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All Journal Humaniora RETORIKA: Jurnal Ilmu Bahasa Journal of Education and Learning (EduLearn) Kandai Journal on Education Edum Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jounal of Education and Teaching (JET) International Journal of Educational Management and Innovation (IJEMI) Jurnal Pendidikan dan Pengajaran (JPP) Indo-MathEdu Intellectuals Journal JURNAL INOVASI DAN MANAJEMEN PENDIDIKAN Kelola: Jurnal Manajemen Pendidikan Morfologi : Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya BAHASTRA Ilmu Manajemen Sosial Humaniora (JIMSH) Journal of Society Innovation and Development (JSID) Journal of Leadership, Management and Policy in Education Journal of Humanities Research Sustainability International Journal of Language and Ubiquitous Learning
Ishak Bagea
Administrasi Pendidikan, Universitas Muhammadiyah Kendari, Indonesia
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Language, Identity, and Ideology: A Sociolinguistic Analysis of Discourse in Multicultural Societies Rizki Amalia Sholihah; Ishak Bagea; Sitti Agustina
Journal of Humanities Research Sustainability Vol. 3 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jhrs.v3i1.3319

Abstract

Background. Language plays a fundamental role in shaping and reflecting identity, particularly in multicultural societies where diverse linguistic and cultural backgrounds intersect. The relationship between language, identity, and ideology is complex, as discourse both constructs and reflects social realities, power dynamics, and cultural values. Understanding how language operates in such contexts is crucial for exploring how ideologies are communicated and contested. Purpose. This study aims to examine the interplay between language, identity, and ideology in multicultural societies through a sociolinguistic analysis of discourse. It seeks to understand how language is used to construct social identities, negotiate cultural differences, and reinforce or challenge dominant ideologies within diverse communities. Method. A qualitative sociolinguistic approach is employed, using discourse analysis to examine a range of spoken and written texts from multicultural settings. Data sources include media, political speeches, and everyday conversations. The analysis focuses on how linguistic choices reflect identity construction and ideological positioning. Results. The findings reveal that language is a powerful tool for constructing social identities, with speakers strategically using linguistic features to align themselves with particular cultural or political groups. Ideological discourses are often reinforced through language, but also provide spaces for resistance and the negotiation of power relations. Conclusion. This study demonstrates the significant role of language in shaping identity and ideology in multicultural societies, highlighting the need for continued research into how language practices contribute to social dynamics and political discourse.
Syntax, Power, and Persuasion: Linguistic Strategies in Political and Media Discourse Ishak Bagea; Mentari Putri Pramanenda Sinaga; Sitti Agustina
Journal of Humanities Research Sustainability Vol. 3 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jhrs.v3i2.3366

Abstract

Background. Language plays a pivotal role in shaping political power and influencing public opinion. Through syntax, rhetorical strategies, and discourse structures, political and media discourses manipulate language to persuade, construct ideologies, and reinforce power dynamics. Understanding the linguistic strategies used in these contexts is essential for analyzing how political narratives are constructed and how media discourse frames societal issues. Purpose. This study aims to explore the syntactic and linguistic strategies employed in political and media discourse, focusing on how these strategies serve to exert power, persuade audiences, and reinforce ideological structures. The research seeks to identify common patterns of persuasion and power dynamics within language use and to evaluate their impact on public perception. Method. A qualitative approach is used, with a combination of discourse analysis and syntactic analysis to examine political speeches, media articles, and televised debates. Data is collected from a range of political figures, media outlets, and speeches within the last decade to assess the contemporary use of language as a tool for persuasion and ideological influence. Results. The findings indicate that political and media discourses employ complex syntactic structures, including parallelism, modality, and presupposition, to assert authority and influence audience beliefs. These strategies are closely tied to ideological positioning, with frequent use of inclusive language to consolidate power and exclusive language to marginalize opposition. Conclusion. This research highlights the role of syntax in shaping political and media narratives. Understanding these linguistic strategies allows for a deeper analysis of how power and persuasion function within public discourse, contributing to the manipulation of public opinion and the reinforcement of social and political hierarchies.
Redefining Language Learning Through AR/VR Technologies: Immersive Environments for Enhancing Cultural Understanding and Linguistic Proficiency Ishak Bagea; Mariama Bah; Ryan Teo
International Journal of Language and Ubiquitous Learning Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v4i1.3392

