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All Journal Bisma The Journal of Counseling Bakti Cendana: Jurnal Pengabdian Masyarakat Journal of Communication Studies Journal of Education, Religious, and Instructions (JoERI) Ghaitsa: Islamic Education Journal Al-Insyiroh: Jurnal Studi Keislaman Indonesian EFL Journal
Moses Adeleke Adeoye
Al-Hikmah University, Ilorin, Nigeria
Religion Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Nursing Social Sciences Other

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The Role of Perceived Burdensomeness and Thwarted Belongingness in Suicidal Ideation among University Undergraduates Moses Adeleke Adeoye; Adekola Kami Lasisi
Bisma The Journal of Counseling Vol. 7 No. 2 (2023): Bisma The Journal of Counseling
Publisher : Department of Guidance and Counseling, FIP, Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/bisma.v7i2.69720

Abstract

Suicidal ideation is a significant concern among university students and understanding the factors that contribute to this distressing phenomenon is crucial for prevention and intervention efforts. Identifying the specific factors that contribute to suicidal thoughts and behaviors can tailor their interventions to address the unique needs of this population. This study aims to analyze relationship between perceived burdensomeness, thwarted belongingness and suicidal ideation among University undergraduates. The study is cross-sectional and uses a composite measure of suicidal behaviors. Three research questions and four hypotheses were raised to guide the study. The study used a quantitative research design to collect data from University undergraduates. A sample of 177 students participated in the study, completing self-report measures assessing perceived burdensomeness, thwarted belongingness and suicidal ideation. The participants completed questionnaires assessing their levels of perceived burdensomeness, thwarted belongingness and suicidal ideation. The study indicated that the prevalence of suicidal ideation among the participants was found to be moderate. This finding is significant as it highlights the importance of addressing feelings of burdensomeness to prevent suicidal ideation among university students.
Dwi Tunggal Pedagogy in Children’s Pesantren: Integrating Teacher–Parent Roles in Relational Islamic Education Taufikin Taufikin; Sri Nurhayati; Moses Adeleke Adeoye
Al-Insyiroh: Jurnal Studi Keislaman Vol. 12 No. 1 (2026): March 2026
Publisher : LPPPM STAI Darul Hikmah Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35309/alinsyiroh.v12i1.647

Abstract

This study investigates the mechanism of value internalization in a children’s pesantren through what is conceptualized as Dwi Tunggal Pedagogy—a relational model in which teachers simultaneously enact instructional and parental roles. Rather than broadly examining curriculum or institutional culture, the study specifically analyzes how everyday relational interactions function as the primary socialization process through which moral and spiritual values are internalized by young learners. Using a qualitative case study design, this research was conducted at PPATQ Raudlatul Falah Pati, a Qur’anic boarding school for children aged 7–12. Data were generated through prolonged observation involving 530 students, 123 teachers, and one kiai, as well as in-depth interviews with one kiai, ten teachers (ustadz and ustadzah), ten students, and five parents. Thematic analysis reveals that Dwi Tunggal Pedagogy operates through four interrelated dimensions: relational caregiving, moral–spiritual guidance, emotional attachment, and institutionalized daily interaction. Teachers are not merely transmitters of knowledge but function as consistent attachment figures who provide emotional security, moral discipline, and spiritual nurturing. The findings demonstrate that the effectiveness of children’s pesantren education is deeply rooted in the quality of human relationships rather than instructional structures alone. This study contributes theoretically by extending relational pedagogy and the ethics of care into the context of Islamic boarding education; empirically, by offering rich data from an underexplored setting; and practically, by providing insights for designing child-centered, care-based educational governance in religious boarding schools
From Knowing to Becoming: A Metacognitive–Spiritual Pedagogy for Transformative Islamic Education in Secondary Schools Muhammad Hajirin Nur; Zurqoni; Abdul Majid; Taufikin Taufikin; Moses Adeleke Adeoye
GHAITSA : Islamic Education Journal Vol. 7 No. 2 (2026): March - June
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i2.2151

