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Journal of Advanced Multidisciplinary Research
Published by Universitas Islam Sultan Agung
ISSN : -     EISSN : 27236978     DOI : https://doi.org/10.30659/jamr
Core Subject : Religion, Health, Science, Education, Social, Engineering,
Religion Aerospace Engineering Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Earth & Planetary Sciences Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mechanical Engineering Nursing Public Health Social Sciences
Journal of Advanced Multidisciplinary Research (JAMR) is a biannual scientific multidisciplinary research journal published by Research and Community Service Department (LPPM) Universitas Islam Sultan Agung Semarang, Indonesia. The aim of this journal publication is to disseminate the conceptual thoughts or ideas and research results that have been achieved in any area of research. The articles are going to be published in the months of July and December each year. Any interested authors are supposed to submit their manuscripts in English. ISSN: 2723-6978
Arjuna Subject : Umum - Umum
Articles 80 Documents
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Relationship Between Nasal Congestion and Learning Concentration in Medical Student Yogi Agustian Nugroho; Andriana Tjitria Widi Wardani Sardjana; Agung Sulistyanto; Iwang Yusuf; Kamilia Dwi Utami
Journal of Advanced Multidisciplinary Research Vol 6, No 2 (2025): December 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/jamr.6.2.108-113

Abstract

Allergic Rhinitis is not a fatal disease, but it can affect a person's quality of life and interfere with work, including their ability to learn. One of the most frequently complained of symptoms of allergic rhinitis is a blocked nose. The worldwide prevalence of allergic rhinitis affects between 10%-30% of the population. The aim of this study was to determine the relationship between nasal congestion and learning concentration allergic rhinitis sufferers among FK UNISSULA students, Class of 2022.This research is an observational study with a cross sectional design with the sample criteria being students of FK Unissula Class of 2022 and 2023 who suffer from allergic rhinitis and meet the inclusion and exclusion criteria. The inclusion criteria in this research were students of FK Unissula Class of 2022 and 2023 and were willing to be research subjects. The exclusion criteria in this study were students with anatomical nasal abnormalities and those experiencing chronic rhinosinusitis with or without nasal polyps, deviated septum, adenoid hypertrophy, and neoplasms.There were 50 respondents from Unissula Medical Faculty students who suffered from allergic rhinitis. It was found that 38 (76%) students had a blocked nose and 12 (24%) students did not experience a blocked nose. The research results showed that the majority of students experienced severe nasal congestion and the majority of students had good concentration on their studies. The results of the analysis of the relationship between nasal congestion and learning concentration in allergic rhinitis sufferers using the Spearman test obtained p 0.000 with a correlation coefficient of 0.538.The results of the analysis above showed that there was a significant relationship between nasal congestion and learning concentration in allergic rhinitis sufferers.
English for Specific Purposes in Tourism Higher Education: Trends, Gaps, and Future Directions in Curriculum Design Achmad Leofaragusta Kurniawan Komerendo; Herman Herman; Muhammad Bambang Purwanto
Journal of Advanced Multidisciplinary Research Vol 6, No 2 (2025): December 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/jamr.6.2.172-181

Abstract

English for Specific Purposes (ESP) has become a crucial component in tourism higher education as the industry increasingly demands graduates who are communicatively competent, professionally confident, and interculturally aware. This article aims to provide a descriptive analysis of current trends, identify key gaps, and propose future directions in ESP curriculum design within tourism higher education. Using a descriptive qualitative approach, this study synthesizes relevant literature on ESP, tourism education, and curriculum development to map prevailing pedagogical practices and conceptual challenges. The findings indicate that contemporary ESP tourism curricula have shown a positive movement toward speaking-oriented, task-based, and performance-driven instruction that reflects the needs of workplace communication. However, significant gaps persist between students’ linguistic competence and their readiness to perform professional communication in authentic tourism contexts. These gaps are primarily attributed to the limited integration of industry-based service scenarios, psychological readiness factors such as confidence and willingness to communicate, and the development of intercultural competence. The discussion highlights the need to reconceptualize ESP tourism not merely as linguistic pedagogy, but as professional communication pedagogy that emphasizes service-oriented discourse, authentic tasks, and learner readiness. This article concludes that a holistic ESP tourism curriculum, integrating linguistic, psychological, cultural, and professional dimensions, is essential to bridge the gap between classroom learning and real-world tourism communication. The study offers conceptual implications for curriculum designers and educators and recommends future empirical research across diverse local and global tourism contexts to further validate and refine ESP tourism curriculum models.
Time and Cost Performance Analysis using the Earned Value Method in the Construction Project of the Dormitory Building at Airlangga University Campus C in Surabaya Idrus Idrus; Henny Pratiwi Adi; Antonius Antonius
Journal of Advanced Multidisciplinary Research Vol 6, No 2 (2025): December 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/jamr.6.2.114-125