Abstract

Background. Augmented Reality (AR) and Virtual Reality (VR) technologies have the potential to revolutionize language learning by providing immersive, interactive environments that enhance cultural understanding and linguistic proficiency. Traditional language learning methods often fail to fully engage learners in real-life contexts, limiting their exposure to authentic language use and cultural nuances. AR and VR offer a unique opportunity to simulate real-world scenarios, enabling learners to experience language and culture in ways that were previously unimaginable. Purpose. This study aims to explore the integration of AR and VR technologies into language learning platforms to enhance both linguistic proficiency and cultural understanding. The research focuses on evaluating how immersive environments can improve learners’ ability to engage with language in practical, context-driven settings. Method. The study uses a mixed-methods design, incorporating both qualitative and quantitative data. Participants were exposed to AR and VR-based language learning modules, and their linguistic performance, cultural understanding, and engagement were assessed through pre- and post-tests, surveys, and interviews. Observational data from classroom settings were also analyzed to evaluate the effectiveness of the immersive learning experience. Results. The findings show that learners who engaged with AR/VR-based language learning demonstrated significant improvements in both linguistic proficiency and cultural understanding. Additionally, participants reported higher levels of motivation and engagement compared to traditional methods. Conclusion. AR and VR technologies offer significant potential in language learning by providing immersive experiences that enhance both linguistic and cultural learning. The study highlights the importance of integrating innovative technologies into educational frameworks to foster more effective and engaging language acquisition.
Globalizing Language Learning with Multicultural Sensitivity: How Ubiquitous Learning Technologies Support Cross-Cultural Language Acquisition Ishak Bagea; Jack Davis; Emilie Bernard
International Journal of Language and Ubiquitous Learning Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v4i2.3394

Abstract

Background. As the world becomes increasingly interconnected, language acquisition extends beyond merely mastering grammar and vocabulary to include understanding cultural nuances. Ubiquitous learning technologies have transformed the way languages are taught, making learning more flexible, accessible, and personalized. However, there remains a need for these technologies to address not only linguistic proficiency but also multicultural sensitivity, enabling learners to navigate cross-cultural communication effectively in a globalized world. Purpose. This study aims to explore how ubiquitous learning technologies can support language acquisition while fostering multicultural sensitivity. Specifically, it investigates the role of digital tools in bridging cultural gaps and enhancing learners’ ability to communicate across diverse cultural contexts. Method. A mixed-methods approach was employed, combining surveys, interviews, and usage data from learners who used mobile apps and online platforms for language learning. The study focused on how these technologies facilitated cross-cultural understanding, linguistic competence, and the development of intercultural communication skills. Results. The findings indicate that learners who used digital tools that incorporated cultural content and context-driven learning strategies showed significant improvements in both language proficiency and intercultural sensitivity. These learners demonstrated increased engagement and motivation, particularly in understanding cultural contexts and applying language in real-world scenarios. Conclusion. Ubiquitous learning technologies, when designed with multicultural sensitivity, play a critical role in supporting cross-cultural language acquisition. This research highlights the importance of integrating cultural awareness into language learning platforms to promote global communication skills.
EFEKTIVITAS PEMBELAJARAN SAINS MENGGUNAKAN APLIKASI TEKNOLOGI DI SEKOLAH DASAR NEGERI 1 E’ERINERE Yola Afrianti; Aspin; Abubakar; Ishak Bagea; Wa Ode Yustin Alfianti
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 Nomer 03, September 2026 Publication
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.18279

