JPI: Jurnal Pustaka Indonesia

Fear of Missing Out, Online Social Comparison, and Self-Identity Formation among Early Adolescents: A Qualitative Case Study in Indonesian Junior Secondary Schools

Yanny Kikis Arlint — 2026-06-10

Early adolescence is a critical period for self-identity formation, yet this developmental task is increasingly negotiated within social media environments that intensify Fear of Missing Out (FoMO), online social comparison, and external validation. This study examines how FoMO and online social comparison shape identity exploration and commitment among early adolescents in Indonesian junior secondary schools. Using a qualitative case study design, data were collected in three public schools in South Surabaya. A screening questionnaire was administered to 270 Grade VIII students, followed by purposive selection of 27 adolescents aged 12-15 years for semi-structured interviews, classroom observations, field notes, and ethically guided digital content analysis. Data were analyzed through interactive qualitative analysis supported by source triangulation, member checking, and peer debriefing. The findings show that FoMO manifested as disconnection anxiety, compulsive checking of engagement metrics, trend-based conformity, and dependence on peer validation. Online social comparison widened the discrepancy between actual and ideal selves, producing fluctuating self-esteem and self-concept incongruence. Within Marcia's identity status framework, participants predominantly displayed anxious identity moratorium and premature identity foreclosure. The study contributes to adolescent identity theory by contextualizing FoMO within a collectivist Indonesian school setting and highlights the need for critical digital literacy and school-based counseling interventions.

Constructing Adolescent Sexual Education in Algorithmic ‎Social Media Ecosystems: Family as a Socializing Agent

Rafi Maulana Ramadhan — 2026-06-10

This study aims to analyze the social construction of adolescent sexual education within algorithmic social media ecosystems and to examine the role of the family as a primary socialization agent in the context of a digital society. The study employs a Systematic Literature Review (SLR) approach guided by the PRISMA framework to identify, screen, and analyze reputable scholarly articles indexed in Scopus, Web of Science, ERIC, and SINTA published between 2019 and 2026. The study develops a comprehensive search strategy using combinations of keywords related to adolescent sexual education, algorithmic social media, and family socialization, and applies rigorous inclusion and exclusion criteria to ensure the relevance and quality of the selected studies. The findings indicate that adolescents predominantly obtain sexual information through algorithm-driven social media platforms such as Instagram, TikTok, and YouTube, which provide rapid, interactive, and personalized access to information. Algorithmic social media function not only as channels of information but also as emerging socialization agents that shape adolescents’ understanding, attitudes, and sexual behaviors. The study also reveals that the family continues to serve as a primary socialization agent by transmitting values, norms, and moral orientations through interpersonal communication, supervision, and the internalization of cultural and religious values. However, the findings highlight a dynamic contestation between parental authority and the power of algorithmic structures, which expand adolescents’ digital autonomy while constraining the effectiveness of parental control. The study concludes that the construction of adolescent sexual education is shaped through the interaction between algorithmic structures and family mediation. Therefore, families need to adopt dialogical, participatory, and digital literacy-based approaches to strengthen adolescents’ resilience in navigating sexual information within algorithmic social media environments.

Enhancing Vocational Graduate Employability: The Roles of ‎Teachers' Pedagogical Competence and School–Industry ‎Partnerships in Kendal Regency

Santi Larasati — 2026-06-10

Vocational education plays a strategic role in preparing graduates to meet labor market demands. However, despite the industrial potential of Kendal Regency, the employability of vocational high school graduates remains a challenge due to job mismatch, limited entrepreneurial opportunities, and difficulties in aligning educational outcomes with industry needs. This study examines the influence of teachers' pedagogical competence and school–industry partnerships on vocational high school graduate employability. A quantitative ex post facto correlational design was employed involving 216 teachers from public vocational high schools in Kendal Regency, Indonesia, selected through purposive sampling. Data were collected using structured questionnaires and analyzed using simple and multiple linear regression with IBM SPSS Statistics version 27. Prior to hypothesis testing, normality, linearity, heteroscedasticity, and multicollinearity tests were conducted. The findings revealed that teachers' pedagogical competence had a positive and significant effect on graduate employability (R² = 0.363, p < 0.001), while school–industry partnerships also showed a positive and significant effect (R² = 0.169, p < 0.001). Simultaneously, both variables significantly influenced graduate employability (R = 0.617; R² = 0.381; F = 65.60; p < 0.001), indicating that 38.1% of the variance in graduate employability was explained by the combined contribution of the two predictors. Teachers' pedagogical competence emerged as the stronger predictor. These findings suggest that strengthening teachers' pedagogical competence and enhancing sustainable school–industry partnerships are essential strategies for improving vocational graduate employability and supporting better alignment between vocational education and labor market needs.