Abstract

Construction projects often face challenges in the form of delays and cost overruns due to discrepancies between plans and actual implementation. The Dormitory Building at Airlangga University Campus C in Surabaya was selected as a case study to comprehensively evaluate project performance. The purpose of this study is to evaluate time and cost performance using the Earned Value Management (EVM) method to provide an accurate picture of the deviations that occur and as a basis for project control recommendations. This study uses a descriptive quantitative approach with secondary data in the form of weekly progress reports, basic schedules, and project financial records. The analysis was conducted through the calculation of EVM indicators, which included Planned Value (PV), Earned Value (EV), Actual Cost (AC), Cost Performance Index (CPI), Schedule Performance Index (SPI), and Estimate at Completion (EAC). The results show that the project experienced delays with an average Schedule Performance Index (SPI) value of 0.92, or approximately 8% behind schedule, while the average Cost Performance Index (CPI) value of 1.05 indicates cost efficiency of 5% compared to the initial budget. The Estimated Cost at Completion (EAC) projects a completion cost of IDR 94.8 billion, which is lower than the contract value of IDR 95.6 billion. Therefore, the project is still under control in terms of cost but requires accelerated work to meet deadlines, while the application of EVM has proven to be effective as an early warning tool and a basis for decision-making in construction project management.
The Correlation between Grammar Mastery and Basic English Speaking Skills: A Case of Beginners at AGNES Course Kediri Maylizza Zuyyina Rizqy Fadila; Hartono Hartono
Journal of Advanced Multidisciplinary Research Vol 7, No 1 (2026): July 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/jamr.7.1.79-90

Abstract

Grammar mastery plays a significant role in helping learners produce clear and fluent spoken English. This study explored the correlation between grammar mastery and basic English speaking skills among beginners at AGNES English Course in Kediri. Although these learners frequently encounter English through games, music, and social media, many learners still experience difficulties in speaking confidently, especially in formal situations. Limited grammar mastery can contribute to unclear or fragmented speech, making communication less effective and reducing students’ confidence. Using a quantitative approach with a descriptive correlational design, this study involved 30 beginners who were selected through purposive sampling. Data were collected using a grammar test and a speaking task, and were analyzed using Pearson’s Product-Moment Correlation to examine whether grammar mastery was related to speaking skills. The study aimed to provide practical insights into how grammar supports clear and fluent speaking. The results showed a moderate and statistically significant positive correlation between grammar mastery and basic English speaking skills (r = 0.537, p < .01), indicating that learners with higher grammar mastery tended to demonstrate better speaking performance. These findings suggest that grammar mastery plays an important role in supporting beginners’ speaking development. Therefore, integrating grammar instruction into speaking activities is recommended to help learners speak more clearly and confidently in both informal and formal situations.
English Proficiency and Job Opportunities in Digital Era: A Bridge or a Barrier? Yandri Ahmad Rifandi; Aminah Aminah
Journal of Advanced Multidisciplinary Research Vol 7, No 1 (2026): July 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/jamr.7.1.11-21

Abstract

The rapid transformation of the global labor market driven by digitalization, artificial intelligence (AI), and technological innovation has significantly reshaped the competencies required for graduate employability, positioning English proficiency as a strategic asset for workforce competitiveness. Despite the growing body of empirical research, existing evidence remains fragmented across different educational and national contexts, limiting a comprehensive understanding of the role of English proficiency in shaping employment opportunities in the digital era. This study aims to synthesize recent empirical evidence on the relationship between English proficiency and job opportunities through a qualitative literature review. The review adopted the PRISMA 2020 framework to identify, screen, and select relevant peer-reviewed studies published between 2021 and 2025 from Scopus, ERIC, Google Scholar, and the Directory of Open Access Journals (DOAJ). 17 studies were selected and analyzed using thematic analysis to identify recurring patterns and conceptual relationships. The synthesis revealed five overarching themes: (1) English proficiency as employability capital, (2) English proficiency in supporting workplace communication, (3) English proficiency as a catalyst for career advancement, (4) English proficiency in enhancing digital workforce readiness, and (5) English proficiency as a barrier to employment opportunities. The findings demonstrate that English proficiency extends beyond linguistic competence and functions as a strategic component of employability by strengthening graduates' competitiveness, facilitating professional communication, promoting career mobility, and enabling participation in digitally mediated workplaces. Conversely, inadequate English proficiency continues to restrict access to employment, professional development, and international career opportunities. This review contributes to the literature by integrating empirical evidence from developing Asian countries and conceptualizing English proficiency within the frameworks of human capital, digital employability, and sustainable employability. The findings provide practical implications for higher education institutions, curriculum developers, and policymakers in designing employability-oriented English language education that aligns with the evolving demands of the global digital workforce.
The Role of Wordwall to Teach English Vocabulary for Students with Mild Intellectual Disabilities (MID) Robi&#039;atul A&#039;dawiyah; Nur Ekaningsih
Journal of Advanced Multidisciplinary Research Vol 7, No 1 (2026): July 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/jamr.7.1.22-35