Abstract

This study arises from a paradox in Islamic Religious Education (IRE): although teaching often relies on textual and rule-based methods, these have not developed students' ability to reflect or transform their values. The study aims to develop and test the Pendidikan Agama Islam Based on Metacognitive Thinking Skills (PAI-BMTS) learning model, which integrates thinking, self-awareness, and spiritual aspects into a single teaching approach. The research uses Educational Design Research (EDR), which includes stages like investigation, design, creating materials, testing, and applying them in four Indonesian secondary schools with about 300 students and 5 teachers. The results show that the PAI-BMTS model has strong validity (Aiken’s V = 0.75–0.91), good reliability (Cronbach’s Alpha = 0.922), and works well in classrooms. Evidence shows that this model increases students' self-awareness, learning techniques, and adoption of Islamic values. Qualitative results also show that teaching has shifted from memorizing to thinking and reflecting, encouraging self-examination (muhasabah) for personal growth. The main contribution of this study is the creation of Metacognitive Spiritual Pedagogy, a method that combines reflective thinking with spiritual aspects in a complete learning cycle (the metacognitive–spiritual loop). This model expands how metacognition is understood and encourages a shift in Islamic education toward more reflection and transformation. The PAI-BMTS model supports both knowledge and complete personal growth.
Metacognition as a Mediator Between Human–AI Collaborative Learning and the Ability to Adapt Learning Strategies Lukman Abdul Majid; Adhi Kumara Saddhadhika; Sutiyono Sutiyono; Moses Adeleke Adeoye
Journal of Education, Religious, and Instructions (JoERI) Vol. 4 No. 1 (2026): JOERI June 2026
Publisher : LPPM STIAB JINARAKKHITA LAMPUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60046/joeri.v4i1.316

Abstract

This study investigates the influence of Human–AI Collaborative Learning on students’ Adaptive Learning Strategies, with Metacognition serving as a mediating mechanism. A quantitative research design was employed using a survey of university students, with data collected through a structured questionnaire measuring Human–AI Collaborative Learning, Metacognition, and Adaptive Learning Strategies. The data were analyzed using Partial Least Squares Structural Equation Modeling to examine both the direct and indirect relationships among the proposed constructs. The findings reveal that Human–AI Collaborative Learning positively enhances students’ metacognitive abilities and adaptive learning strategies. Furthermore, metacognition exerts a significant positive influence on adaptive learning strategies and functions as a partial mediator in the relationship between Human–AI Collaborative Learning and students’ adaptive learning strategies. The proposed model demonstrates substantial explanatory capability, indicating that collaborative interactions with artificial intelligence contribute meaningfully to students’ capacity for self-monitoring, learning regulation, and strategic adaptation. These findings underscore the importance of integrating artificial intelligence as a collaborative learning partner to strengthen students’ metacognitive development and foster adaptive learning strategies in higher education. The study contributes to the growing literature on human–AI collaboration by providing empirical evidence that metacognition constitutes a key psychological mechanism through which AI-supported learning environments promote adaptive learning.
From Hashtags to Code-Switching: A Critical Discourse Analysis of Language Evolution on Social Media Moses Adeleke Adeoye
Journal of Communication Studies Vol. 6 No. 1 (2026): JCS: Journal of Communication Studies
Publisher : Program Studi Komunikasi dan Penyiaran Islam, Fakultas Dakwah, Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/jcs.v6i1.8541

Abstract

Language has always adapted to cultural and technological shifts, but the rise of social media has accelerated this evolution, reshaping how individuals communicate, construct identities, and negotiate power. With billions of users worldwide, platforms such as Twitter, Instagram, and Facebook have become key arenas where linguistic innovations and cultural expressions intersect with ideological struggles. This research investigates how social media discourse contributes to language evolution, focusing on three interrelated dimensions: linguistic innovation, identity construction, and power relations. Specifically, it examines how features such as hashtags, emojis, memes, and code-switching function as tools for creativity, belonging, and ideological framing. A mixed-methods design was employed, combining quantitative content analysis with Critical Discourse Analysis (CDA). A purposive sample of 500 posts, collected across major platforms, was coded for linguistic features and analysed in terms of how discourse reflected innovation, constructed identities, and reinforced or challenged power structures. The findings reveal that 72% of posts used abbreviations and acronyms, while 65% incorporated emojis, underscoring a trend toward brevity and emotional expressiveness. Code-switching appeared in 50% of posts, signalling hybrid cultural identities, and 75% of posts included cultural references that reinforced belonging. Hashtags emerged as powerful discursive tools: 68% of posts employed them for resistance and advocacy, while 45% perpetuated stereotypes, illustrating the dual role of social media in empowerment and marginalisation. The research concludes that social media is not only a site of linguistic creativity but also a space where identities are negotiated and ideologies contested. By integrating CDA with quantitative analysis, this research contributes a holistic framework for understanding language evolution in digital contexts, offering insights relevant to sociolinguists, educators, policymakers, and digital communities.
School Committee Empowerment through Management and Partnership Training in Supporting the Educational SDGs Dias Andris Susanto; Ajeng Setyorini; Andi Priyolistiyanto; Moses Adeleke Adeoye
Bakti Cendana Vol 9 No 1 (2026): Bakti Cendana: Jurnal Pengabdian Masyarakat
Publisher : LPPM Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/bc.v9i1.10019