Mapping Intercultural Dialogue Networks In Multicultural Schools: A Social Network Analysis Of Teachers, Students, And Community Actors

Agustina Tri Wijayanti — 2026-06-10

Intercultural dialogue in multicultural schools is sustained by relational ties among teachers, students, school leaders, and community actors, yet its structural configuration remains insufficiently mapped in Indonesian school contexts. This study addresses this gap by applying a hybrid Systematic Literature Review and Social Network Analysis (SLR-SNA) approach to identify central actors, brokers, communities, and structural vulnerabilities in intercultural dialogue networks. Literature was retrieved from Scopus and Google Scholar using database-specific search strings on intercultural dialogue, multicultural schooling, school actors, and network relations. Following PRISMA-compliant screening of publications from 2020 to 2025, 32 articles were retained. Actor-programme relationships were extracted through a predefined codebook and transformed into a two-mode matrix comprising 55 nodes and 161 undirected, unweighted edges. The network was analysed in Gephi 0.10.1 using degree, betweenness, closeness, bridging coefficient, and Louvain modularity. Results: Four communities emerged: Teacher Actors (C0), Student Actors (C1), Community Actors (C2), and School Leadership (C3). School Leadership occupied the most dominant brokerage position, with the School Principal recording the highest degree (17) and betweenness centrality (102.40). Student actors showed the strongest intercommunity connectivity, whereas community actors had high bridging coefficients but low integration, indicating unrealised bridging potential. The network density was 0.109 and modularity reached Q = 0.524, indicating a sparse and fragmented dialogue ecosystem. These findings reveal a leadership-dominated, student-intermediated, and community-marginalised network architecture. Strengthening intercultural dialogue therefore requires institutionalising community participation, distributing student bridging roles, and reducing excessive dependence on school leadership.

Lampung Local Wisdom as a Pedagogical Anchor: Developinga ‎Tourism History Textbook for Indonesian History Education

Yustina Sri Ekwandari — 2026-06-19

This study addressed the limited availability of university-level Indonesian Tourism History textbooks that systematically integrate Lampung local wisdom, which restricts students’ engagement with regional cultural heritage. It aimed to develop and assess the feasibility of a textbook using the ADDIE model. A research and development design was implemented at the History Education Study Program, Universitas Lampung, involving 27 students enrolled in the Indonesian Tourism History course and two expert validators. Data were collected through semi-structured interviews, validator assessment rubrics, and a 13-item student-response questionnaire using a four-point Likert scale. Data were analyzed using feasibility percentages, descriptive statistics, the Intraclass Correlation Coefficient, and one-way ANOVA followed by Tukey HSD post hoc testing. The questionnaire showed acceptable internal consistency (Cronbach’s α = .701), while agreement between validators was excellent (ICC = .931). The textbook obtained feasibility scores of 86.3% and 83.0% from the two validators, both categorized as very good. Students reported a positive overall response (M = 3.05/4.00; feasibility index = 76.3%). Significant differences were found among student-response indicators, F(12, 338) = 2.450, p = .005; local-wisdom information exploration and local-wisdom knowledge received significantly higher ratings than active textbook use. These findings indicate that the ADDIE-developed textbook is a valid and practically feasible resource for integrating Lampung cultural heritage into higher education history learning. However, the findings are limited to one course cohort and perception-based data; future studies should involve larger multisite samples and quasi-experimental pretest–posttest designs to examine learning gains and creativity outcomes.

Investigating Students’ Problems in Learning Speaking English at Mts Al-Kautsar School Pekanbaru

Febri Abshor — 2026-06-25

This study aims to identify the speaking barriers experienced by ninth-grade students at MTS Al-Kautsar School in Pekanbaru. A qualitative approach was employed, using observation and interviews to investigate the factors that hinder students' ability to speak English. The participants consisted of 20 ninth-grade students. The findings revealed nine major speaking barriers experienced by the students. The most prevalent barriers were the use of the native language and limited vocabulary, both reported by all participants. Other frequently identified barriers included difficulty expressing ideas spontaneously, shyness during debates and speeches, anxiety in formal speaking situations, and low participation in speaking activities. Additionally, fear of making mistakes, psychological barriers, and lack of self-confidence were reported by nearly half of the students. In contrast, lack of motivation to speak was found to be the least common barrier. Overall, the findings suggest that both affective factors, such as anxiety and self-confidence, and linguistic factors, such as vocabulary limitations, play a significant role in hindering students’ English-speaking performance.

Strategic Management in the Context of Public Policy of Education at the North Aceh Regency Education and Culture Office

Jamaluddin — 2026-06-29

Minimum Service Standards (SPM) are intended to guarantee equitable basic education services; however, their implementation in decentralized regions often remains uneven. This study examined how strategic management shaped the acceleration of education SPM achievement at the North Aceh Regency Education and Culture Office. A qualitative case-study design was employed. Data were collected in 2026 through semi-structured interviews with five purposively selected informant groups: service leadership, facilities and infrastructure managers, planning and cross-sector actors, school supervisors, and school principals. Non-participant observations and document reviews of planning, budgeting, performance, SPM, Dapodik/EMIS, and coordination records complemented the interviews. Data were analyzed using the Miles, Huberman, and Saldaña interactive model and validated through source and technique triangulation, member checking, and audit trails. The findings showed that SPM had been incorporated into formal planning and reporting but had not been fully operationalized as an outcome-based performance target. The overall case-based analytic reach score was 61.30%, while planning, budgeting, and data utilization showed the lowest achievement at 56.00%. Infrastructure management remained reactive, teacher and facility provision was uneven, and cross-sector coordination was not yet institutionalized. Geographical remoteness also continued to constrain access, supervision, and service equity. These findings indicate that regulatory commitment alone cannot ensure SPM achievement without integrated leadership, spatially responsive planning, targeted budgeting, systematic data use, and formal interagency coordination. The study is limited to one institutional case and purposively selected informants; therefore, its findings are not statistically generalizable. Future studies should compare districts and apply longitudinal monitoring to assess the sustainability of strategic interventions.

Development Of A Learning Assesment Model For Pancasila ‎Education Based On Marzano’s Taxonomy

Hermi Yanzi — 2026-06-29

This study aimed to develop and evaluate a Marzano’s Taxonomy–based assessment model for Pancasila Education that measures students’ cognitive, metacognitive, and self-system competencies. The model was needed because existing assessments under the Merdeka Curriculum predominantly measured retrieval and comprehension, while higher-order thinking, self-reflection, and character-related dimensions remained insufficiently assessed. This Research and Development study employed a modified 3D model comprising Define, Design, and Develop stages. It was conducted at SMA YP Unila, Bandar Lampung, during the 2025/2026 academic year. The needs analysis involved two Pancasila Education teachers and 60 tenth-grade students. Three experts validated the developed product, followed by a limited trial involving 30 students and a field trial involving 60 students. Data were collected through interviews, needs-analysis questionnaires, validation sheets, teacher and student response questionnaires, and documentation. Qualitative data were analyzed interactively, while quantitative data were analyzed descriptively using percentages. The results showed that 80.00% of existing assessment items measured retrieval and comprehension, whereas metacognitive and self-system levels were not represented. The developed model comprised 30 items distributed across six Marzano levels and was supported by a guidebook, test and non-test instruments, rubrics, and scoring guidelines. Expert validation reached 93.42%, teacher practicality reached 92.75%, student practicality reached 92.00%, and overall feasibility reached 92.72%. These findings indicate that the model provides a more comprehensive assessment alternative for critical thinking, decision-making, self-reflection, and the internalization of Pancasila values. The study was limited to one school and did not test learning effects; future research should examine its effectiveness across diverse educational settings.

Educational Financing Management in Public Junior High ‎Schools in Deli Serdang Regency

Yenita Anggraini Barus — 2026-06-30

Educational financing management is central to school governance because it determines how financial resources are planned, implemented, evaluated, and communicated to support educational quality. This study aimed to analyze educational financing management at SMP Negeri 3 Pantai Labu and SMP Negeri 4 Percut Sei Tuan, Deli Serdang Regency, Indonesia, focusing on planning, implementation, evaluation, and transparency. Using a qualitative multi-site case study design, data were collected through in-depth interviews, field observations, and document analysis involving principals, vice principals, treasurers, administrative staff, school committee representatives, and teachers. Data were analyzed through condensation, coding, categorization, within-site analysis, cross-site comparison, and interpretive synthesis, with trustworthiness ensured through triangulation, member checking, peer debriefing, persistent observation, and audit trail documentation. The findings show that both schools used RKAS/ARKAS as the main instrument for aligning school needs, budget priorities, expenditure realization, accountability documents, and stakeholder communication. However, SMP Negeri 3 Pantai Labu adopted a conservative-stability model, while SMP Negeri 4 Percut Sei Tuan demonstrated a programmatic-adaptive model. This study implies that strengthening SOPs, treasurer competence, ARKAS literacy, program-based evaluation, and stakeholder communication is essential for improving accountable and quality-oriented school financing governance.

Evidence-Based and Stakeholder-Oriented Decision-Making in ‎Organizations: A Conceptual Study on Organizational ‎Effectiveness, Legitimacy, and Sustainability

Saripuddin Daulay — 2026-06-30

This study aims to examine the conceptual foundations, processes, determinants, and stakeholder implications of organizational decision-making. A qualitative conceptual literature review was employed by synthesizing relevant scholarly literature on management, leadership, organizational behavior, and stakeholder management. The findings indicate that organizational decision-making is not limited to selecting an alternative but involves identifying problems, gathering relevant information, developing and evaluating alternatives, implementing decisions, and assessing outcomes. Decision quality is influenced by information accuracy, leadership competence, organizational culture and structure, resource availability, technological developments, and internal and external environmental conditions. The review also shows that stakeholder-oriented decision-making is essential for strengthening organizational legitimacy, public trust, and support for policy implementation. Conversely, decisions made without adequate information, contextual analysis, and stakeholder consideration may lead to resistance, conflict, inefficiency, and reputational risks. This study concludes that systematic, evidence-informed, participatory, and ethically grounded decision-making is essential for improving organizational effectiveness, responding to uncertainty, and supporting long-term sustainability.

The Effect of the Read Aloud Method on Students’ Reading Interest at the Elementary Level

Indri Harmaili Lubis — 2026-07-01

This study aimed to examine the effect of the Read Aloud method on the reading interest of third-grade students at SD Negeri 02 Sei Baru. Although reading interest is essential for establishing early literacy habits, empirical evidence on structured Read Aloud implementation in local elementary-school contexts remains limited. A quantitative quasi-experimental study employing a nonequivalent control-group design was conducted with 54 third-grade students: 27 students in the experimental group and 27 in the control group. Data were collected through a reading-interest questionnaire covering enjoyment of reading, reading frequency, curiosity toward reading materials, and awareness of reading importance. Descriptive statistics, paired-sample t tests, and an independent-sample t test were used to analyse the data. The experimental group’s mean score increased from 58.44 at pretest to 82.15 at posttest, whereas the control group increased from 59.11 to 68.85. Posttest results showed a statistically significant difference between the groups (p = .002). These findings indicate that the Read Aloud method was associated with higher reading interest among participating students. The result suggests that expressive storytelling, interactive questioning, teacher scaffolding, and reflective discussion can create more enjoyable and meaningful literacy experiences for young learners. However, the findings are limited to one school and a relatively small sample; broader studies across varied educational settings are needed. Integrating Read Aloud activities into regular literacy instruction may therefore support the development of sustained reading interest in elementary education.

Deep Learning Models for Measuring Affective Outcomes in Islamic Religious Education

Maemunah Maemunah — 2026-06-30

This study aims to develop and validate a deep learning-based framework for measuring affective outcomes in Islamic Religious Education (IRE) through the integration of multimodal learning data, qualitative validation, and ethical governance grounded in Islamic values. Employing a mixed-methods sequential explanatory design, the research was conducted at SMAN 24 Kabupaten Tangerang, SMAN 19 Kabupaten Tangerang, and SMA Islamic Village. The quantitative phase involved the development of Convolutional Neural Networks (CNN), Recurrent Neural Networks (RNN), and transformer-based models to analyze students’ reflective texts, behavioral logs, and digital interaction patterns. The qualitative phase consisted of teacher and student interviews, classroom observations, and document analysis to contextualize and validate computational findings. The results demonstrate that deep learning models effectively measure religiosity, empathy, moral awareness, ethical disposition, and spiritual engagement in a more objective, adaptive, and sustainable manner than conventional affective assessment approaches. Multimodal models exhibited the highest predictive performance by integrating cognitive, behavioral, and affective indicators into a unified analytical framework. The study further highlights the necessity of embedding principles of adl (justice), amanah (trustworthiness), data privacy, and informed consent into AI-based educational assessment systems. Overall, the proposed framework contributes to the advancement of human-centered, ethically grounded, and data-driven affective assessment in the digital transformation of Islamic education.

Transformative Social Studies Education Under the ‎Merdeka Belajar Framework: Activity Theory and the ‎Negotiation of Local Wisdom Knowledge in ‎Multicultural Classrooms

Edi Susrianto Indra Putra — 2026-06-30

This study examines how Activity Theory (AT) provides an analytical framework for understanding the transformative role of Social Studies education under Indonesia's Merdeka Belajar curriculum, specifically in negotiating local wisdom knowledge within multicultural classrooms. Drawing on a qualitative case study design involving twelve Social Studies teachers across three junior high schools in Riau Province, data were gathered through semi-structured interviews, classroom observations, and document analysis. Thematic analysis reveals that the six components of Engeström's expanded Activity System; subject, tools, object, rules, community, and division of labour,operate as dynamic mediators through which local wisdom (kearifan lokal) is contested, validated, and repositioned within diverse epistemic communities. The Merdeka Belajar framework's emphasis on student autonomy, the Profil Pelajar Pancasila, and Project-Based Learning created enabling conditions for culturally sustaining pedagogies, yet systemic tensions persisted between standardized national assessment and the fluid nature of indigenous knowledge. The study contributes a theoretically grounded, empirically situated model for integrating local wisdom into Social Studies under Merdeka Belajar, with implications for multicultural curriculum design, teacher professional development, and education policy in pluralistic societies.

Implementation of the Cultural Values of the “Taneak Jang” ‎Customary Tradition in Strengthening Literacy and ‎Indonesian Language Learning in Junior High Schools

Agung Nugroho — 2026-06-30

This study aimed to describe the implementation of the Taneak Jang customary tradition, examine the role of customary leaders in its preservation, identify factors supporting its continuity, and explore its relevance to cultural literacy and Indonesian language learning in junior high schools. A descriptive qualitative design with a cultural ethnographic approach was conducted in Pasenan Village, STL Ulu Terawas District, Musi Rawas Regency. Data were obtained from customary leaders, bayan, community leaders, and residents involved in the tradition through in-depth interviews, direct observation, and documentation, then analysed through data reduction, data display, and conclusion drawing. The findings showed that Taneak Jang is implemented through the preparation of ritual equipment, the bridal procession, melangir, mandi kasai, simburan, and closing prayers. Customary leaders functioned as ritual leaders, guardians of procedural authenticity, providers of moral and spiritual guidance, and transmitters of cultural knowledge. The tradition was sustained by community attachment to ancestral customs, family participation, customary leadership, village-government support, and intergenerational transmission. Its pantun, prayers, advice, narratives, and symbolic practices were identified as potential materials for descriptive, narrative, expository, and procedural texts, cultural literacy, and character education. These findings indicate that living oral traditions can connect language learning with students’ sociocultural environment and support local-identity preservation, consistent with contextual and culture-based learning perspectives. However, the study was limited to one village and did not test classroom implementation; future research should develop and evaluate Taneak Jang-based teaching materials across different schools and learner groups.

Cooperative Learning and Social Capital Formation in ‎Multicultural Social Studies Classrooms: Putnam’s Framework ‎for Trust, Reciprocity, and Adolescent Democratic ‎Participation

