International Journal of Education and Literature
Journal Title : International Journal of Education and Literature Initials : ijel Frequency : April, August and December Print ISSN : 2829-6656 Online ISSN : 2829-6249 Editor in Chief : Dr. Muthaloo Subramaniam DOI : 10.55606 Publisher : Lembaga Pengembangan Kinerja Dosen International Journal of Education and Literature accommodates scientific research articles by lecturers, academic practitioners, teachers and students to improve the quality of education.This journal is SINTA 5 accredited (Decree of the Director General of Higher Education, Research and Technology Number 10/C/C3/DT.05.00/2025 dated March 21, 2025 concerning the Accreditation Rating of Scientific Journals for Period I of 2025) starting from Volume 1 Number 3 of 2022 to Volume 6 Number 2 of 2027. The scope of this journal is all research related to education. This journal is published 3 (three) times a year, namely the April, August and December editions. Indexed by: Journal Sponsors and Partners :
The Relationship between Self-Regulation and Fear of Missing Out in the Use of Social Media TikTok among Students of University
The phenomenon of Fear of Missing Out (FoMO) is increasingly experienced by university students along with the rising use of TikTok as a source of entertainment and information. The fast and constantly changing flow of content often makes users feel the need to always keep up with developments so as not to be left behind. In this condition, self-regulation is viewed as an important ability that can help reduce the tendency for FoMO to emerge. This study aims to determine the relationship between self-regulation and FoMO among university students who use TikTok. A total of 206 students participated by completing an online questionnaire that used the Short Self-Regulation Questionnaire (SSRQ) and the Fear of Missing Out Scale (FoMOS). The normality test showed that both variables were not normally distributed; therefore, the analysis was continued using Spearman correlation. The results showed a significant negative relationship between self-regulation and FoMO (r = –0.370; p = 0.000). These findings indicate that the better the students’ ability to regulate themselves, the lower their tendency to experience FoMO when using TikTok. Overall, this study emphasizes that self-regulation has an important role in helping students deal with the dynamics of social media use and can serve as a basis for developing strategies to encourage more balanced social media use.
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The Role of Social Comparison and Body Image in Forming Appearance Anxiety in Adolescent Girls
This study aims to determine the role of social comparison and body image on appearance anxiety in adolescent girls. Social pressure and media exposure with ideal beauty standards make adolescent girls vulnerable to engaging in social comparison and developing a negative body image, which triggers appearance anxiety. This study used a quantitative approach with a correlational design involving 107 adolescent girls aged 18–24 years through convenience sampling. Data were collected using a Google Forms questionnaire consisting of three instruments: the Iowa-Netherlands Comparison Orientation Measure, the Multidimensional Body-Self Relations Questionnaire, and the Social Appearance Anxiety Scale. Data analysis used Spearman correlation and multiple linear regression. The results showed that social comparison has a significant positive relationship with appearance anxiety (r = 0.544, p < 0.001), and negative body image is related to increasing appearance anxiety. The higher the tendency to engage in social comparison and the more negative the body image, the higher the appearance anxiety experienced. The findings emphasize the importance of understanding the psychological dynamics of appearance evaluation and strategies to strengthen positive body image in adolescent girls.
