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All Journal Daengku: Journal of Humanities and Social Sciences Innovation Journal of General Education and Humanities Edunity: Kajian Ilmu Sosial dan Pendidikan Generasi: Jurnal Pendidikan Anak Usia Dini
Saona Saona
Universitas Islam Negeri Siber Syekh Nurjati Cirebon
Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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 1 
Analysis of Religious Conflict in the Film the Imam and the Pastor Using Johan Galtung's Theory of Violence and Conflict Theory Dena Agustina; Saona Saona
Edunity Kajian Ilmu Sosial dan Pendidikan Vol. 4 No. 10 (2025): Edunity: Social and Educational Studies
Publisher : PT Publikasiku Academic Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57096/edunity.v4i10.467

Abstract

The purpose of this research is to discuss how conflict and violence occurred in Nigeria in the film The Imam And The Pastor. This research method uses a type of qualitative research through literature study and film analysis. The results and discussion of this study include violence that occurs in Nigerian conflicts, conflicts that occur in Nigeria, and conflict transformations carried out. The conclusion of this study is that the conflict that occurred in Negiria as told in the film The Imam And The Pastor was caused by a lack of mutual respect and was also motivated by the economic downturn at that time. So because of this, violence arises, namely by killing one group with another. This study recommends the importance of a high tolerance attitude between religious people
Integration of Character Education in the Independent Curriculum: A Case Study of Elementary Schools in Plered District Saona Saona; Luthfiah Luthfiah; Nur Alifah; Nabilaa Faizatuz Zuhriyah; Elvira Fitriyanti
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1135

Abstract

The integration of character education in elementary schools remains inconsistent despite the implementation of the Merdeka Curriculum, particularly in semi-rural areas such as the Plered District. This study aims to analyze the effect of project-based Merdeka Curriculum implementation on the integration of character education among elementary school students. A quantitative research design with a survey approach was employed, involving 100 teachers selected through purposive sampling. Data were collected using structured questionnaires and analyzed using simple linear regression to examine the relationship between curriculum implementation and the integration of character education. The results reveal a positive and significant effect of project-based Merdeka Curriculum implementation on character education integration (β = 0.625; p < 0.05), with R² = 0.422, indicating that 42.2% of the variance in character education integration is explained by curriculum implementation. These findings suggest that effective project-based learning enhances students’ internalization of responsibility, discipline, cooperation, and tolerance. The study highlights the strategic role of the Merdeka Curriculum in strengthening character education at the elementary level and provides empirical evidence from a semi-rural educational context.
Between Emotional Support and Diagnostic Misinterpretation: A Comparative Study of Wysa and Riliv Septien Dwi Savandha; Nakhma'ussolikhah; Nabilaa Faizatuz Zuhriyah; Saona Saona; Elvira Fitriyanti
Daengku: Journal of Humanities and Social Sciences Innovation Vol. 6 No. 2 (2026)
Publisher : PT Mattawang Mediatama Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.daengku4957

Abstract

Mental health challenges in Indonesia are intensified by limited access to professional services, shortages of mental health practitioners, and persistent social stigma. In this context, digital mental health applications such as Wysa and Riliv have emerged as accessible tools that provide story-listening, emotion-tracking, and individual chat-based support. However, these features may also be misinterpreted by users as confirmation of self-diagnosed mental health conditions. This study employed a qualitative structured literature review combined with comparative feature analysis. Scientific articles published between 2020 and 2026, official application documentation, and relevant theoretical literature were analyzed using the Stepped Care Model and Parasocial Relationship Theory. The comparison focused on feature design, potential user interpretation, self-diagnosis risk, and professional complementarity. The analysis suggests that Riliv may offer stronger safeguards against self-diagnosis because its counseling services directly involve licensed Indonesian psychologists. In contrast, Wysa’s empathetic AI-generated responses may be interpreted by some users as validation of pre-existing diagnostic beliefs. Nevertheless, both applications can provide meaningful emotional support when positioned as complementary tools rather than substitutes for professional assessment and clinical intervention. Strengthening digital mental health literacy, providing clearer disclaimers, and establishing appropriate referral mechanisms are necessary to support the responsible use of digital mental health applications.
Phenomenological Insights into the Integration of Media and Technology in Early Childhood Learning: Perspectives of Teachers and Parents Saona Saona
Generasi : Jurnal Pendidikan Anak Usia Dini Vol. 2 No. 1 (2024): Generasi : Jurnal Pendidikan Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/generasi.v2i1.299

Abstract

Background: The integration of media and technology in early childhood education has grown rapidly, particularly after the COVID-19 pandemic. Despite this increased use, there is limited understanding of how educators and parents experience and perceive this integration in early childhood learning environments.Objective: This phenomenological study investigates the lived experiences of 52 participants (28 early childhood teachers and 24 parents) on technology integration for children aged 3-6 years, focusing on their perspectives and challenges.Method: Over 10 months, data were gathered via semi-structured interviews, focus groups, and reflective journals. Analysis followed van Manen’s phenomenological approach to capture participants' experiences.Findings and Implications: Four themes emerged: (1) Balancing Benefits and Concerns, (2) Parent-Teacher Communication and Collaboration, (3) Digital Literacy and 21st Century Skills Development, and (4) Implementation Challenges and Support Needs. Stakeholders highlighted diverse views on technology's pros and cons. Effective integration demands educator-family partnerships, professional development, age-appropriate digital citizenship education, and supportive policies for developmentally appropriate practices.Conclusion: Successful technology integration hinges on teacher-parent collaboration, targeted training, and balanced policies. Future research should assess impacts on learning outcomes.
Implementation of Living Values Education (LVE) With Islamic Integration: Building Honesty and Responsibility in Preschool Children please make an introduction that contains Siti Saridah; Saona Saona
Generasi : Jurnal Pendidikan Anak Usia Dini Vol. 2 No. 1 (2024): Generasi : Jurnal Pendidikan Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/generasi.v2i1.305

Abstract

Background: The integration of media and technology in early childhood education has rapidly increased, particularly after the COVID-19 pandemic. However, understanding how educators and parents experience and perceive this integration remains limited. This phenomenological study explores the lived experiences of 52 participants, including 28 early childhood teachers and 24 parents, regarding technology integration in learning environments for children aged 3-6 years. Objective: The study aims to explore the experiences of teachers and parents regarding the integration of technology in early childhood education and the challenges they face. Method: Data were collected through semi-structured interviews, focus groups, and reflective journals over a 10-month period, analyzed using van Manen’s phenomenological methodology. Findings and Implications: Findings reveal four major themes: (1) Balancing Benefits and Concerns, (2) Parent-Teacher Communication and Collaboration, (3) Digital Literacy and 21st Century Skills Development, and (4) Implementation Challenges and Support Needs. Teachers reported technology enhanced engagement and creativity, while parents expressed concerns about screen time and social development impacts. Conclusion: The study suggests that successful technology integration requires collaborative partnerships between educators and families, robust professional development, age-appropriate digital citizenship education, and policies supporting balanced, developmentally appropriate practices.
Co-Authors Dena Agustina Elvira Fitriyanti Luthfiah Luthfiah Nabilaa Faizatuz Zuhriyah Nakhma'ussolikhah Nur Alifah Septien Dwi Savandha Siti Saridah