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All Journal Jurnal Ilmu Sosial dan Humaniora EDULITE: Journal of English Education, Literature and Culture Indonesian Journal of English Teaching Sinergi International Journal of Islamic Studies Harmonia : Journal of Music and Arts
Zulidyana Dwi Rusnalasari
Universitas Negeri Surabaya
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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 1 
Problem-based learning and 21st-century skills: Are they compatible? Ni Komang Arie Suwastini; Ni Wayan Nilam Puspawati; Ni Luh Putu Sri Adnyani; Gede Rasben Dantes; Zulidyana Dwi Rusnalasari
EduLite: Journal of English Education, Literature and Culture Vol 6, No 2 (2021): August 2021
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (459.466 KB) | DOI: 10.30659/e.6.2.326-340

Abstract

Rapid changes in the 21st century require students to have not only theoretical knowledge but also high order thinking skills and communicative skills. Arguing that problem-based learning can be a good alternative for improving 21st-century skills, the present study will elaborate on the characteristics, syntax, strengths, and challenges faced in implementing problem-based learning in the classroom. Library research was employed to choose the references for supporting the arguments. Relevant articles were chosen from reputable international journals through Google Scholar, limiting the publication's date from 2015 – 2020, with keywords related to problem-based learning and developing 21st -Century skills. The results reveal that the problems proposed in problem-based learning must be real-life-based and require problem-solving skills. The syntax of the implementation can be adjusted based on the needs of teachers and students. Although problem-based learning might be intricate, suitable strategies can be employed to obtain maximum benefits from this approach. In short, problem-based learning is an appropriate teaching approach to be implemented to meet the needs of the 21st century.
Youtube Videos As Learning Media:A Review In EFL Contexts Ira Putri Audina; Ni Komang Arie Suwastini; I Gusti Agung Sri Rwa Jayantini; Gede Rasben Dantes; Zulidyana Dwi Rusnalasari
IJET (Indonesian Journal of English Teaching) Vol. 11 No. 2 (2022): December
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2022.11.2.220-232

Abstract

YouTube has become one of the most visited social media globally. Its saturation in students' lives has triggered experiments and observations on the use of YouTube as learning media. This article discusses the use of YouTube videos to teach English language skills using George's literature review model. The databases for selecting the articles used as the data source in this study were Google scholar and ERIC. The relevant articles were published in reputable international journals and nationally accredited journals in the past ten years. Studies on the use of YouTube videos as a teaching medium indicate that using YouTube videos can improve students' listening, reading, speaking, and writing skills and solve their problems in mastering the skills. Furthermore, YouTube videos have been proven to help students solve their grammar difficulties and increase their vocabulary. YouTube videos are also agreed to have kept the students more interested, motivated, and enthusiastic towards English language learning. These results imply that relevant YouTube videos can provide good learning media for supporting students' learning of English as a Foreign Language.
Binary Oppositions in the Visual Characterizations of the English Textbook for Indonesian Junior High School Students Gede Wisma Krisna Ari Aditya Blangsinga; Ni Komang Arie Suwastini; Made Hery Santosa; Zulidyana Dwi Rusnalasari
Jurnal Ilmu Sosial dan Humaniora Vol 15 No 1 (2026)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jish.v15i1.105982

Abstract

Textbooks could be used to sustain or destabilize patriarchal binary oppositions, which associate women with inferior traits and roles to men. The present study aims to evaluate the visual images of the characters in an English textbook used by Indonesian ninth-grade students in junior high school, focusing on the possibility of deconstructive characterizations in these images. This study adopted interactive data analysis from Miles, Huberman, and Saldana (2014), and Millet's (2000) conception of patriarchal binary oppositions. It was revealed that the textbook's visual images assign stereotypical feminine traits and characterizations to female characters, such as grace, domesticity, passivity, caring, and fearfulness. On the other hand, the male character was portrayed as masculine, with traits such as handsome, proud, manly, active, and strong. However, some feminine traits are also attributed to male characters, while some masculine traits are assigned to female characters. Thus, despite the pervasiveness of gendered stereotypes in the visual images analyzed, a partial and  constrained shift in deconstructing gender stereotypes is present.
Faith, Reason, and Digital Media: A Qualitative Exploration of Young Muslims' Perspectives in Islamic Higher Education Zulidyana Dwi Rusnalasari
Sinergi International Journal of Islamic Studies Vol. 3 No. 4 (2025): November 2025
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/ijis.v3i4.1131