Abstract

This study examined the effectiveness of technology application in science learning at SDN 1 E'erinere. The research addressed the problem of low student engagement and difficulty in understanding abstract science concepts under conventional teaching methods dominated by lectures and textbooks. The study aimed to determine the effect of technology-based learning on student learning outcomes and learning motivation. A quantitative approach with a quasi-experimental design was employed, using a nonequivalent control group design. Forty fifth-grade students participated, divided into an experimental group of 20 students who received technology-based instruction and a control group of 20 students taught through conventional methods. Data were collected using multiple-choice tests for pretest and posttest, a Likert-scale questionnaire measuring motivation, and classroom observation. Instruments were validated through expert judgment and tested for reliability before use. Data were analyzed using descriptive statistics and an independent samples t-test, preceded by normality and homogeneity tests. Results showed that the experimental group's posttest scores rose from an average of 60 to 85, compared with an increase from 58 to 75 in the control group, with a significance value of 0.01. The experimental group also recorded a higher average motivation score of 4.21 against 3.48 in the control group. These findings indicate that technology-based learning significantly improves both learning outcomes and motivation among elementary school students. Technology application therefore offers a viable strategy for elementary science education, provided it is supported by teacher readiness and adequate facilities.
TRANSFORMASI KEPEMIMPINAN KEPALA SEKOLAH BERBASIS TEKNOLOGI UNTUK MENINGKATKAN MUTU PEMBELAJARAN DI ERA DIGITAL SDN 1 ANGATA Nelza Putri Angraini; Ninis Anjarwati; Ishak Bagea; Abubakar; Aspin; Rindang
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 Nomer 03, September 2026 Publication
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.18468

Abstract

This study aims to analyze the transformation of technology-based school principal leadership in improving the quality of learning in the digital era, particularly at SDN 1 Angata. The background of this research is grounded in the demands of digital transformation in education, which require school principals to possess digital leadership competencies to support innovative and adaptive learning processes. This study employs a qualitative approach with a descriptive research design. The research subjects include the principal, teachers, and educational staff selected through purposive sampling techniques. Data collection methods consist of in-depth interviews, observation, and documentation, while data analysis uses an interactive model involving data reduction, data display, and conclusion drawing. The findings reveal that the transformation of technology-based leadership at SDN 1 Angata is carried out through strengthening digital vision, utilizing technology in school management, and enhancing teachers’ digital competencies. These implementations have a positive impact on improving learning quality, as indicated by increased teacher creativity, the use of digital learning media, and active student engagement. However, several challenges remain, including limited infrastructure and uneven digital competencies among teachers. This study concludes that technology-based school leadership plays a strategic role in improving learning quality in the digital era. Therefore, it is necessary to strengthen the capacity of school principals and teachers through continuous training and adequate policy support.
PENGARUH DURASI MENONTON KONTEN EDUKASI DI YOU TUBE TERHADAP BERPIKIR KRITIS ANAK SEKOLAH DASAR SDN 1 WAWOLEMO Rohana Talia; Rahma Al Ifta; Ishak Bagea; Abubakar; Aspin Jhody; Tini
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 Nomer 03, September 2026 Publication
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.18518

Abstract

This study aims to analyze the effect of YouTube educational content viewing duration on the critical thinking skills of elementary school students at SDN 1 Wawolemo. This study used a quantitative approach with an ex post facto design. The study population was all students, with a sample determined through purposive sampling technique, namely students who actively use YouTube as a learning medium. Data collection techniques used a questionnaire to measure viewing duration and a test to measure students' critical thinking skills. Data were analyzed using descriptive and inferential statistics, specifically simple linear regression tests. The results showed that the duration of watching educational content was in the moderate category, while students' critical thinking skills were in the moderate to high category. The regression test results showed a positive and significant effect between the duration of watching educational content on YouTube and students' critical thinking skills. These results indicate that YouTube can be utilized as an effective alternative learning medium when used appropriately. However, viewing duration needs to be controlled and balanced with the selection of quality content and guidance from teachers and parents to optimally impact students' cognitive development.
Integrasi Digital Humanities dan AI dalam Pembelajaran Stem di Perguruan Tinggi Muhammadiyah Ishak Bagea; Marjani Marjani; Aspin Aspin
Morfologi : Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya Vol. 4 No. 4 (2026): August : Morfologi : Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/morfologi.v4i4.2913

