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Journal of Multidisciplinary Science: MIKAILALSYS
Published by Lembaga Yasin Alsys
ISSN : 29873924     EISSN : 29872286     DOI : https://doi.org/10.58578/mikailalsys
Core Subject : Science, Education, Agriculture, Social, Engineering,
Agriculture, Biological Sciences & Forestry Chemical Engineering, Chemistry & Bioengineering Environmental Science Physics Social Sciences Other
Journal of Multidisciplinary Science : MIKAILALSYS [2987-3924 (Print) and 2987-2286 (Online)] is a double blind peer reviewed and open access journal to disseminating all information contributing to the understanding and development of Multidisciplinary Science. Its scope is international in that it welcomes articles from academics, researchers, graduate students and policy makers. The articles published may take the form of original research, theoretical analyses, and critical review. All articles should be in English or Arabic. MIKAILALSYS publishes 3 editions a year in April, August, and December (Unless there is co-publication with conference organizers). MIKAILALSYS journal has been indexed by Harvard University, Boston University, Dimensions, Scilit, Crossref, Web of Science Garuda, Google Scholar, and Base.
Arjuna Subject : Umum - Umum
Articles 236 Documents
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The Effect of Watching “Marriage Is Scary” Content on TikTok on Marital Attitudes among Early Adults Azzahra, Tazkiya; Mardianto, Mardianto
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 1 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i1.9829

Abstract

The rise of “marriage is scary” content on TikTok has created a digital phenomenon in which marriage is represented through negative narratives, including infidelity, domestic conflict, financial pressure, and fear of choosing the wrong partner. Such content may shape beliefs, evaluations, and perceptions of marriage among early adults, particularly those who have never been married. This study aims to examine the effect of watching “marriage is scary” content on TikTok on marital attitudes among early adults. A quantitative approach with an explanatory design was employed, involving 112 respondents selected through purposive sampling. The respondents were 18–25 years old, unmarried, active TikTok users, and had watched “marriage is scary” content on TikTok. Data were collected using a questionnaire consisting of a watching behavior scale and a marital attitude scale, then analyzed using simple linear regression with SPSS version 27. The findings indicate that watching “marriage is scary” content has a significant negative effect on marital attitudes, with a contribution of 17.7%. This result shows that the higher the tendency to watch “marriage is scary” content, the lower the individual’s positive attitude toward marriage. The study contributes to social psychology and digital media studies by demonstrating how exposure to negative marriage-related content can shape marital attitudes in early adulthood. Practically, the findings highlight the importance of digital literacy and balanced premarital education to help early adults critically evaluate marriage-related content on social media.
The Use of Manipulative Media to Improve Elementary School Students’ Understanding of Fraction Concepts Majid, Abdul; Syarifuddin, Syarifuddin
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 1 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i1.9837

Abstract

Although students’ understanding of fraction concepts in elementary mathematics has received increasing scholarly attention, research specifically examining the use of manipulative media to improve conceptual understanding in rural primary school contexts remains limited. This study aims to evaluate the effectiveness of manipulative media in enhancing students’ understanding of fraction concepts at SDN 38 Bonto Perak, Pangkep Regency. A Classroom Action Research (CAR) design was employed, involving 20 students selected through purposive sampling. Data were collected through achievement tests, observation sheets, and documentation, and analyzed using descriptive quantitative techniques. The findings indicate that the use of manipulative media improved students’ conceptual understanding of fractions, as reflected in an increase in the average score from 62 in Cycle I to 82 in Cycle II and an improvement in learning mastery from 45% to 85%. These results suggest that manipulative media can facilitate hands-on and meaningful learning by helping students construct a clearer understanding of abstract fraction concepts. This study contributes to the literature on constructivist learning and elementary mathematics education by providing empirical evidence on the role of manipulative media in strengthening conceptual understanding. Practically, the findings imply that teachers should integrate manipulative media consistently into classroom instruction to enhance student engagement, conceptual comprehension, and mathematics learning outcomes.
Human Resource Development Strategies for Enhancing Digital Well-Being among Islamic Education Teachers a'la, Miftahul; Minarti, Sri
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 1 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i1.9860