Abstract

School committees play a strategic role in community-based educational governance. However, many school committees still lack a comprehensive understanding of their roles, functions, and mechanisms for building partnerships with schools and the wider community. This community service program aimed to empower school committee members through training in institutional management and school-community partnership strategies. The activity was conducted at SD Negeri Jatingaleh 01 in Semarang City, representing the Candisari District area. The approach employed was Participatory Action Learning (PAL) and Capacity Building, comprising several stages: needs assessment, training, assistance in preparing annual work plans, and the formation of a school-community partnership forum. The results showed a significant improvement in the understanding and skills of school committee members, the successful development of annual work programs, and the implementation of collaborative school-community initiatives. This intervention aligns with the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 17 (Partnerships for the Goals). The program is recommended for replication in other school clusters with policy support from local governments)
A COMPARATIVE STUDY OF LANGUAGE ASSESSMENT LITERACY AMONG EFL TEACHERS IN INDONESIA AND NIGERIA Entika Fani Prastikawati; Yuvita Yuvita; Amrizal Amrizal; Moses Adeleke Adeoye; Samantha Curle
Indonesian EFL Journal Vol. 12 No. 3 (2026): In Progress
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i3.136

Abstract

In this comparative study, we examined the Language Assessment Literacy (LAL) of English as a Foreign Language (EFL) teachers in Indonesia and Nigeria, focusing on their contextual factors such as policy frameworks in education systems, LAL-related professional development, and digital infrastructure. The study employed a mixed-method research design by utilizing a comparative cross-sectional survey design and semi-structured interviews. A total of 210 teachers participated in the survey, complemented by 36 semi-structured interview participants across both countries. Quantitative data were analyzed using descriptive statistics and independent samples t-tests to examine cross-country differences in teachers’ assessment knowledge, beliefs, practices, and digital assessment literacy, while qualitative data were analyzed thematically. The quantitative data suggested that Indonesian teachers excelled in understanding and implementing alternative and formative assessments, which was attributed to the positive and reforming the newest curriculum and a consecutive professional development cycle. In contrast, Nigerian teachers appear more dependent on standardized assessments due to both a lack of pertinent pedagogical training and the influence of examination-oriented educational systems on their teaching practices. In addition, due to the availability of technology and unencumbered institutional backing, Indonesian teachers’ understanding of digital assessment was more pronounced. Qualitative data corroborated this systemic phenomenon in Nigeria, where inadequate infrastructure and a lack of professional development are systemic barriers that limit teachers to primitive assessment strategies and practices. Ultimately, the study found that assessment literacy is primarily a sociopolitical construct that contextualizes individual assessments. However, this study is limited by its cross-sectional design and reliance on self-reported data, which may introduce response bias and limit causal interpretations. Despite these limitations, the study offers important implications for policymakers and educators seeking to enhance LAL through context-sensitive reforms and targeted capacity-building initiatives.
Co-Authors Abdul Majid Adekola Kami Lasisi Adhi Kumara Saddhadhika Ajeng Setyorini Amrizal Amrizal Andi Priyolistiyanto Dias Andris Susanto Entika Fani Prastikawati Lukman Abdul Majid Muhammad Hajirin Nur Samantha Curle Sri Nurhayati Sutiyono Sutiyono Taufikin Taufikin Taufikin Taufikin Yuvita Yuvita Zurqoni