Abstract

This study aims to develop a conceptual model integrating Artificial Intelligence (AI) and Digital Humanities into STEM learning at Muhammadiyah Higher Education institutions. Using a qualitative approach, the research employs a systematic literature review, conceptual analysis, and expert validation to identify gaps in the partial integration of these fields. The findings demonstrate that the integration of AI, Digital Humanities, and STEM can create an adaptive, humanistic, interdisciplinary, and value-based learning model. The proposed model consists of three key components: AI as a data-driven facilitator that supports personalized and adaptive learning; Digital Humanities as a framework that incorporates ethical, social, cultural, and humanistic values; and STEM as the implementation context for developing critical thinking, creativity, collaboration, problem-solving, and other 21st-century competencies. Expert validation indicates a very high level of model feasibility, with an average score of 4.47. The study contributes theoretically to the development of interdisciplinary education and practically provides a reference for designing technology-based and value-oriented learning. Future research should empirically examine the effectiveness, applicability, and sustainability of the proposed model in diverse real-world learning environments.
Driving Elementary Digital Literacy: Technology-Based Principal Leadership in Resource-Constrained Schools Annisa Ilmeira Queen; Aspin Aspin; Ishak Bagea; Feni Febrianti; Ainul Basyirah
JOURNAL OF SOCIETY INNOVATION AND DEVELOPMENT Vol 8 No 1 (2026): JSID: November 2026
Publisher : Winaya Inspirasi Nusantara Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63924/jsid.v8i1.352

Abstract

The imperative for digital transformation within primary education has highlighted the strategic role of educational leadership in driving technological integration and cultivating student competencies. However, empirical understanding of how technology-focused principal management directly fosters foundational digital literacy among elementary students in resource-constrained contexts remains limited. This study examined the operationalization of technology-based principal leadership management and evaluated its direct role in strengthening student digital literacy at SDN Lalosabila. Utilizing a qualitative single-case study design, empirical data were gathered through semi-structured interviews, non-participant classroom observations, and institutional document analysis involving the school principal, instructional staff, and elementary students. Data was processed iteratively using thematic analysis coupled with method and source triangulation to ensure analytical rigor. The findings demonstrate that technology-driven principal leadership operates across five core operational dimensions: strategic planning, pedagogical oversight through e-supervision, administrative evaluation, human capital development, and culture creation. Furthermore, principal-led initiatives catalyzed a transition from passive technology consumption to active engagement, enhancing student digital literacy across technical, cognitive, and ethical domains. Nevertheless, systemic barriers, including internet bandwidth fluctuations and device shortages, continue to constrain optimal implementation. This study concludes that transformational, adaptive digital leadership is essential for bridging digital divides in primary education. Practically, the results offer actionable frameworks for educational administrators seeking to optimize digital infrastructure, design continuous teacher mentoring programs, and build resilient, ethically grounded digital learning cultures in emerging educational environments.
Bridging the EdTech Divide Under Resource Constraints: How a Rural Principal Navigated Resource Scarcity to Elevate Learning Quality Firman Firman; Ishak Bagea; Aspin Aspin; Abubakar Abubakar; Feni Febrianti
JOURNAL OF SOCIETY INNOVATION AND DEVELOPMENT Vol 8 No 1 (2026): JSID: November 2026
Publisher : Winaya Inspirasi Nusantara Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63924/jsid.v8i1.354

