Archive for month: June, 2025

This research aims to describe the objectives, organization of materials, and learning methods of translating and interpreting the Qur’an at Khoiru Ummah Islamic Elementary School Malang. This research uses a qualitative approach in the form of a case study. Data collection techniques include observation, in-depth interviews with research subjects (the Chairman of the Foundation, the Principal of Khoiru Ummah Islamic Elementary School and teachers of the subject of translating the interpretation of the Qur’an), and documentation. The collected data were validated using triangulation techniques and sources. The data obtained was then analyzed using three techniques, namely pattern matching, explanation making, and time series analysis. The results of the study show that the purpose of this learning is to deepen students’ understanding so that they are able to memorize, understand, and practice the values of the Qur’an gradually, so as to form a generation of Quranis with noble character. Khoiru Ummah Islamic Elementary School organizes systematic learning of translation and interpretation of the Qur’an for students in grades 4-6, focusing on juz 30 which includes word-for-word translation, asbāb an-nuzūl, and moral messages from Qur’anic stories. The learning process uses lectures, drills, demonstrations, and question and answer methods to create effective, dynamic, and holistic learning.

This research aims to explore the strengthening of students’ religious character through Thursday-Friday Camp (Perkaju) activities at SMA Muhammadiyah 2 Sumberrejo. The program is designed to instill religious values, such as discipline, cooperation, responsibility, and religious observance through an interactive and practical approach. The research uses a qualitative approach with a case study method, involving interviews, observations, and documentation. The results of the study show that Perkaju is an effective medium in integrating religious values into students’ lives through activities such as congregational prayers, Islamic studies, and habituation of noble morals. This program not only enhances students’ relationship with God (hablum minallah) but also with fellow humans (hablum minannas). With a habituation and exemplary approach, the program succeeds in building students’ religious character that is balanced between spiritual and social aspects.

This study employed a descriptive-correlational design, using both qualitative and quantitative approaches, to determine the relationship between the Emotional Quotient (EQ) level of junior high school (JHS) students and their performance in Mathematics. Data was gathered from 315 junior high school students of Gubat National High School, Sorsogon, Philippines, for the school year 2023-2024. The instruments used were the Quick Emotional Intelligence Self-Assessment (QEISA) to measure the EQ levels of students across the four EQ domains—Emotional Awareness, Emotional Management, Social Emotional Awareness, and Relationship Management—and the Albay Numeracy Assessment Tool (ALNAT) to evaluate their mathematics performance. Researcher-designed interviews were also conducted to gain deeper insights into the factors influencing their performance. The data gathered underwent different statistical treatments like frequency count, mean, standard deviation, chi-square, coefficient contingency, and thematic analysis. The results reveal a significant, moderate relationship between the students’ Relationship Management and a significant, low relationship in the Social Emotional Awareness, with their performance in Mathematics. Additionally, this study proposes EQ-based lesson exemplars for Grades 7 to 10 (JHS) Mathematics to address students’ least-learned competencies and enhance their EQ. This research underscores the importance of integrating socio-emotional learning into educational practices to improve students’ Mathematics performance.

Arguing that epidemic preparedness ought to be an outcome of public policy whereas again epidemics shape public policy, the discourse herein seeks to interrogate Crisis of Public Policy during pandemics in light of balancing health security and governance. The dilemma of managing pandemics often throws many states in utter disorder (crisis) given their emergent occurrence. This crisis on one hand shapes the resilience of public policy by actors but in other circumstances, it spells doom. In the wake of the outbreak of the Covid – 19 pandemic globally, both States in the “Global – North/South” found themselves in the mesh of act or not – act, intervene or not – intervene, accept or not – accept, and to blame or not – blame.  The situation expressed the utter attempt at balancing health security and global governance which enhanced the theory of realism of international relations unwillingly in the era of much interdependence. This study therefore seeks to thematically discourse this with the knowledge that epidemics are repetitive in short and long historical epochs hence the behaviouralism of international public policy actors in the contemporary is an essential ingredient in creating preparedness for the unknown next pandemic. In the dilemma posed by and in public policy, this paper questions the models of either to choose individual state approach or collective approach. While using descriptive research design and secondary sources of data while using a Global Crisis and Cyclical Theory this article will provide knowledge expose for policy actors and academia on the underlying issues in crisis of public policy during pandemics. This research postulate that the presence of Advanced Science School on Epidemic Preparedness management of public policy during such moments as of crisis would in the ideal sense lead to a balance in health security and extremes of governance.

This paper proposes a conceptual framework to explain how informal learning through social media influences creative development among theatre‐major students in Beijing, China. Drawing on Social Cognitive Theory, the model positions aesthetic ability—defined as the capacity to perceive, interpret, and critically evaluate artistic stimuli—as the key mechanism linking students’ use of platforms such as Douyin and Xiaohongshu to their creative output. After reviewing literature on digital pedagogy, creativity in performing arts, and aesthetic development, the paper identifies three core relationships: (1) social media use in learning positively impacts aesthetic ability; (2) enhanced aesthetic ability, in turn, fosters greater creativity; and (3) social media use exerts an indirect effect on creativity via the mediating role of aesthetic ability. Although the framework is conceptual, it offers clear directions for future empirical research, recommending cross‐sectional survey designs, validated Likert‐scale measures, and structural equation modeling to test these hypotheses. The study contributes to theory by integrating aesthetic cognition into models of digital learning and creativity, and to practice by suggesting that theatre educators deliberately incorporate curated social media content and reflective activities to cultivate students’ aesthetic sensitivity and creative confidence. Finally, it underscores the relevance of media literacy and aesthetic education as integral components of 21st-century arts curricula.