Abstract

Although digital well-being has received increasing attention, research on Human Resource Development (HRD) strategies to enhance digital well-being among Islamic education teachers remains limited. This study aims to develop HRD strategic steps based on planning, organizing, actuating, and controlling (POAC) that integrate digital well-being with Islamic values. A qualitative case study approach was employed at SMP Negeri 2 Padangan, involving five key informants selected purposively, consisting of two Islamic education teachers, the principal, and two vice principals. Data were collected through a systematic literature review, semi-structured interviews, and observations, then analyzed using interactive thematic analysis and triangulation. The findings reveal three key issues: connectivity invasion that blurs work–life boundaries and creates telepressure, a gap between technical digital training and teachers’ well-being needs, and personal spiritual coping practices that remain institutionally unintegrated. Based on these findings, the study proposes four HRD interventions: digital workload risk assessment, an Islamic “right to disconnect” policy, a Spiritual Digital Coaching program combining stress management with muraqabah and muhasabah, and a holistic well-being-based performance evaluation. These findings contribute to digital well-being theory in faith-based education by integrating Islamic ethical principles, including ḥifẓ al-nafs, wasaṭiyyah, and qudwah, into HRD strategy. The study concludes that safeguarding teachers’ digital well-being is both a spiritual and strategic necessity and recommends that educational institutions adopt POAC-based HRD strategies to build a sustainable professional culture. Future research should operationalize and test these strategies and develop context-specific digital well-being assessment tools.
Library Users' Perception of Front Office Service Experience Based on User Experience Mode at Andalas University Library Mulhairi, Mulhairi; Rahmah, Elva
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 2 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i2.9875

Abstract

User experience plays an important role in improving library service quality, particularly in front office services as the main point of interaction between users and the library. This study aims to describe users’ perceptions of front office service experiences at the Andalas University Library based on the User Experience model, which includes five dimensions: usability, usefulness, accessibility, desirability, and satisfaction. A quantitative approach with a descriptive design was employed, involving 100 respondents selected through incidental sampling. Data were collected using questionnaires and analyzed using descriptive statistics with SPSS. The findings reveal that all user experience dimensions were categorized as high, with average scores for usability (3.57), usefulness (3.32), accessibility (3.56), desirability (3.50), and satisfaction (3.53), and an overall achievement level of 88.86%, classified as very good. These results indicate that front office services have delivered positive user experiences in terms of ease of use, environmental comfort, accessibility, and interaction quality with staff. The study concludes that the front office services at the Andalas University Library operate effectively and efficiently in meeting user needs. This study contributes to academic library service quality literature by providing empirical insight into user experience-based service evaluation. Practically, the findings imply the need for continuous improvement, particularly by enhancing usability, simplifying service procedures, and optimizing service systems to achieve more advanced and user-centered library services.
The Effect of the Widuri Program on High School Students' Knowledge about Bung Hatta at the UPT Proklamator Bung Hatta Library Aprilina, Sierly Ananta; Rahmah, Elva
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 2 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i2.9876

Abstract

The limited and often superficial understanding of national figures among students, particularly Bung Hatta, reflects a critical gap between the intended objectives of history education and actual learning outcomes, which remain largely focused on memorization rather than deep conceptual understanding. This issue is closely associated with conventional, teacher-centered instructional approaches that provide limited contextualization and experiential engagement. This study aims to empirically examine the effect of the WIDURI Program, a library-based educational initiative grounded in experiential learning, on high school students’ knowledge of Bung Hatta. A quantitative explanatory design was employed, involving 70 respondents selected through simple random sampling. Data were collected using a validated and reliable Likert-scale questionnaire and analyzed through simple linear regression after meeting classical assumption requirements. The findings indicate that the WIDURI Program has a positive and statistically significant effect on students’ knowledge, as shown by a significance value of 0.000 (< 0.05) and a regression coefficient of 0.729. The coefficient of determination (R² = 0.277) further indicates that the program contributes 27.7% to the variance in students’ knowledge. These findings demonstrate that experiential learning within a library context can enhance students’ factual knowledge while also supporting higher-order cognitive skills in line with Bloom’s Taxonomy. This study contributes to history education and library-based learning literature by highlighting the transformative role of libraries as active learning environments rather than passive information providers. Practically, the findings imply that experience-based literacy programs can serve as strategic and innovative approaches to fostering more contextual, critical, and meaningful learning outcomes.
The Effect of Information Literacy on Students’ Information Overload in the Use of Digital Academic References Olivia, Dea; Desriyeni, Desriyeni
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 2 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i2.9877

