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All Journal Thawalib: Jurnal Kependidikan Islam International Journal of Educatio Elementaria and Psychologia Research Psychologie, Orientation et Conseil Journal of Tecnologia Quantica Journal of Loomingulisus ja Innovatsioon Research of Scientia Naturalis Journal of Biomedical and Techno Nanomaterials Journal of Multidisciplinary Sustainability Asean Lingeduca: Journal of Language and Education Studies Journal Markcount Finance International Journal of Educational Narratives International Journal of Language and Ubiquitous Learning Journal of Social Science Utilizing Technology
Ming Pong
Chiang Mai University
Religion Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Physics Other

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The Influence of Social Media Use on Adolescents’ Understanding of Islamic Values in Jakarta Teni Nurrita; Dicky Dwi Prakoso; Nadya Aulia; Imas Fitriana; Ming Pong
Thawalib: Jurnal Kependidikan Islam Vol. 7 No. 1 (2026): Thawalib: Jurnal Kependidikan Islam
Publisher : STAI Publisistik Thawalib Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54150/thawalib.v7i1.580

Abstract

Social media significantly influences adolescents’ behavior during identity formation. Therefore, it is important to examine its impact on adolescents’ understanding of Islamic values in Jakarta. This study aims to analyze and determine the influence of social media use on adolescents’ understanding of Islamic values in Jakarta. A quantitative approach was employed in this research. The population consisted of 1,594,602 adolescents in Jakarta, with a sample of 100 respondents selected using the Slovin formula. Data were analyzed using SPSS version 25 through correlation and regression analyses. The results indicate a positive and significant influence of social media use on adolescents’ understanding of Islamic values. The correlation coefficient is 0.519, while the coefficient of determination (R²) is 0.270, indicating that 27% of the variation in understanding of Islamic values is explained by social media use, with the remaining 73% explained by other factors. The simple linear regression equation Y = 27.260 + 0.538X suggests that every one-unit increase in the social media usage score increases the understanding of Islamic values by 0.538 units. These findings highlight the importance of managing social media use in fostering adolescents’ religious values. In conclusion, social media use has a positive and significant effect on adolescents’ understanding of Islamic values in Jakarta, although much of this understanding is also influenced by other factors. This research provides useful insights for parents, educators, and policymakers in guiding adolescents to utilize social media in a more positive and constructive manner.
FROM CULTURE SHOCK TO CROSS-CULTURAL UNDERSTANDING IN READING COMPREHENSION: A RECEPTION STUDY OF FIFTH-SEMESTER EFL STUDENTS AT FTIK UIN DATOKARAMA PALU ON STEINBECK’S “THE PEARL” Andi Muhammad Dakhalan; Ming Pong
Lingeduca: Journal of Language and Education Studies Vol. 4 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v4i2.3099

Abstract

Reading comprehension in EFL teacher education is increasingly framed as an ability to interpret texts critically, engage ethically with difference, and negotiate meaning across cultures. Yet, culturally distant literary texts often provoke affective disruption and moral discomfort that students may label as "culture shock". This qualitative reception study examines how culture shock, elicited through John Steinbeck’s novella The Pearl, became a generative starting point for cross-cultural understanding among ten fifth-semester EFL student-teachers at FTIK UIN Datokarama Palu. Data were collected from reflective reading journals written after each reading segment and a follow-up focus group discussion. The analysis applied an inductive thematic approach to trace recurring shock triggers, interpretive moves, and pedagogical implications. Four interrelated themes emerged: (1) shock at structural injustice and institutional betrayal, (2) shock around gendered violence and patriarchal constraints, (3) shock at materialism and the moral economy of wealth, and (4) movement toward cross-cultural understanding through perspective-taking, value negotiation, and critical comparison with local socio-religious frames. The findings suggest that structured reader-response tasks, especially reflective journals, help student-teachers transform initial emotional resistance into critical, dialogic interpretations that support intercultural reading competence. This study contributes (1) a context-sensitive model of how readers move from culture shock to cross-cultural understanding in an Islamic EFL teacher-education setting and (2) task-level design principles (journal prompts and discussion moves) that instructors can use to evidence and support that movement.
Talent Management and Organizational Innovation: The Role of Knowledge Sharing Mirwanti Syunikitta; Ming Pong; Ton Kiat
Journal Markcount Finance Vol. 3 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jmf.v3i1.1952

Abstract

In the era of knowledge-driven economies, talent management and organizational innovation have become critical for sustaining competitive advantage. Knowledge sharing is increasingly recognized as a key mechanism through which talent management practices foster innovation. However, the interplay between talent management, knowledge sharing, and organizational innovation remains underexplored, particularly in dynamic and competitive business environments. This study aims to investigate the role of knowledge sharing in mediating the relationship between talent management and organizational innovation, providing insights into how organizations can leverage talent to drive innovation. A quantitative research design was employed, utilizing survey data collected from 300 employees across various industries. Structural equation modeling (SEM) was used to analyze the relationships between talent management, knowledge sharing, and organizational innovation. The findings reveal that talent management significantly enhances organizational innovation, with knowledge sharing acting as a key mediator. Employees who actively participate in knowledge-sharing activities reported higher levels of innovation. Talent management practices, such as talent development and retention, were found to positively influence knowledge sharing, which in turn drives innovation. This study highlights the importance of integrating talent management with knowledge-sharing initiatives to foster organizational innovation.
ENVIRONMENTAL, SOCIAL, AND GOVERNANCE (ESG) REPORTING: ENHANCING TRANSPARENCY IN SUSTAINABLE FINANCE Getah Ester Hayatullah; Napat Chai; Ming Pong
Journal Markcount Finance Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jmf.v4i1.3362

Abstract

The growing emphasis on sustainability within global financial markets has elevated Environmental, Social, and Governance (ESG) reporting as a central mechanism for enhancing transparency and accountability in sustainable finance. Investors, regulators, and other stakeholders increasingly rely on ESG disclosures to evaluate non-financial risks, long-term value creation, and corporate responsibility. This study aims to analyze the role of ESG reporting in improving transparency and its implications for sustainable finance practices. The research adopts a qualitative analytical approach based on a systematic review of peer-reviewed academic literature, international reporting standards, regulatory frameworks, and secondary data from sustainability reports and financial institutions. The findings indicate that high-quality ESG reporting enhances information transparency, reduces information asymmetry, and strengthens investor confidence by enabling more accurate assessment of corporate sustainability performance. Consistent and standardized ESG disclosures are associated with improved capital allocation efficiency, lower perceived risk, and stronger stakeholder trust. The study concludes that ESG reporting is a critical instrument for advancing sustainable finance, provided it is supported by harmonized standards, robust governance mechanisms, and credible verification processes.  
CLIMATE RISK AND FINANCIAL STABILITY: BUILDING RESILIENT FINANCIAL SYSTEMS IN THE FACE OF GLOBAL WARMING Ari Purwanti; Ming Pong; Rit Som
Journal Markcount Finance Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jmf.v4i2.3485

Abstract

Climate change has emerged as a systemic risk with profound implications for global financial stability, affecting asset valuations, credit markets, insurance systems, and macroeconomic resilience. Increasing frequency and severity of climate-related shocks expose financial institutions to physical risks, transition risks, and liability risks that challenge the robustness of existing financial frameworks. This study aims to examine how climate risk interacts with financial stability and to identify strategic approaches for building resilient financial systems in the context of global warming. The research adopts a qualitative analytical design based on an extensive review of secondary data, including peer-reviewed journal articles, policy reports, and regulatory frameworks issued by central banks and international financial institutions. The findings reveal that climate risk amplifies traditional financial vulnerabilities through channels such as asset stranding, credit reallocation, and systemic contagion, while also exposing gaps in risk assessment, disclosure practices, and prudential regulation. Evidence indicates that proactive integration of climate risk into financial supervision, stress testing, and capital allocation enhances systemic resilience and reduces long-term instability. The study concludes that strengthening climate-related financial governance, improving data transparency, and aligning financial incentives with climate objectives are critical for safeguarding financial stability.
Cognitive Load Theory: Implications for Instructional Design in Digital Classrooms Rudy Surbakti; Satria Evans Umboh; Ming Pong; Sokha Dara
International Journal of Educational Narratives Vol. 2 No. 6 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v2i6.1659

Abstract

The rapid integration of digital tools in education has transformed classroom environments, creating new opportunities and challenges for instructional design. One key area of focus is the management of cognitive load, which refers to the mental effort required to process information during learning. Cognitive Load Theory (CLT) offers insights into how instructional materials can be optimized to improve learning outcomes. In digital classrooms, the effective design of instructional content becomes even more critical due to the increased multimedia elements and potential for cognitive overload. This study aims to explore the implications of Cognitive Load Theory (CLT) for instructional design in digital classrooms. It examines how digital tools, such as multimedia content and interactive activities, impact learners’ cognitive load and suggests strategies for reducing extraneous cognitive load to enhance learning efficiency and effectiveness. A mixed-methods approach was used, combining quantitative surveys to assess students’ cognitive load during digital learning activities and qualitative interviews with instructors to understand their perspectives on instructional design challenges. The study was conducted across several digital learning environments in higher education. The findings indicate that digital learning environments often lead to high cognitive load, particularly when multimedia content is poorly integrated. However, using principles from CLT, such as segmenting information and reducing unnecessary complexity, can significantly lower cognitive load and improve student learning outcomes. Both students and instructors reported that well-designed digital content led to better engagement and more efficient learning. The study concludes that applying Cognitive Load Theory to instructional design in digital classrooms can enhance learning by minimizing cognitive overload. Educators should be mindful of cognitive load when creating digital learning experiences to improve student performance and engagement.
Narrative-Based Assessment: Using Student Stories for Measuring Learning Progress and Metacognition Siri Lek; Ming Pong; Ravi Dara; Widiharto Purnomo
International Journal of Educational Narratives Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i1.3068

Abstract

Background. Narrative-based assessment has emerged as an alternative approach to traditional evaluation practices that often prioritize standardized outcomes over learning processes. Conventional assessments provide limited insight into how students develop understanding and regulate their thinking. Student narratives, in contrast, offer rich representations of learning experiences and reflective engagement, yet their systematic use for measuring learning progress and metacognition remains underexplored. Purpose. This study aims to examine how narrative-based assessment using student stories can be utilized to measure learning progress and metacognitive development. The research seeks to identify narrative features that indicate cognitive growth, reflective depth, and self-regulatory awareness in learning contexts. Method. A qualitative descriptive research design with a longitudinal narrative approach was employed. Participants were students engaged in reflective learning activities selected through purposive sampling. Data were collected through student narratives, reflective prompts, and learning artifacts, and analyzed using thematic, structural, and linguistic analysis to identify indicators of learning progress and metacognition. Results. Findings indicate that repeated narrative engagement leads to increased metacognitive awareness, strategy articulation, and evaluative reflection. Student stories demonstrated progressive development from descriptive accounts toward coherent and self-regulated learning narratives. Case analysis further illustrated individual learning transformation through narrative expression. Conclusion. Narrative-based assessment is effective for capturing learning progress and metacognition as dynamic and developmental processes. The novelty of this study lies in operationalizing student narratives as systematic assessment evidence, positioning storytelling as a valid and inclusive approach for measuring learning development.
Mobile-Assisted Language Learning (MALL) for Indonesian EFL Learners: Enhancing Vocabulary Through Gamified Apps Ming Pong; Rit Som; Vann Sok
International Journal of Language and Ubiquitous Learning Vol. 3 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i3.2991