Ilham Syah — 2026-06-30

This paper develops a conceptual framework for how cooperative learning in ‎multicultural Social Studies (IPS) classrooms might foster Putnamian social ‎capital intergroup trust, civic reciprocity, and democratic participation among ‎adolescent students in heterogeneous schools. Rather than reporting findings ‎from an original survey or focus-group study, the analysis synthesizes Robert ‎Putnam's (1993, 2000) social capital framework with the cooperative-learning ‎literature (Johnson & Johnson, 2009) to derive a set of theoretically grounded ‎propositions linking specific dimensions of cooperative learning quality to specific ‎dimensions of social capital formation, and to the moderating role of classroom ‎heterogeneity. The framework proposes that cooperative learning quality is ‎associated with social capital formation, with intergroup trust expected, on ‎contact-theory grounds, to be the most foundational dimension, followed by civic ‎reciprocity and democratic participation. Classroom heterogeneity is proposed to ‎moderate the cooperative-learning-to-trust pathway, such that the trust-building ‎function of cooperative structures is amplified when diversity is structurally ‎embedded in task design. Three candidate mechanisms role rotation, accountable ‎interdependence, and deliberative dialogue are proposed as the processes ‎through which cooperative structures might translate into Putnamian social ‎capital. The paper offers this model as a heuristic for future empirical research, ‎together with a set of testable propositions rather than confirmed findings, with ‎implications for IPS curriculum development and teacher training in pluralistic ‎educational contexts‎.‎

Interactive Digital Storybooks: A Personalized Approach To ‎English Learning In Indonesian Primary School

Ulya Himawati — 2026-07-05

Primary English education in Indonesia faces challenges in developing learning resources that meet individual student needs. To address this, the Merdeka Belajar policy promotes a tailored learning approach. This study evaluates the use of an Interactive English Story Book that integrates interactive elements, audio, and visuals for fourth-grade students learning English. The evaluation was conducted by the researcher and the English teacher through classroom observations, interviews, and questionnaires over a three-week period, involving a small pilot sample of thirteen students aged nine to ten at Bina Putra School. The measured aspects included the domains of engagement (assessed by visual focus and responses to interactive elements), motivation (assessed by the initiative to start learning activities), and reading comprehension all evaluated against the benchmarks of personalized and student-centered learning principles within the Merdeka Belajar framework. The findings indicate that nearly all students demonstrated enthusiastic behavior and reported an increase in learning motivation. However, comprehension outcomes varied; the vast majority of the total students showed varying degrees of difficulty, indicating that visual elements alone were insufficient without an interactive glossary or guided explanations. To avoid confirmation bias, observations noted variations among students influenced by their prior digital familiarity. Several students who were less familiar with technology experienced navigation barriers and required additional support, which triggered off-task behavior in the form of confusion when operating the interactive features. Meanwhile, the teacher reported that the storybook facilitated personalized learning, but technical improvements in usability are highly required before the medium can be declared fully feasible for widespread independent use.

Intergenerational Communication Patterns between ‎Principals and Teachers in Improving Learning Quality: A ‎Systematic Literature Review

Dina Puspita — 2026-07-06

This study aims to map, synthesize, and analyze empirical evidence on intergenerational communication patterns between school principals (Baby Boomers, Generation X, Millennials) and teachers (Generation X, Millennials, Generation Z) and its impact on learning quality. Method: A systematic literature review was conducted following the PRISMA guidelines. A search of Google Scholar, ERIC, and Scopus databases (2017–2026) identified 487 articles, of which 25 met the inclusion criteria for in-depth analysis. Results: Findings reveal five key insights: (1) each generation exhibits distinct communication styles shaped by social context and technology adoption; (2) generational gaps create barriers in media preferences, formality norms, and feedback expectations; (3) Generation X principals employing care-based communicative leadership effectively bridge these differences; (4) multi-channel strategies, two-way mentoring, and an inclusive climate enhance cross-generational communication; and (5) effective intergenerational communication significantly improves teacher motivation, collaboration, and learning quality. Novelty: This study uniquely synthesizes cross-generational dynamics across four generations within school leadership, highlighting the underexplored role of Generation X principals as effective mediators. Practical Implication: Findings inform school management policies that are responsive to generational diversity, promoting adaptive communication frameworks. Contribution: The study contributes a consolidated evidence base on intergenerational communication in educational leadership, offering actionable strategies to improve learning quality through enhanced teacher-principal interactions.