Abstract

This study is motivated by the increasing volume of digital information that may lead to information overload among students, particularly when using digital academic references. The main problem addressed in this research is students’ limited ability to select, evaluate, and effectively use information amid the abundance of available sources. This study aims to analyze the effect of information literacy on students’ information overload in the use of digital academic references. A quantitative approach with a descriptive survey design was employed. The population consisted of students from the Library and Information Science Program at Universitas Negeri Padang from the 2023–2025 cohorts, with a total sample of 73 respondents selected using proportionate stratified random sampling. Data were collected through questionnaires and preliminary interviews and analyzed using descriptive statistics and simple linear regression. The findings indicate that information literacy has a significant effect on information overload, with a significance value of p < .001 and a t-value of 5.611. The coefficient of determination of 30.7% shows that information literacy contributes to students’ ability to manage information overload. These findings suggest that higher levels of information literacy enhance students’ capacity to select, evaluate, and use digital academic references effectively, thereby minimizing the risk of information overload. This study contributes to the literature on information literacy and digital academic behavior by providing empirical evidence of the role of information literacy in managing excessive information exposure. Practically, the findings imply the need to strengthen information literacy programs in higher education to improve students’ critical and effective use of digital academic references.
The Effect of Gemini AI Usage on the Information Literacy of Students in the Library and Information Science Study Program Putri, Sindy Berliana; Marlini, Marlini
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 2 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i2.9878

Abstract

The rapid advancement of artificial intelligence (AI), particularly generative AI technologies such as Gemini AI, has transformed how students access and use information in academic contexts. Although these technologies offer efficiency and convenience, concerns remain regarding students’ ability to critically evaluate the credibility of AI-generated information. This study aims to examine the effect of Gemini AI usage on the information literacy of students in the Library and Information Science Study Program at Universitas Negeri Padang. A quantitative approach with a descriptive and associative design was employed. The population consisted of 258 students, from which 72 respondents were selected using purposive sampling. Data were collected through a validated and reliable Likert-scale questionnaire and analyzed using descriptive statistics, product-moment correlation, and simple linear regression with IBM SPSS. The findings indicate that Gemini AI usage has a positive and significant effect on students’ information literacy, with a significance value of 0.002 < 0.05. The coefficient of determination (R² = 0.130) shows that Gemini AI usage contributes 13% to students’ information literacy, while the remaining variance is influenced by other factors. Descriptively, students demonstrated strong abilities in identifying and accessing information; however, limitations were found in their ability to critically evaluate the accuracy and credibility of AI-generated content. This study concludes that Gemini AI usage can enhance students’ information literacy but does not fully support critical evaluation skills. The findings contribute to the literature on AI-assisted information behavior and imply the need to integrate AI adoption with the strengthening of critical and evaluative competencies in higher education.
Student Development Management in Increasing Social Awareness of the Community at Sumbersari 2 State Elementary School Malang Widodo, Wahyudi
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 2 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i2.9904

Abstract

Student development management is a crucial aspect of primary education aimed at shaping students’ character, particularly in fostering social awareness within the community. However, several issues remain in practice, including low levels of empathy among students, a tendency toward individualistic behavior, and the suboptimal management of school development programs. This study aims to analyze student development management in enhancing social awareness at Sumbersari 2 State Elementary School Malang, focusing on planning, implementation, and evaluation. A qualitative approach with a descriptive design was employed. Data were collected through observation, interviews, and documentation involving the principal, teachers, students, and parents as research subjects. Data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing, while validity was ensured through triangulation techniques. The findings reveal that student development management was implemented through event-based and routine activities integrated with community social life. These activities included the commemoration of Kartini Day through the distribution of basic food packages to underprivileged community members, the sharing of iftar meals (takjil) during Ramadan, school anniversary activities involving community clean-up and social interaction, as well as routine programs such as scouting and community service. These activities were effective in enhancing students’ social awareness through direct experiential learning. However, challenges remain, particularly in the lack of systematic evaluation and the limited sustainability of the programs. This study contributes to character education and primary school management literature by demonstrating how student development programs can strengthen social awareness through community-based experiential activities.
The Relationship between Academic Rational Belief and Student Engagement among Senior High School Students Musagaros, Wisherly; Juwita, Silvi
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 2 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i2.9907

Abstract

Student engagement is an important indicator of learning quality because it reflects students’ behavioral, emotional, and cognitive involvement in the learning process. Although student engagement has been widely discussed in previous studies, research specifically examining its relationship with academic rational belief among senior high school students remains limited. This study aims to analyze the relationship between academic rational belief and student engagement among eleventh-grade students at SMA Negeri 13 Padang. A quantitative approach with a correlational design was employed, involving 356 eleventh-grade students selected using total sampling. Data were collected using the Student Engagement Scale and the Academic Rational Beliefs Scale, then analyzed using descriptive statistics, normality testing, linearity testing, and Pearson Product Moment correlation with the assistance of SPSS. The findings show that both student engagement and academic rational belief were generally in the moderate category. Correlation analysis revealed a significant positive relationship between academic rational belief and student engagement, with a correlation coefficient of r = 0.619 and a significance value of p < .001. These results indicate that students with higher academic rational belief tend to demonstrate higher engagement in learning activities. This study contributes to the development of student engagement literature by emphasizing academic rational belief as an internal cognitive factor associated with students’ learning involvement. