia. Grounded in constructivist and student-centered learning theory, the research evaluates whether this pedagogy improves students’ mastery of economic concepts, learning engagement, academic performance, and lecturers’ pedagogical effectiveness. A classroom-based design-based action research design was employed involving forty-eight first-semester students across two iterative instructional cycles using authentic economic cases, collaborative inquiry, and facilitator-guided reflection. Data were collected through validated pre- and post-tests, structured observations, and lecturer performance rubrics, and analyzed using descriptive statistics, normalized gain, and effect size measures. Findings indicate substantial improvements in conceptual mastery, rising from negligible baseline levels to more than three-quarters of students achieving proficiency, accompanied by significant growth in engagement and instructional facilitation quality. The results suggest that CBL–PBL supports deep conceptual restructuring rather than surface-level achievement. The study contributes theoretically by reinforcing constructivist problem-oriented pedagogy and practically by offering an evidence-based instructional model for higher education in Global South contexts.
Over the past decade, innovative learning models such as Project-Based Learning, Problem-Based Learning, and Discovery Learning have been widely implemented to foster student creativity. However, economics education research rarely breaks down creativity into specific indicators, leaving it unclear which dimensions are actually developed through these innovative models. This gap is critical since creativity is essential for understanding real-world economic phenomena, not just theoretical concepts. This study aims to describe senior high school students’ creativity levels across four indicators: fluency, flexibility, originality, and elaboration, within economics lessons to provide an empirical basis for instructional improvement. A descriptive quantitative design was employed. From a population of 432 tenth-grade students, 208 students were selected through proportional random sampling. Data were collected using performance-based essay test consisting of four items on the topic of economic agents. The instrument was validated by five experts and demonstrated satisfactory reliability (Cronbach's alpha = 0.790). These findings indicate that simply implementing the instructional syntax of an innovative learning models is insufficient without a supportive learning environment and well-structured guidance. Ultimately, this insight provides a foundation for the development of economics learning models that place greater emphasis on fostering students’ creativity.
Intensifying competition in Indonesia’s local skincare industry has made customer loyalty increasingly important for sustaining market performance. However, product quality alone may not fully explain why customers continue purchasing a skincare product, as repeat purchasing may also depend on whether product performance meets prior expectations and generates satisfaction. Although previous research has extensively examined the relationships between product quality, customer satisfaction, and customer loyalty, further empirical investigation is needed to clarify how customer satisfaction mediates the relationship between perceived product quality and loyalty in the local skincare context. Drawing on Expectation Confirmation Theory (ECT), this study examines the direct relationship between product quality and customer loyalty and the mediating role of customer satisfaction among users of N’Pure Centella Asiatica Toner. A quantitative survey was conducted involving 100 customers who had made repeat purchases through Shopee, and the data were analyzed using path analysis. The findings indicate that product quality is positively associated with customer satisfaction and customer loyalty, while customer satisfaction is positively associated with loyalty and mediates the relationship between product quality and loyalty. These findings highlight customer satisfaction as a potential mechanism through which perceived product quality translates into loyalty. The study extends the application of ECT to local skincare consumption and underscores the importance of aligning product performance with customer expectations to support sustained customer relationships.