From Faith-Based Giving to Development Impact: The Islamic Development Bank’s Global Muslim Philantropy Fund for Children (IsDB’s-GMPFC) and Educational Outcomes in Developing Countries
This study investigates how faith-based giving can be transformed into measurable development impact in the education sector, focusing on the Global Muslim Philanthropy Fund for Children (GMPFC) established by the Islamic Development Bank (IsDB) in partnership with UNICEF. Traditional Islamic philanthropic instruments, such as zakat and sadaqah, often provide short-term relief but lack structured governance, limiting their long-term impact on educational outcomes. Using a qualitative-explorative, this research analyzes secondary data from 2021–2025, including institutional reports, program documents, and peer-reviewed literature, to assess how GMPFC operationalizes faith-based resources through pooled, multilateral, and impact-oriented mechanisms. The findings indicate that GMPFC strategically funds education-enabling conditions, including child health, nutrition, psychosocial wellbeing, and youth empowerment, which are empirically linked to school readiness, retention, and learning quality. Comparative analysis shows that GMPFC outperforms traditional philanthropy and conventional aid by combining cultural legitimacy, institutional rigor, and alignment with Sustainable Development Goals (SDGs). Its governance model ensures standardized monitoring, fiduciary oversight, and cross-sectoral integration, addressing longstanding limitations of fragmented philanthropic delivery. Despite its effectiveness, the study highlights a lack of longitudinal learning outcome data, limiting precise quantification of educational impact beyond enabling conditions. Nonetheless, GMPFC exemplifies a hybrid development-finance model, demonstrating how Islamic philanthropic values can be operationalized to generate sustainable, measurable contributions to child education and human capital formation. These findings offer actionable insights for policymakers, development practitioners, and faith-based organizations aiming to scale philanthropic resources for education in vulnerable contexts.
Implementation of the Al-Miftah Method to Improve Students’ Ability to Read Turāth Books at Al-Masyad High School, Cijurai, Sukabumi
This study aims to describe the implementation of the Al-Miftah method in improving the mastery of reading traditional Islamic texts at Al-Mashhad Senior High School in Cijurai, Sukabumi. This study uses a qualitative approach with a descriptive research type. Data collection techniques were carried out through observation, in-depth interviews, and documentation of Al-Miftah teachers, students, and related parties. The results of the study indicate that the Al-Miftah method is implemented through the stages of introducing the basic rules of nahwu-sharaf, practicing reading traditional Islamic texts in stages, and strengthening understanding through repetition and direct practice. The implementation of this method has been proven to help students understand the structure of Arabic and improve their ability to read traditional Islamic texts, although several obstacles were still encountered, such as differences in students' Arabic language backgrounds, limited learning time, minimal independent practice, and limited mastery of the method by teachers. Efforts made to overcome these obstacles include learning grouping, time optimization, out-of-class practice assistance, and improving teacher competency through continuous training and evaluation. Thus, the Al-Miftah method has a positive contribution in increasing mastery of reading traditional books at Al-Mashhad Cijurai Sukabumi High School if supported by appropriate and continuous learning strategies
An Analysis of Translational Shifts in the Original Soundtrack Translation of the Film ‘Rapunzel – Tangled
This study explores the translation shifts found in the soundtrack of the film Rapunzel – Tangled, specifically in the German-to-Indonesian translation. The objective is to identify the types of translation shifts and analyze their distribution and tendencies during the translation process. The research data were taken from three songs: "Wann fängt mein Leben an?", "Mutter weiß mehr", and "Endlich sehe ich das Licht". A qualitative descriptive method was employed, focusing on lines containing translation shifts. Data were collected through documentation and analyzed based on Catford’s (1965) theory of translation shifts. A total of 74 translation shifts were identified, with the highest distribution in "Mutter weiß mehr" (32 shifts), followed by "Wann fängt mein Leben an?" and "Endlich sehe ich das Licht" (21 shifts each). In "Wann fängt mein Leben an?", structural shifts dominated, making up 38.9% of the shifts, followed by class and unit shifts (27.8% each), and intrasystem shifts at 5.5%. In "Mutter weiß mehr", structural shifts accounted for 35.4%, class shifts 34.1%, unit shifts 28%, and intrasystem shifts 2.4%. In "Endlich sehe ich das Licht", class shifts were the most prevalent (33.3%), followed by unit shifts (31.7%), structural shifts (30%), and intrasystem shifts (5%). The study concludes that structural and class shifts are the dominant strategies used in translating the soundtrack, helping to manage linguistic differences while maintaining meaning, musicality, and emotional impact in the target language.