Determinants of Trust in Business-to-Business Relationships: ‎The Role of Relationship Quality, Service Quality, and ‎Communication

Angeli Margaretha — 2026-07-06

This study aims to examine the determinants of trust in business-to-business (B2B) relationships and develop an integrative conceptual framework linking relationship quality, service quality, and communication with trust. Previous studies analyzed these determinants separately, limiting understanding of their combined effect on inter-organizational collaboration. A systematic literature review following the PRISMA framework was conducted using Scopus-indexed journals (2021–2026). From 620 records, 37 articles met eligibility criteria, and 30 were synthesized through thematic analysis. Findings show that relationship quality is the strongest predictor of trust, encompassing satisfaction, commitment, continuity, and conflict reduction. Service quality enhances trust through reliability, responsiveness, efficiency, and partner competence. Communication acts as a moderator by increasing transparency, reducing information asymmetry, clarifying expectations, and facilitating knowledge sharing. The proposed conceptual model positions relationship quality and service quality as antecedents of trust, with communication strengthening and moderating trust formation. Theoretically, the study frames trust as a dynamic relational capability shaped by operational performance, relational experience, and information exchange. Practically, it suggests firms should manage trust strategically through consistent service delivery, long-term relationship investment, and structured, transparent communication. Limitations include reliance on literature-based synthesis; future research should empirically test the model across diverse B2B contexts.

Paper’s Entrepreneurship Education and Field Work Practice: ‎Motivational Pathways to Vocational Students’ Interest

Marsha Ovia Permatasari — 2026-07-06

This study examines the effect of entrepreneurship education and field work practice (Praktik Kerja Lapangan/PKL) on vocational students’ entrepreneurial interest, with entrepreneurial motivation positioned as an intervening variable. Using a quantitative explanatory design, data were collected from 181 students of SMK Negeri 10 Semarang who had received entrepreneurship learning and participated in, or were preparing for, field work practice. The research instrument used a five-point Likert scale measuring entrepreneurship education, field work practice, entrepreneurial motivation, and entrepreneurial interest. Data were analyzed through descriptive statistics and partial least squares structural equation modeling (PLS-SEM). The findings show that all constructs were in the high category, with average index scores above 91%. The measurement model met convergent validity and reliability criteria, with AVE values ranging from 0.538 to 0.582 and composite reliability values from 0.880 to 0.906. The structural model indicated strong explanatory power for entrepreneurial motivation (R² = 0.789) and entrepreneurial interest (R² = 0.717). Entrepreneurship education, field work practice, and entrepreneurial motivation significantly influenced entrepreneurial interest, while entrepreneurial motivation also mediated the effects of entrepreneurship education and field work practice. These results imply that vocational schools should not treat entrepreneurship learning and PKL as separate programs, but should integrate them through practice-based, motivationally supportive learning experiences that strengthen students’ confidence, opportunity recognition, and readiness to create new ventures.

Work Motivation, Career Prospects, and Employment Decisions among Alfa Class Graduates: Intention and Digital Readiness

Diva Azahra — 2026-07-10

This study examined the influence of work motivation and perceived career prospects on employment decisions among Alfa Class graduates at SMK Negeri 9 Semarang, with employment intention as a mediating variable and digital readiness as a moderating variable. A quantitative explanatory design was employed using a survey method. The respondents consisted of 107 Alfa Class graduates from the 2023–2025 cohorts, selected through a census sampling technique. The research instrument was pilot-tested on 39 Alfa Class graduates at SMK Negeri 1 Kendal, and the main data were analyzed using Partial Least Squares-Structural Equation Modeling (PLS-SEM) with SmartPLS 4. The findings showed that work motivation did not have a significant effect on either employment intention or employment decision. In contrast, perceived career prospects had a strong and significant effect on employment intention (β = 0.589; p < 0.001), while employment intention significantly influenced employment decision (β = 0.584; p < 0.001). Employment intention fully mediated the relationship between perceived career prospects and employment decision, indicating that graduates’s perceptions of career opportunities are translated into employment decisions primarily through the formation of work intention. Digital readiness also had a significant direct effect on employment decision (β = 0.205; p = 0.024), but it did not significantly moderate the relationships among the proposed variables. These findings imply that industry-based vocational programs should not only provide recruitment pathways, but also strengthen students’ perceptions of career prospects, employment intention, and digital readiness to support more effective school-to-work transitions.

