Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Journal of English Language Teaching and Literature Candradimuka: Journal of Education
Sugianti Somba
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
HASE YUUKI'S PERSONALITY MYTH IN ANIME FILM ISSHUUKAN TOMODACHI BY SHOUSUKE MURAKAMI Yulia Sofiani Zaimar; Sugianti Somba
Journal of English Language Teaching and Literature (JELTL) Vol 5 No 1 (2022): Journal of English Language Teaching and Literature
Publisher : FKIP, Universitas Banten Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47080/jeltl.v5i1.1860

Abstract

ABSTRACT In this research, the researcher will examine Japanese animated films, Isshuukan Tomodachi. Isshuukan Tomodachi is a film that aired on February 18, 2017. The film was directed by Shousuke Murakami. Actualy, this anime film,taken for manga. The researcher is intrested in this film, because he sees many keys, how tobe a good friend. This research will be exposing the pischological of the main charater, Hase through signs. Those signs would find out the hidden meaning behind the text (myth). The researcher choses Isshuukan Tomodachi to be reseached, because it has excellent story quality and has elements of drama and romance combined nicely, because what is at the heart of the story is the complexity of the human heart itself in accepting the situation within itself, being honest with its own feelings, and the strength of friendship. As the result, many people are very difficult to make friends. The reason is not about arogancy. The results of this research, through the signifier and signified, show that Hase has an id that is not as big as the ego and superego. Hase can suppress the id so as not to get bigger and control himself Hase, which he shows by leaning on Kaori's father. This will be the foundation of analyzing.
Governing Artificial Intelligence in Higher Education: Policy Implications for Faculty Professional Competence Santoso, Doni Anggoro Ari; Agustina Ramadhianti; Sugianti Somba; Nandang Hidayat
Candradimuka: Journal of Education Vol. 4 No. 1 (2026): Candradimuka: Journal of Education
Publisher : Pusat Penerjemah dan Penyunting Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study investigates how artificial intelligence (AI) is governed in higher education institutions and examines the implications of institutional AI governance policies for faculty professional competence. A qualitative policy analysis approach was employed. Data were collected through document analysis of institutional AI-related policies, including academic integrity guidelines and faculty development regulations, as well as semi-structured interviews with faculty members and academic leaders involved in AI governance and implementation. The data were analyzed using thematic analysis guided by an AI governance framework encompassing pedagogical, governance, and operational dimensions. The findings reveal that higher education institutions have increasingly formalized AI governance through institutional policies. However, these policies are largely regulatory in orientation, with a strong emphasis on ethical compliance, academic integrity, and risk mitigation. Explicit pedagogical guidance and systematic support for faculty professional competence development are limited. As a result, faculty members experience uncertainty in applying AI in teaching and assessment practices and rely predominantly on self-directed or informal learning, leading to uneven levels of AI-related professional competence. The study suggests that AI governance in higher education should move beyond compliance-oriented regulation toward an integrative, capacity-building approach. Institutional AI policies need to be aligned with structured faculty development frameworks that incorporate pedagogical guidance, ethical awareness, and operational support to enable responsible and effective AI integration in academic practice.
Co-Authors agustina ramadhianti Nandang Hidayat Santoso, Doni Anggoro Ari Yulia Sofiani Zaimar