Abstract

The rapid development of digital media has transformed how Muslim youth access, interpret, and practice religious knowledge. While digital platforms offer opportunities for Islamic learning, they also raise challenges related to religious authority, information credibility, and integrating faith with rational inquiry. This study explores how Muslim undergraduate students understand the relationship between faith and reason and how digital media influence their religious learning and decision-making. A qualitative phenomenological approach examined the lived experiences of ten Muslim undergraduate students at Universitas Islam Negeri Alauddin Makassar, selected through purposive sampling based on active engagement with digital religious media. Data were collected through semi-structured interviews and analyzed using Braun and Clarke's six-phase thematic analysis, with trustworthiness ensured through reflexive analysis, member checking, and triangulation. Findings show participants perceive faith and reason as complementary: faith provides spiritual commitment and moral guidance, while reason enables critical evaluation of religious information. Digital media expanded access to Islamic knowledge but also diversified religious authority, prompting participants to distinguish scholarly credibility from online popularity through source comparison and consulting trusted lecturers. Family, education, and algorithmic content shaped their evaluative strategies. The study concludes that faith-reason relations are dynamic and digitally mediated, creating a hybrid religious environment requiring integrated religious and digital literacy in Islamic higher education.
Traditional Modal Systems in Southeast Asia: Comparative Perspectives on Musical Identity and Contemporary Transformation Zulidyana Dwi Rusnalasari
Harmonia : Journal of Music and Arts Vol. 3 No. 4 (2025): November 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/harmonia.v3i4.1700

Abstract

Southeast Asia harbors a rich diversity of indigenous modal systems including Javanese pathet, Balinese patet, Vietnamese điệu/hơi, Thai thang, and Philippine modal-tonal frameworks each of which functions not merely as a technical organizing principle of melody, but as a dynamic carrier of collective cultural identity. Despite the scholarly significance of these systems, existing literature has examined them largely in disciplinary isolation, leaving a critical comparative gap in the understanding of their shared regional logic and divergent contemporary trajectories. Drawing exclusively on published secondary sources, including ethnomusicological studies, cultural theory, and comparative musicology literature, this article offers the first systematic cross-tradition analysis of Southeast Asian modal systems through a cultural identity studies framework. Guided by Hall's (1990) theory of cultural identity and diaspora and Appadurai's (1996) concept of ethnoscapes and cultural flows, the study maps five modal traditions along a proposed "modal identity continuum," ranging from essentialist preservation to hybridized transformation. Findings reveal that, while each tradition has responded differently to the pressures of globalization, post-colonial nation-building, and digital mediation, modal systems across the region consistently serve as sites of identity negotiation rather than static musical artifacts. This study contributes a novel comparative framework to the ethnomusicology of Southeast Asia and advances the theoretical integration of modal analysis within cultural identity studies.
Traditional Musical Aesthetics in Indonesia: Indigenous Aesthetic Philosophy, Cultural Identity, and Contemporary Heritage Challenges Ayu Saraswati; Zulidyana Dwi Rusnalasari
Harmonia : Journal of Music and Arts Vol. 4 No. 1 (2026): February 2026
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/harmonia.v4i1.1710

Abstract

Indonesian traditional musical aesthetics constitute a complex cultural system encompassing musical structure, ritual practice, spirituality, ethical values, collective participation, and cultural identity. This narrative literature review aims to develop an integrated understanding of these aesthetics by examining the relationships among indigenous aesthetic philosophy, historical development, cultural identity, heritage preservation, and contemporary technological challenges. The methodology involved narrative synthesis of scholarly publications across ethnomusicology, musicology, anthropology, and cultural heritage studies, focusing on four core indigenous aesthetic concepts — laras (tuning systems), pathet (modal and expressive frameworks), garap (interpretive realization), and rasa (embodied aesthetic experience) — alongside issues of community participation, cultural continuity, and digital transformation. Findings reveal that these four concepts dynamically shape musical structure, emotional expression, ritual meaning, ethical conduct, and cultural identity across diverse Indonesian traditions. Historically, colonialism, nationalism, modernization, and globalization have transformed musical education, notation, repertoire, and performance contexts. Contemporary developments including commercialization, tourism, digital media, streaming platforms, and artificial intelligence offer expanded dissemination opportunities while simultaneously posing challenges to authenticity, ritual integrity, community ownership, and cultural rights. The review proposes an integrated conceptual framework positioning indigenous aesthetic theories as central analytical perspectives, affirming that continuity and innovation are complementary processes sustained through interpretive practice, community participation, cultural governance, garap-based pedagogy, intergenerational transmission, and ethically grounded digital documentation that upholds indigenous epistemologies while embracing technological innovation.
Co-Authors Adnyani, Ni Luh Putu Sri Ayu Saraswati Gede Rasben Dantes Gede Wisma Krisna Ari Aditya Blangsinga I Gusti Agung Sri Rwa Jayantini Ira Putri Audina Made Hery Santosa Ni Komang Arie Suwastini Ni Wayan Nilam Puspawati