Abstract

Background. Rapid technological advancement has reshaped English language teaching, prompting the integration of mobile-assisted language learning (MALL) as a dynamic medium for vocabulary acquisition. In Indonesia, where English is a foreign language (EFL), learners often struggle to retain vocabulary due to limited exposure and traditional memorization-based methods. Purpose. This study investigates the effectiveness of gamified mobile applications in enhancing Indonesian EFL learners’ vocabulary mastery within the MALL framework Method. The study involved 288 university students from Chinese, Japanese, and Korean TFL settings, and the data from questionnaires were analysed using appropriate statistical methods. Results. Data were collected through pre- and post-tests, learner attitude questionnaires, and semi-structured interviews. Statistical analysis using paired-sample t-tests revealed a significant improvement in vocabulary scores of the experimental group compared to the control group (p < .05). Qualitative findings further indicated that gamification fostered higher motivation, self-efficacy, and autonomous learning behaviors.. Conclusion. The study concludes that integrating gamified MALL platforms effectively bridges linguistic and motivational challenges among Indonesian EFL learners, providing a sustainable alternative to traditional instruction. These findings underscore the pedagogical potential of mobile technology to support vocabulary development and learner engagement in digitally enriched learning environments.
The Effect of the Climate Crisis on Social Mobility and Economic Well-Being Iriana Bakti; Dilshod Tursunov; Ming Pong
Journal of Social Science Utilizing Technology Vol. 3 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jssut.v3i1.2103

Abstract

The climate crisis has emerged as one of the most pressing global challenges, affecting not only environmental sustainability but also socio-economic structures across nations. Rising temperatures, extreme weather events, and ecological degradation have profound implications for vulnerable populations, particularly in terms of their capacity for social mobility and access to economic opportunities. This study examines the interconnectedness between climate change impacts and patterns of social and economic inequality, focusing on how environmental disruptions exacerbate barriers to upward mobility and reduce overall economic well-being. The main objective of this research is to analyze the extent to which climate-related stressors influence socio-economic dynamics, especially among low-income and marginalized communities. Using a mixed-methods approach, this study combines statistical analysis of secondary global data with case studies drawn from three climate-vulnerable regions: Southeast Asia, Sub-Saharan Africa, and Latin America. Quantitative data were sourced from global databases such as the World Bank and IPCC reports, while qualitative insights were obtained through structured interviews and local policy document analysis. Findings reveal a strong correlation between climate vulnerability and reduced social mobility. Communities exposed to recurrent climate shocks tend to experience diminished income security, disrupted education pathways, and limited employment opportunities. These effects are particularly acute in regions with weak institutional support and limited adaptive infrastructure. The study concludes that the climate crisis is not only an environmental issue but also a significant socio-economic threat that demands integrated policy responses. Addressing climate justice and economic resilience simultaneously is crucial to safeguarding future opportunities for upward mobility.
Co-Authors Aiman Fariq Andi Muhammad Dakhalan Aom Thai Ardi Azhar Nampira Ardi Azhar Nampira Ari Purwanti Dicky Dwi Prakoso Dilshod Tursunov Faisal Razak Fatimah Fahurian Fauzi Aldina Getah Ester Hayatullah Herri Trisna Frianto, Herri Trisna Imas Fitriana Iriana Bakti Justam Justam Juwairiah Juwairiah Loso Judijanto Mirwanti Syunikitta Nadya Aulia Napat Chai Nong Chai Nurul Huda Pedro Silva Pong Krit Ravi Dara Rit Som Rudy Surbakti Rukiyanto Rukiyanto, Rukiyanto Satria Evans Umboh Siri Lek Sokha Dara Som Chai Suyitno Suyitno Teddy Oswari Teni Nurrita Ton Kiat Triyugo Winarko Vann Sok Vicheka Rith Widiharto Purnomo