Equivalence Analysis in the Translation of Deutsche Welle (DW) News Texts from German into Indonesian
This study is aimed at analyzing the degree of equivalence in the translation of Deutsche Welle (DW) news texts from German into Indonesian by applying Mona Baker’s theoretical framework. A qualitative descriptive method was employed, with four DW news texts and their Indonesian translations serving as the data source. The analysis focused on equivalence at the word level and above the word level, considering syntactic, lexical, cohesive, and communicative functional aspects of the text. The findings indicate that the degree of translational equivalence varies, ranging from high to low levels. The “equivalent” category was found to be dominant, accounting for 57.6%, suggesting that most translations were able to maintain the meaning and function of the source text. Meanwhile, the categories “less equivalent” (22.9%) and “non-equivalent” (19.5%) reflect shifts in meaning, loss of information, and inaccuracies in lexical correspondences and grammatical structures. These results highlight the challenges in maintaining full equivalence during translation.
Building Active Awareness About Waste Among Santri at Islamic Boarding School X in Malang
The global environmental crisis has had an impact on religious educational environments such as Islamic boarding schools. The phenomenon at Pondok Pesantren X Malang shows a gap between the normative knowledge of students about cleanliness and their actual behavior, such as the habit of littering. This study is based on the hypothesis that students' ecological awareness is formed through the interaction between knowledge, experience, and the social context in the pesantren. The research method uses an exploratory qualitative approach with a grounded research design through in-depth interviews, participatory observation, and documentation of six students aged 10–12 years. The results revealed three main themes: knowledge about trash (45%), irresponsible habits (34%), and active awareness (21%). These findings confirm that although santri have a fairly good initial understanding, behavioral change is still hindered by social habits. In conclusion, strengthening reflective education, the exemplary role of ustadz, and institutional support are crucial for building sustainable ecological awareness in Islamic boarding schools.
The Development of a Pop-Up Book with the Theme ‘Einkaufen’ as a German Language Learning Medium for Grade XI Students at SMA Negeri 3 Binjai
This study aims to develop a pop-up book learning medium with the theme “Einkaufen” (Shopping) as a German language instructional medium for Grade XI students at SMA Negeri 3 Binjai. The background of this study is the low level of students’ understanding of the learning materials and their lack of learning motivation due to the use of monotonous conventional media. This research employs a Research and Development (R&D) approach using the ADDIE development model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The results of the implementation stage indicate that 98.3% of students agreed that the pop-up book is effective for use in German language learning, and 96.7% stated that the material content is easy to understand. The pop-up book consists of six pages containing learning materials and exercises that focus on reading, writing, and speaking skills. Validation by material and media experts yielded a score of 90, categorized as very good. These findings demonstrate that the developed pop-up book medium is not only visually engaging but also capable of enhancing students’ motivation and comprehension in an integrative German language learning process. This medium can serve as an effective alternative for improving the quality of foreign language learning at the secondary school level.
Voca Poly : Food Security Introduction through English Vocabulary for Blind and Physically Impaired Children at SLBN 1 Bantul
Children with special needs require specialized educational services that accommodate their diverse learning characteristics, and digital-based media offers flexible and adaptive learning opportunities tailored to individual abilities. The digital learning media “Voca Poly” was developed to provide education and practical skills training for blind and physically disabled children, particularly in strengthening knowledge and cooking skills to support independent living. This community service program was implemented through three main stages: preparation, implementation, and evaluation. The preparation stage involved needs assessment, media design, and coordination with partner institutions. The implementation stage included interactive learning sessions using the Voca Poly educational game, focusing on food security concepts through English vocabulary from planting to food processing. The evaluation stage assessed participants’ understanding, engagement, and skill improvement. The results showed increased knowledge of cooking concepts and improved practical skills among participants. Moreover, the game-based approach successfully fostered enthusiasm, motivation, and active participation among visually impaired and physically disabled children.
The Urgency of English Learning in Elementary Schools to Prepare Students for Global Competence: A Literature Study
Globalization and technological developments require students to have global competencies, one of which is English language skills. This study aims to examine the urgency of English learning in elementary schools (SD) in preparing students' global competencies through a literature review. The method used is a qualitative research approach with a literature study sourced from scientific journals, academic books, and relevant educational documents from 2020–2025. Data analysis was conducted using content analysis techniques through data reduction, grouping themes, and synthesis of findings. The results of the study indicate that elementary school age is the optimal phase for language acquisition, so that early English learning can improve students' communication skills, digital literacy, and cultural openness. Communicative and contextual learning has been proven effective in increasing student motivation and self-confidence. Despite challenges such as limited teacher competence and students' fear of speaking English, English learning in elementary schools remains a crucial investment in preparing a generation ready to face global demands.
Implementation of Artificial Intelligence-Based Learning Media and Its Implications for Student Learning Motivation in Islamic Religious Education (PAI) Subjects
This study aims to analyze the implementation of Artificial Intelligence (AI)-based learning media and its implications for student learning motivation in Islamic Religious Education (PAI). This study uses a systematic literature review approach by examining various reputable scientific articles discussing the integration of AI in education and the dynamics of learning motivation in the context of PAI. The results of the study indicate that the use of AI through adaptive learning systems, educational chatbots, gamification, and learning analytics can increase the effectiveness, personalization, and interactivity of learning. This implementation has a positive impact on cognitive motivation through increased conceptual understanding, affective motivation through active participation and emotional engagement, and spiritual motivation through strengthening reflection and internalization of Islamic values. However, ethical challenges, the risk of depersonalization of the teacher's role, and inequality in digital access are crucial issues that require policy attention and human-centered pedagogical design. Theoretically, this study offers an integrative conceptual framework that combines technological innovation with Islamic educational epistemology. Practically, the results of this study provide recommendations for teachers, schools, and policymakers to develop AI-based PAI learning models that are adaptive, ethical, and oriented towards character building.
Improving Students’ Reading Comprehension of Narrative Text Through Storytelling Using Webtoon at First Grade of MA Daruttolibin Watumalang
English is an international language that plays a vital role in education and technology; therefore, students are required to master reading comprehension skills, especially narrative texts, to face the challenges of globalization. This study, entitled "Improving Students' Reading Comprehension of Narrative Texts Through Storytelling Activities Using Webtoons in Grade I of MA Daruttholibin Watumalang," aims to improve students' reading comprehension of narrative texts through storytelling activities using Webtoons as a learning medium. This study employed a Classroom Action Research (CAR) design conducted in two cycles, each consisting of planning, action, observation, and reflection. Data were collected using descriptive qualitative methods through interviews, tests, and classroom observations. The research procedure began with a pre-test, followed by the implementation of treatment and post-tests in each cycle. The findings indicate that the use of storytelling supported by Webtoons effectively improved students' reading comprehension. This improvement was reflected in students' increased learning motivation, better understanding of narrative text elements, and improved ability to accurately retell stories.
Self-Regulated Learning and Time Discipline in Increasing Student Thesis Completion Productivity
Low student thesis completion productivity is a challenge in higher education, particularly at UIN Palangka Raya. Thesis writing requires self-regulation skills and time discipline to enable students to complete their final assignments effectively and on time. This study aims to analyze the role of self-regulated learning and time discipline in improving the thesis completion productivity of final-year students. The study used a qualitative approach with a case study design of five final-year students who were in the process of completing or had completed their theses. Data collection techniques included in-depth interviews, limited observation, and documentation. The data were then analyzed using the Miles and Huberman interactive model through the stages of data reduction, data presentation, and conclusion drawing. The results indicate that self-regulated learning plays a role in helping students plan goals, control motivation and emotions, and conduct consistent self-evaluation. Time discipline has been proven effective in reducing procrastination through the implementation of daily schedules, prioritization, and distraction management. Therefore, the integration of self-regulated learning and time discipline is an important strategy in increasing the thesis completion productivity of students and supporting sustainable academic success.
Boosting English Vocabulary Acquisition through Daily Duolingo Practice: A Pre-Experimental Study on Pharmacy Students
Education involves acquiring knowledge and skills, with English learning being a skill-based process that requires consistent and engaging practice. In the digital era, mobile applications have emerged as effective tools to overcome traditional limitations in language learning. This study investigates the effectiveness of the Duolingo application in enhancing English vocabulary among university students. A pre-experimental one-group pretest-posttest design was employed involving 40 first-semester Pharmacy students at Anwar Medika University. Participants engaged in daily Duolingo practice (20 XP per day) for 30 consecutive days. Data were collected through vocabulary pretest and posttest as well as a Likert-scale questionnaire. Quantitative analysis revealed a significant improvement in vocabulary scores, with the mean score increasing from 57.25 in the pretest to 81.70 in the posttest. Questionnaire results indicated high student motivation, positive perceptions of the app’s usefulness and ease of use, and minimal perceived disadvantages. The findings suggest that daily Duolingo practice is an effective, engaging, and accessible method for boosting English vocabulary acquisition. This study provides practical insights for educators seeking innovative technology-integrated approaches to language teaching.
The Influence of Japanese Popular Culture on Children’s Toys Trends in Indonesia 1980-2010
This research is entitled The Influence of Japanese Pop Culture on Children’s Toys Trends in Indonesia, 1980-2010. The study employs the historical method, which consists of four stages: heuristics, source criticism, interpretation, and historiography.John Fiske’s (2011) theory of popular culture and Joseph Nye’s concept of soft power is used to analyze how Japanese popular culture, particularly through entertainment media and toy products, was disseminated persuasively and received by Indonesian children. Since the early 1990s, mass media such as television and children’s magazines have played an important role in introducing Japanese anime and characters, which subsequently encouraged the emergence of toy trends based on Japanese popular culture. The object of this research focuses on children’s toys influenced by Japanese popular culture that circulated in Indonesia between 1980 and 2010, including Tamiya, Beyblade, Tamagotchi, Crush Gear, B-Daman, and yo-yo. These toys not only developed as commercial products, but also contributed to the formation of children’s play patterns, communities, and social identities. However, during the period from 2008 to 2010, these toy trends began to decline due to the advancement of digital technology, changes in children’s consumption patterns, broadcast censorship policies implemented by Indonesian Broadcasting Commission (KPI), and increasing competition from popular culture of other countries such as Korea, the United States, and China. This condition reflects a shift in children’s play culture from physical toys to more modern forms of digital entertainment.
Unpacking Teacher Beliefs in Curriculum Reform: A Critical Reflection from Pre-Delphi Qualitative Data
Curriculum reform in Indonesia has repeatedly emphasized flexibility, deep learning, and student-centered instruction. Nevertheless, many reforms have not been translated effectively into classroom practice. Existing studies tend to focus on teacher competence and policy readiness, while the deeper dimension of teacher beliefs remains underexplored. This study aims to unpack how teacher beliefs shape responses to curriculum reform and to identify the belief-related factors that influence the success or failure of curriculum innovation. A qualitative descriptive design was employed using pre-Delphi reflective questionnaires and Focus Group Discussion data involving senior secondary school teachers and educational stakeholders. Data were analyzed thematically to identify recurring patterns of belief, challenge, and adaptation. The findings reveal that teacher beliefs constitute the most decisive factor in curriculum implementation. Three major themes emerged: (1) a persistent gap between curriculum policy and classroom practice, (2) the difficulty of transforming teachers’ mindsets from fixed to growth-oriented perspectives, and (3) the construction of an ideal teacher identity characterized by reflection, adaptability, collaboration, and moral commitment. More importantly, teachers viewed curriculum change not merely as a technical demand, but as a moral and spiritual responsibility. Curriculum reform will remain ineffective unless it addresses teachers’ internal beliefs. Sustainable transformation requires professional development that integrates cognitive, emotional, and spiritual dimensions of teaching.
The Effectiveness of Role Play in Improving EFL Students' Speaking Ability: A Systematic Literature Review
This study aims to systematically examine empirical evidence on the effectiveness of role play in improving EFL students' speaking skills. Using Systematic Literature Review (SLR) methodology guided by the PRISMA framework, this study analyzed 20 peer-reviewed articles obtained from Google Scholar, ERIC, and Scopus databases. Inclusion criteria focused on studies investigating role play as an instructional technique targeting speaking skills in EFL or ESL contexts. Findings reveal that role play consistently and significantly improves key speaking components including fluency, accuracy, pronunciation, vocabulary, and confidence. Additionally, role play reduces speaking anxiety and promotes a more communicative and interactive learning environment. This review also identifies moderating factors such as class size, student proficiency level, and teacher facilitation quality that influence role play effectiveness. These findings suggest that role play is a highly effective pedagogical strategy for improving speaking competence, particularly in EFL contexts, and its systematic integration into curriculum design is strongly recommended.
Integration of Religious Moderation Values in Islamic Religious Education Learning and its Impact on Religious Tolerance of Students at State Junior High Schools in Padangsidimpuan City
This study examines the integration of religious moderation values in Islamic Religious Education (PAI) and its impact on students’ religious tolerance in public junior high schools in Padangsidimpuan City. The research is based on the need to foster tolerance, mutual respect, and harmonious coexistence among students from diverse religious and social backgrounds. Using a qualitative field research approach, the study was conducted in several public junior high schools. Data were collected through interviews, observations, and documentation involving principals, PAI teachers, and students. Data analysis followed the stages of data reduction, data presentation, and conclusion drawing, with validity ensured through triangulation. The findings reveal that religious moderation values have been integrated into the planning, implementation, and evaluation stages of PAI learning. Teachers incorporate key values such as tolerance, justice, moderation, deliberation, equality, and anti-violence into both teaching materials and classroom practices. This integration has led to positive outcomes, including increased mutual respect among students, reduced conflicts, and a more harmonious learning environment. Overall, PAI learning plays a significant role in shaping students’ character, promoting moderate attitudes, and strengthening religious tolerance in a diverse school setting.
The Use of Storytelling to Enhance English Listening Skills among Elementary School Students
English learning at the elementary school level plays an important role in developing students’ early language competence, particularly in listening skills as the foundation for other language abilities. However, many learning processes still rely on conventional teaching methods that do not fully accommodate the developmental characteristics of young learners, resulting in limited engagement and listening comprehension. Therefore, this study aims to analyze the role of storytelling in improving English listening skills among elementary school students and to identify effective implementation strategies in classroom learning. This research employs a library research method by reviewing and analyzing various relevant literature sources, including books, scientific journals, and previous research findings related to storytelling in English language learning. The analysis shows that storytelling contributes significantly to improving students’ listening comprehension, vocabulary acquisition, attention, and learning motivation. Through structured narratives, expressive delivery, and the support of visual media, storytelling creates a contextual and meaningful learning environment that helps students understand spoken English more effectively. The findings also indicate that the effectiveness of storytelling is closely related to the developmental characteristics of elementary school students who learn better through concrete, imaginative, and engaging experiences. Furthermore, the implementation of storytelling through systematic stages pre-listening, while-listening, and post-listening can enhance students participation and comprehension during the learning process. In conclusion, storytelling can be considered an effective instructional strategy for improving English listening skills among elementary school students while also supporting vocabulary development and creating an engaging learning atmosphere.
Formation of Self-Discipline through Self-Regulation for Learning Achievement
This literature study examines the process of self-regulation in transforming compliance with school rules originating from external pressure into behavioral regularity emerging from personal awareness, and its impact on the effectiveness of student learning outcomes. Using a qualitative approach with content analysis method, this study synthesizes relevant literature to build a theoretical framework on how self-regulation facilitates the internalization of disciplinary values. The findings reveal that self-regulation occurs through a series of interconnected stages including goal setting, strategy planning, self-monitoring, evaluation, and adjustment. The success of this process is determined by internal motivation, appropriate environmental support, positive direct experiences, and healthy emotional management. Strong self-regulation directly impacts learning outcome effectiveness through improved cognitive strategies, strengthened intrinsic motivation, enhanced time and environment management, and developed capacity to constructively cope with failure. Learning outcomes achieved through self-regulation processes are characterized by lasting understanding, knowledge transfer ability, and the formation of lifelong learning dispositions. Schools and teachers play strategic roles in strengthening self-regulation through curriculum design that supports autonomy, formative feedback, role modeling, and collaboration with parents. This study contributes theoretically by positioning self-regulation as the central mechanism bridging external influences and internal disposition formation.