Abstract

Students with mild intellectual disabilities (MID) face significant challenges in English vocabulary acquisition due to delayed language development, limited working memory, and short attention spans, and traditional teaching strategies were often ineffective. Despite the potential of gamified digital media, there was limited research exploring the role of tools like Wordwall in supporting vocabulary instruction specifically for these learners. Therefore, this study aimed to explore the role of Wordwall in supporting English vocabulary learning for students with MID. This research employed a qualitative case study design. Using purposive sampling, data were collected through triangulation (classroom observation and semi-structured interview with three students and the English teacher) in one special-needs class in Semarang. The data were analyzed using thematic analysis. The findings revealed that Wordwall facilitated students’ engagement and participation in vocabulary learning, supported vocabulary retention, active participation driven by Wordwall activities, practicality and flexibility of Wordwall perceived by teacher, and created a more interactive and enjoyable classroom environment for students with MID. This study contributed to inclusive digital pedagogy by showing how Wordwall as gamified tools can support vocabulary learning for students with MID.
Grammatical Errors and the Impacts in Australasian Parliamentary Debate Elok Widiyati; Dinta Amelia
Journal of Advanced Multidisciplinary Research Vol 7, No 1 (2026): July 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/jamr.7.1.36-51

Abstract

Debate is a productive speaking skill where students from pro and cons sides argue their constructive arguments to win. It deals with students’ grammar accuracy in showing the exact motion nuance and consistent context delivered. However, there were very limited research conducted in the area of debate inaccuracy dealing with grammar from Australasian Parliamentary debate system. Through the debate class conducted by the students, gaps in the previous studies in grammatical error addressed. Therefore, this article aims to find out the students’ grammatical errors types in the debate class and highlights factors, impacts, and strategies to avoid the errors. The researchers used descriptive quantitative research design with an open questionnaire and transcribed video. The respondents were the students of third semester majoring English Education. The researchers gathered the data from offline debate class. The data was analyzed based on the morphological errors. The findings showed that the most frequently error produced was misselection 63.34%, omission 32%, overinclusion 2%, misordering 1.33%, and blend 1.33%. Surprisingly, a new sub type of omission found as adjective. It can be concluded that the grammatical errors in debate dealt with all the types but it did not happen to the all sub types. The regular grammatical errors made by the students had the higher the impacts to the internal aspect compared to the external aspect referring to the technicalities and adjudication. To conclude, it is very important to analyze the students’ grammatical errors in their debate performance to boost their clear argument and rebuttal delivery to minimize ambiguity. Therefore, it would be easily understood by the opponents and adjudicators.
Utilizing ChatGPT as a Pedagogical Tool to Enhance English as a Foreign Language Learners’ Basic English Grammar Competence: A Case Study at an Islamic Boarding School Sanusi Azhari; Kurniawan Yudhi Nugroho
Journal of Advanced Multidisciplinary Research Vol 7, No 1 (2026): July 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/jamr.7.1.52-63

