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All Journal JURNAL ILMU SOSIAL Journal of Current Studies in SDGs Journal of Current Studies in SDGs Journal of Law and Bibliometrics Studies Open Access DRIVERset
Ahmadi, Muhammad Rey Dafa
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Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences Other

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ON THE PRECIPICE OF NAIROBI PROCESS FAILURE: EAST AFRICAN COMMUNITY’S CHALLENGES TO REALIZE PEACE IN DEMOCRATIC REPUBLIC OF CONGO Azizah, Nur; Ahmadi, Muhammad Rey Dafa
JURNAL ILMU SOSIAL Vol 23, No 2 (2024)
Publisher : Faculty of Social and Political Sciences, Universitas Diponegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14710/jis.23.2.2024.75-94

Abstract

Since 1997 the Democratic Republic of Congo (DRC) has been facing armed conflicts between ethnic groups which was triggered by land conflicts and gold and cobalt mine posession control on East Congo. Interventions done by other countries to support rebellions expanded the scale of coflict and got labeled as The African World War. The conflict, which entangled African countries around Great Lakes forced East African Community (EAC) to intervene with the peace treaty known as the Nairobi Process in 2021. This article aims to convey the EAC's initiative to bring about peace in the DRC, and the challenges it faces. This study employs a literature study method, drawing on secondary data released in the form of press conferences, reports from international organizations, journals, newspapers, and books. The outcomes of this study reveal that the EAC was successful in asking the parties of the dispute to engage in negotiations known as the Nairobi Process, which allows the EAC the ability to put together and deploy a peacekeeping force by 2021. But stability did not last long as DRC government only used EAC peacekeeping force as additional force to drive away the M23 rebels. When the objective wasn’t met and EAC peacekeeping force was unable to carry out supervision and disarmament mission, DRC government expelled EAC peacekeeping force from DRC. M23 rebels still control cobalt and gold mines in the east of DRC.
Bibliometric Analysis of Earth Science Physics Learning in Higher Education: Challenges, Innovations, and Contributions to Education for Sustainable Development Alhusni, Hanan Zaki; Ramadani, Riski; Sunarti, Titin; Madlazim, Madlazim; Ahmadi, Muhammad Rey Dafa
Journal of Law and Bibliometrics Studies Vol. 1 No. 2 (2025): July
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jolabis.1.2.87

Abstract

Objective: This study aims to provide a comprehensive bibliometric analysis of earth science and physics learning in higher education within the framework of Education for Sustainable Development (ESD). The objectives are to identify research trends, major contributors, collaboration patterns, and thematic focuses that define the development of this field. Method: Data were collected from the Scopus database (2015–2025) using keywords related to earth science, physics learning, higher education, and sustainability. After screening, 413 relevant documents were analysed using Bibliometrix and VOSviewer to map publication trends, influential journals, key authors, institutional contributions, and keyword co-occurrence networks. Results: The findings reveal three phases of publication dynamics: early decline (2015–2017), rapid growth (2018–2019), and consolidation (2020–2025). The Journal of Geoscience Education dominates as the main publication source, while the United States and Indonesia emerge as the leading contributors. Thematic analysis highlights two clusters: pedagogical innovation and curriculum transformation for sustainability competencies, and the integration of technology (AI, STEM, computing) in science education. Despite increasing international collaboration, networks remain fragmented. Novelty: This study is the first bibliometric mapping that specifically connects earth science and physics learning with the ESD agenda. It identifies research gaps, particularly the lack of integration of sustainability dimensions in physics pedagogy, uneven global collaboration, and limited exploration of digital innovations for ecological literacy.
Bibliometric Analysis of Earth Science Physics Learning in Higher Education: Challenges, Innovations, and Contributions to Education for Sustainable Development Alhusni, Hanan Zaki; Ramadani, Riski; Sunarti, Titin; Madlazim, Madlazim; Ahmadi, Muhammad Rey Dafa
Journal of Law and Bibliometrics Studies Vol. 1 No. 2 (2025): July
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jolabis.1.2.87