Dynamics of Self-Awareness and Transcendental Experience in High School Students: A Phenomenological Study from the Perspective of the Psychology of Religion
This study aims to understand the dynamics of self-awareness and transcendental experiences in high school students from the perspective of the psychology of religion. Adolescence is a developmental phase characterized by the search for identity, self-reflection, and increased spiritual awareness. This study used a qualitative approach with phenomenological methods to explore students' subjective experiences related to self-awareness and spiritual experiences. The study participants consisted of two high school students aged 15–18, selected using a purposive sampling technique. Data collection was conducted through in-depth semi-structured interviews supported by field notes. The data were analyzed using phenomenological analysis through the stages of phenomenological reduction, identification of key statements, grouping themes, and essential descriptions of experiences. The results indicate that spiritual experiences in worship practices foster a sense of closeness to God, encourage self-reflection, help students cope with stress, and foster awareness to improve behavior. These findings suggest that transcendental experiences play a significant role in the development of self-awareness and character formation in adolescents.
Multimodal Critical Discourse Analysis of Educational TikTok Content: Knowledge Representation in the Short Video Era
The swift proliferation of short-video-centric social media, notably TikTok, has revolutionized the educational landscape by facilitating novel methods of knowledge production, dissemination, and interpretation. This phenomenon denotes a transition in media and signifies an epistemological transformation in educational practices within the digital age. This study seeks to analyze the representation and interpretation of knowledge in TikTok educational content using a qualitative methodology grounded in an interpretive case study framework. Data were gathered via digital participant observation, comprehensive interviews, and document analysis involving 12 participants, comprising educational content creators and active TikTok users in higher education settings. Thematic data analysis was performed utilizing a Multimodal Critical Discourse Analysis framework to elucidate the interplay among visual, verbal, and auditory components in the construction of meaning. The results show three main patterns: the conflict between quick understanding and deep knowledge, the importance of emotional multimodal experiences in learning, and the negotiation of knowledge authority in changing digital spaces. These results indicate that learning via TikTok encompasses not only cognitive aspects but also intricate emotional, aesthetic, and social dimensions. This study theoretically enhances multimodal discourse analysis by integrating users' subjective experiences, while practically informing the advancement of critical digital literacy and the design of social media-based learning. Moreover, this study facilitates additional investigation into algorithmic dynamics, digital identity, and the evolution of learning methodologies within platform-centric contexts.
Critical Discourse Analysis of International Media Framing of the Iran–United States Conflict
A single paragraph, maximum 250 words. Abstract content must contain (1) an overview of the object of research, (2) problems, and research objectives, (3) proposed methods, (4) main findings and results and synthesis of main ideas, and (5) conclusions. In recent years, the Iran–United States conflict has not only unfolded within the geopolitical arena but has also been intensively constructed through international media framing that shapes how global audiences understand this reality. In the context of the digital information overflow, media no longer function merely as conveyors of facts; rather, they act as agents that construct meaning, evoke emotions, and shape the social perceptions of audiences. This study aims to analyze how international media framing constructs representations of the Iran–United States conflict and how audiences interpret such discourse within their social experiences. This research adopts a qualitative approach with a Critical Discourse Analysis (CDA) design. Data were collected through document analysis of 25 news articles from both Western and non-Western media, as well as exploratory interviews with nine participants from academic backgrounds. Data analysis was conducted using a thematic approach based on Norman Fairclough’s three-dimensional model. The findings reveal three main patterns: the construction of threat through media language, moral polarization that produces a dichotomy of “us versus them,” and the negotiation of meaning by audiences, which is reflective and not always linear. These findings indicate that audiences are not entirely passive; rather, they actively interpret and, at times, question media framing. Theoretically, this study extends Critical Discourse Analysis by incorporating the dimension of audience experience into the discursive process. Practically, it underscores the importance of critical media literacy in navigating the complexity of global information and opens avenues for further exploration of the relationship between discourse, power, and social experience.