Deconstructing English Language Learning Facilitation ‎Through A Competency-Based Human Resource Management ‎Perspective In Private Higher Education Institutions

Azmy Muhammad Habiby — 2026-07-13

This study aims to deconstruct the dynamics of English language learning facilitation through a Competency-Based Human Resource Management (HRM) lens at two private higher education institutions in Bekasi, Indonesia: STEBIS YPII Bekasi and Pelita Bangsa University Bekasi. The study responds to the persistence of grammar-dominated English instruction in Indonesian private universities, where classroom practices often prioritize credit-hour completion and administrative compliance over communicative competence development. A qualitative comparative multi-locus case study design was employed. Data were collected through participant observation of classroom facilitation, documentary analysis of Semester Learning Plans (RPS), and in-depth interviews with lecturers as key instructional actors and students as representatives of human capital. Data were analyzed using the interactive thematic analysis model of Miles, Huberman, and Saldaña, involving data condensation, data display, and conclusion drawing. The findings show that both institutions experienced functional instructional stagnation caused by activity-based performance practices that neglected instructional needs assessment, student readiness, and sustainable exit strategies. The transition from teacher-centered instruction to dialogic, learner-centered facilitation helped reduce students’ mental blocks and communication anxiety while strengthening their willingness to participate in English communication activities. From a Competency-Based HRM perspective, dialogic facilitation functions not only as a pedagogical technique but also as a strategic change-management mechanism for transforming lecturer work behavior and improving graduate capacity. However, the study is limited to two private institutions; future research should involve broader institutional contexts and examine the long-term impact of facilitation-based HRM interventions on students’ communicative performance.

From Religious Authority to Character Formation: KH Nasori’s CommunityBased Islamic Education in Tegal Regency, Indonesia

Abdul Fatah — 2026-07-13

This study aims to analyze the role of KH Nasori as a local Islamic educational figure in shaping the religious, moral, social, and national character of the Muslim community in Tegal Regency, Indonesia. It responds to the limited scholarly attention given to local ulama as community-based agents of Islamic character education, particularly in regional Muslim societies undergoing socio-religious transformation. This study employed a qualitative figure-study design supported by historical-pedagogical analysis. The primary data were obtained from Abdul Fatah’s biography of KH Nasori, while secondary data were drawn from scholarly literature on Islamic education, character education, pesantren studies, kiai leadership, religious moderation, and community-based education. Data were collected through documentation and library research and analyzed using the interactive model of Miles and Huberman, consisting of data condensation, data display, conclusion drawing, and verification. The findings show that KH Nasori contributed to character formation through personal exemplarity, religious da’wah, classical Islamic text teaching, pesantren-based mentoring, mosque-centered community education, and active engagement in Nahdlatul Ulama. The main character values internalized through these practices include religiosity, sincerity, istiqamah, simplicity, social responsibility, moral courage, moderation, and national commitment. These findings indicate that Islamic character education is not confined to formal institutions or written curricula, but can be cultivated through living moral authority, community engagement, and socio-religious leadership. Since this study relies on biographical and documentary sources, future research should employ oral history, ethnography, or comparative case studies to examine the broader impact of local ulama on community-based Islamic education.

Development of Project-Based Learning E-Module Integrated with Local Wisdom of Kupang Sidoarjo to Improve Students Creative Thinking Skills

Asnani — 2026-07-13

This study aimed to develop and evaluate a Project-Based Learning (PjBL) e-module integrating the local wisdom of Kupang Sidoarjo to support Grade X students’ creative thinking in biodiversity learning. The study employed a Research and Development approach using the 4D model—Define, Design, Develop, and Disseminate—and a one-group pretest–posttest design at MAN Sidoarjo, East Java. Participants included two biology teachers and 36 students in the needs assessment, three expert validators, and 70 students in classroom implementation. Data were collected through interviews, questionnaires, validation and readability sheets, implementation observations, student responses, and four essay items assessing fluency, flexibility, originality, and elaboration. Data were analysed using descriptive statistics, the Fry Readability Formula, the Shapiro–Wilk test, the Wilcoxon Signed-Rank Test, effect size, and normalized gain. The e-module obtained a mean validation score of 3.56, indicating very high validity; its average readability corresponded to Grade 11, while classroom usability remained appropriate for Grade X students. Implementation fidelity reached 3.73, and all student-response dimensions exceeded 90%. Creative-thinking scores increased from 49.29 to 88.53, with a high N-gain of 0.76 and a significant pretest–posttest difference (Z = −7.213, p < .001, r = .86). These findings indicate that contextual PjBL activities grounded in documented local wisdom can facilitate authentic problem-solving and creative engagement, consistent with previous research on project-based and contextual learning. However, the single-school, one-group design and single-rater scoring limit causal inference and generalizability; future studies should employ controlled multisite designs, larger samples, and multiple raters.