Abstract

The global expansion of educational technology has highlighted a stark disparity in digital transformation between urban and rural schooling systems. In marginalized primary schools, severe infrastructure deficits and limited teacher digital literacy frequently impede meaningful EdTech integration. This qualitative single-case study investigated how a primary school principal conceptualized and enacted innovative leadership strategies to optimize technology-assisted learning within a resource-constrained rural context (SDN Satap 12 Konawe Selatan, Indonesia). Data was collected over an eight-week field engagement through semi-structured interviews, direct classroom observations, and documentary analysis involving the school principal, teaching staff, elementary students, and administrative personnel. Utilizing an interactive thematic analysis framework, the study revealed that principal leadership innovation operated across four interconnected dimensions: localized peer-mentoring circles, adaptive rotational hardware management, offline content pre-loading, and administrative tool modeling. Despite severe hardware shortages and unstable internet connectivity, these frugal leadership practices successfully enhanced teacher digital self-efficacy, expanded pedagogical diversity, and elevated student learning engagement. The study contributes a grounded model of "frugal digital leadership" to educational management literature, demonstrating that administrative vision and cultural empowerment can effectively offset material scarcity. These findings imply that educational policymakers should prioritize contextualized leadership capacity building and offline EdTech management strategies over top-heavy hardware distribution alone when driving digital equity in rural schools.
Co-Authors Aan Fatwa Setiawan Aan Fatwa Setiawan Abu Bakar Abubakar Abubakar Abubakar Abubakar Abubakar Abubakar Aceng Haetami, Aceng Achmad Hidir Achmad Naufal Irsyadi Achmad Naufal Irsyadi Adam Adam Agustina Setyaningsih Agustina, Sitti Ahmad Munawir Ainul Basyirah Amina Azhigali Annisa Ilmeira Queen Apriani Safitri Arfin, Arfin Aspin Aspin Aspin Aspin Aspin Aspin Jhody Asri Agustiwi Asrul Asrul Bagea, Arfin David Rindu Kurniawan Deluma, Ridwan Yusuf Dian Heriani Dian Heriani Dona Tihnike Dona Tihnike Elfrida Ratnawati Emilie Bernard Fatmawati, Titi Feni Febrianti Firman Firman Halima Halima Hizbul Khootimah Azzaakiyyah Indra Tjahyadi Jack Davis Jefriyanto Saud Juhadira, Juhadira Kraugusteeliana Kraugusteeliana Lela Susanty Lela Susanty Lilianti, Lilianti M, Rahmwati M., Rahmawati Mariama Bah Marjani Marjani Maxno Maxno Mentari Putri Pramanenda Sinaga Miki Yuliandri Mokodompit, Multi Mubarok, Ence Supriatna Muh Ainul Basyirah Muh. Takdir Mujiati Mujiati Muliyani Muliyani Mulyadi Mulyadi Murniati Murniati Nabila Ratu Fidella Nasir Nasir Nasir Nelfi Nelfi Nelza Putri Angraini Ningtias Ningtias, Ningtias Ninis Anjarwati Nyayu Yayu Suryani Octaviany, Rini Pande Wayan Renawati Pande Wayan Renawati Puspitasari, Yulinda Ragil Nazar, Erhy Rahma Al Ifta Rasid, Rasid Ria Kristia Fatmasari Ria Kristia Fatmasari Ridha Hasnul Ulya Rindang Ririk, Ririk Rizki Amalia Sholihah Rohana Talia Rusli, Tri Indah Ryan Teo Sarip, Mohamad Sasabone, Carolina Sawitri Sawitri Siswahyudianto Siti Ainim Liusti Sitti Agustina Sukmawati Sukmawati Suryani, Nyayu Yayu Tini Tomi, Tomi Ummul Khasanah Ummul Khasanah Wa Ode Yustin Alfianti Wanti Ariani Yola Afrianti Zulfikarni Zulfikarni