Lexical Ambiguity in the Podcast Titled "Close the Door" by Deddy Corbuzier on Kompas.com
This study aims to analyze lexical ambiguity in the Close the Door podcast, hosted by Deddy Corbuzier. The focus of the study includes identifying the types of lexical ambiguity in the form of polysemy and homonymy, analyzing the meaning of ambiguous words or phrases based on the conversational context, and the influence of ambiguity on listeners' comprehension. This study uses a descriptive qualitative approach with semantic analysis as the theoretical basis. The research data were obtained from conversations in the Close the Door podcast published on Kompas.com. The data collection technique was carried out through listening and note-taking of utterances containing lexical ambiguity. The data were then analyzed by identifying the form of ambiguity, determining its type, and interpreting the meaning based on the context of the utterance. The results show that lexical ambiguity in the podcast appears in the form of polysemy and homonymy, influenced by the use of informal and spontaneous language. This ambiguity can lead to different interpretations for listeners, but the conversational context helps clarify the speaker's intended meaning. This research is expected to contribute to the development of semantic studies, particularly regarding lexical ambiguity in spoken-word digital communication media.
Integration of Game-Based Learning in the National Curriculum to Improve Student Learning Motivation: A Literature Review
This literature review examines the integration of game-based learning into national curriculum frameworks and its impact on student learning motivation. Synthesizing peer-reviewed studies published between 2020 and 2026 from Google Scholar, the review employs a thematic narrative approach to analyze pedagogical alignment, motivational mechanisms, and implementation barriers. Findings indicate that game-based learning significantly enhances intrinsic motivation when game mechanics are explicitly mapped to curriculum competencies, differentiated instruction, and formative assessment. Its effectiveness is mediated by teacher facilitation, structured reflective debriefs, and institutional support, whereas ad hoc implementation often yields superficial engagement or extrinsic reward dependency. Key challenges include uneven digital infrastructure, limited pedagogical training, and misalignment between rigid assessment systems and flexible learning pathways. The review concludes that sustainable motivational gains occur only when game-based strategies are systematically embedded within competency-driven curricular designs. These insights guide policy recommendations for curriculum reform, targeted professional development, and equitable technology access. Future research should prioritize longitudinal designs to validate motivational trajectories across diverse educational contexts.
The Development of Learning Medium for Vocabulary Learning at A2 Level on the Theme of Sports
This study discusses the development of a German vocabulary learning medium for A2 level on the theme Sportlich using the Gimkit platform for students of the German Language Education Program at Universitas Negeri Medan. The study was motivated by students’ low vocabulary mastery on the sports theme, the lack of interactive learning media, and limited access to mobile-friendly learning tools. The objectives of this study were to describe the development process and to produce a feasible vocabulary learning medium. The method applied was Research and Development using the Richey and Klein model consisting of three stages: planning, development, and evaluation. The data source was vocabulary and materials from the theme Sportlich in the book Netzwerk Neu A2. The developed product was an interactive Gimkit learning medium containing 100 exercises in four formats: multiple choice, picture riddles, essays, and flashcards. Validation results showed that the product obtained a score of 89,28 from the material expert and 95 from the media expert, indicating that it was highly feasible and of excellent quality. The findings suggest that Gimkit provides an engaging, flexible, and participatory vocabulary learning environment. Therefore, this learning medium can serve as an effective alternative for improving German vocabulary mastery at the A2 level, especially on the topic of sports.