Abstract

Mastery of English sentence structure is fundamental yet challenging for EFL learners, forming the basis for effective communication and academic success. In Indonesian Islamic boarding schools, students juggling intensive religious studies and academics often have limited targeted grammar practice, intensifying difficulties with sentence construction. Although ChatGPT shows promise as a pedagogical tool in EFL contexts, prior research has largely examined university students or prolonged interventions, leaving a gap regarding its impact in short-term, intensive programs for senior high school students in boarding school settings. This study assessed ChatGPT’s effectiveness in improving EFL learners’ sentence structure competence. Adopting a one-group pretest-posttest design, 14 tenth-grade male students at an Islamic boarding school in Bogor, Indonesia completed a two-week intervention of daily 60-minute ChatGPT-assisted sessions on simple present tense sentence construction, incorporating guided practice and immediate feedback. Sentence structure competence was evaluated using a 15-item multiple-choice grammar test developed by the researcher, administered before and after the intervention. Results indicated statistically significant gains, with mean scores rising from 68.43 (SD = 25.922) on the pretest to 90.43 (SD = 6.418) on the posttest (mean difference = 22; t(13) = 3.297, p = .006). The Shapiro-Wilk test confirmed normality, and the large effect size underscored substantial practical significance. These findings demonstrate that even brief, intensive ChatGPT interventions can substantially enhance EFL learners’ sentence structure competence. ChatGPT proves a practical, time-efficient, and engaging tool for grammar instruction in Indonesian boarding school contexts. EFL teachers are advised to incorporate structured ChatGPT activities into daily lessons to promote individualized learning and lessen teacher workload. Limitations and avenues for future research are discussed.
Social Rehabilitation After Natural Disasters: Access and Adaptation of Education for Children Affected by Floods in Sumatra Muhammad Bambang Purwanto; Ismail Nasar; Fitria Marisya; Anggra Prima; Jamilah Jamilah
Journal of Advanced Multidisciplinary Research Vol 7, No 1 (2026): July 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/jamr.7.1.64-78

Abstract

Severe floods in the Sumatra region have had profound social and educational impacts, especially for school-age children who have lost access to the learning process due to infrastructure damage, family relocation, and psychological trauma. Education as a fundamental right of children needs to be guaranteed to continue even in emergency conditions. This study aims to analyze the conditions of access to education for children affected by floods, the form of adaptation of the learning system implemented in the affected areas, and the role of social rehabilitation in supporting the recovery of education and the welfare of children after the disaster. This study employs a descriptive, qualitative approach using a phenomenological method, focusing on the social and educational experiences of flood victims in Agam Regency, West Sumatra. Data were obtained through semi-structured interviews, participatory observations, and documentation studies of teachers, parents, social volunteers, and children of disaster victims. Data analysis was conducted using a thematic analysis approach, focusing on central themes such as access to education, learning adaptation, and social rehabilitation support. The results show that children's access to education remains limited due to damage to school facilities and the relocation of residents; however, local initiatives, such as emergency schools and child-friendly spaces, have emerged to protect the right to learn. Adaptation of empathy-based learning and social activities helps students recover emotionally. Social rehabilitation plays a vital role in rebuilding learning motivation, strengthening community collaboration, and creating a humanistic and inclusive emergency education system. This study emphasizes that integrating education, psychosocial, and social rehabilitation is key to sustainable post-disaster recovery and the development of resilience education in Indonesia.
Comparative In Vitro Antifungal Activity of 0.2% Chlorhexidine Gluconate and 1% Povidone-Iodine Oral Antiseptic Solutions Against Candida albicans Jorgy Rahmat Syahhada; Rahayu Rahayu; Conita Yuniarifa; Mohamad Arif; Masfiyah Masfiyah
Journal of Advanced Multidisciplinary Research Vol 7, No 1 (2026): July 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/jamr.7.1.1-10

Abstract

Alterations in the oral microbiota of mechanically ventilated intensive care unit (ICU) patients increase the risk of Candida albicans colonization, which may contribute to prolonged hospitalization and higher morbidity. Chlorhexidine gluconate and povidone-iodine are commonly used oral antiseptics; however, direct evidence comparing their antifungal activity at clinically used concentrations remains limited. This study compared the in vitro antifungal activity of 0.2% chlorhexidine gluconate and 1% povidone-iodine against Candida albicans. This laboratory experimental study used a post-test-only control group design. Antifungal activity was assessed using the Kirby–Bauer disk diffusion method with a standardized Candida albicans suspension adjusted to the 0.5 McFarland standard. Sterile normal saline served as the negative control. Inhibition zone diameters were measured after 24 hours of incubation at 37°C. Data from 20 replicates per group were analyzed using the Mann–Whitney U test. The 0.2% chlorhexidine gluconate group produced a significantly larger median inhibition zone than the 1% povidone-iodine group [20 mm (range, 19–20 mm) vs. 11 mm (range, 10–11 mm); p < 0.001], while the negative control showed no inhibition. These findings indicate that 0.2% chlorhexidine gluconate has greater in vitro antifungal activity against Candida albicans than 1% povidone-iodine. Further MIC/MFC, biofilm-based, and clinical studies are recommended.

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