Abstract

Objective: This study aims to provide a comprehensive bibliometric analysis of earth science and physics learning in higher education within the framework of Education for Sustainable Development (ESD). The objectives are to identify research trends, major contributors, collaboration patterns, and thematic focuses that define the development of this field. Method: Data were collected from the Scopus database (2015–2025) using keywords related to earth science, physics learning, higher education, and sustainability. After screening, 413 relevant documents were analysed using Bibliometrix and VOSviewer to map publication trends, influential journals, key authors, institutional contributions, and keyword co-occurrence networks. Results: The findings reveal three phases of publication dynamics: early decline (2015–2017), rapid growth (2018–2019), and consolidation (2020–2025). The Journal of Geoscience Education dominates as the main publication source, while the United States and Indonesia emerge as the leading contributors. Thematic analysis highlights two clusters: pedagogical innovation and curriculum transformation for sustainability competencies, and the integration of technology (AI, STEM, computing) in science education. Despite increasing international collaboration, networks remain fragmented. Novelty: This study is the first bibliometric mapping that specifically connects earth science and physics learning with the ESD agenda. It identifies research gaps, particularly the lack of integration of sustainability dimensions in physics pedagogy, uneven global collaboration, and limited exploration of digital innovations for ecological literacy.
Installing Method and Subconscious Learning: A Sustainable English Learning Innovation Through Subconscious Knowledge Transfer in Kuanta Indonesia Fuad, Ah. Zakki; Suparto, Suparto; Indriani, Nina; Alfin, Jauharoti; Ahmadi, Muhammad Rey Dafa
Journal of Current Studies in SDGs Vol. 2 No. 1 (2026): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.1.141

Abstract

Objective: This study aims to analyze the design, concept, and implementation of the Installing Method and Subconscious Learning in English learning at Kuanta Indonesia. The study also seeks to explore how subconscious-based learning can accelerate English mastery without traditional memorization and repetitive drills. Method: This research employed a descriptive qualitative approach conducted at Kuanta Indonesia as the research site. Data were collected through observations, interviews with master installers and learners, and documentation analysis. The data analysis process involved unitizing, recording, reducing, inferring, analyzing, and narrating to ensure data trustworthiness and comprehensive interpretation. Results: The findings reveal that the Installing Method emphasizes subconscious activation through alpha-wave learning conditions, allowing learners to absorb knowledge naturally and automatically. The learning process minimizes conscious memorization and analytical thinking, resulting in relaxed and efficient learning experiences. Students demonstrated rapid English mastery, improved confidence, and positive behavioral changes. The implementation includes structured learning programs, subconscious-based knowledge transfer, and rule-based learning environments that support automatic language acquisition. Novelty: This study introduces a new paradigm in English learning through subconscious installation rather than conventional learning methods. The Installing Method integrates subconscious brain activation, energy-based knowledge transfer, and behavioral transformation into a unified learning framework. This approach offers an innovative alternative for fast and effective English mastery and contributes to the development of transformative language learning methodologies.
Installing Method and Subconscious Learning: A Sustainable English Learning Innovation Through Subconscious Knowledge Transfer in Kuanta Indonesia Fuad, Ah. Zakki; Suparto, Suparto; Indriani, Nina; Alfin, Jauharoti; Ahmadi, Muhammad Rey Dafa
Journal of Current Studies in SDGs Vol. 2 No. 1 (2026): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.1.141

Abstract

Objective: This study aims to analyze the design, concept, and implementation of the Installing Method and Subconscious Learning in English learning at Kuanta Indonesia. The study also seeks to explore how subconscious-based learning can accelerate English mastery without traditional memorization and repetitive drills. Method: This research employed a descriptive qualitative approach conducted at Kuanta Indonesia as the research site. Data were collected through observations, interviews with master installers and learners, and documentation analysis. The data analysis process involved unitizing, recording, reducing, inferring, analyzing, and narrating to ensure data trustworthiness and comprehensive interpretation. Results: The findings reveal that the Installing Method emphasizes subconscious activation through alpha-wave learning conditions, allowing learners to absorb knowledge naturally and automatically. The learning process minimizes conscious memorization and analytical thinking, resulting in relaxed and efficient learning experiences. Students demonstrated rapid English mastery, improved confidence, and positive behavioral changes. The implementation includes structured learning programs, subconscious-based knowledge transfer, and rule-based learning environments that support automatic language acquisition. Novelty: This study introduces a new paradigm in English learning through subconscious installation rather than conventional learning methods. The Installing Method integrates subconscious brain activation, energy-based knowledge transfer, and behavioral transformation into a unified learning framework. This approach offers an innovative alternative for fast and effective English mastery and contributes to the development of transformative language learning methodologies.
Co-Authors Ah. Zakki Fuad Alhusni, Hanan Zaki Indriani, Nina Jauharoti Alfin Madlazim Madlazim Nur Azizah Ramadani, Riski Suparto Suparto TITIN SUNARTI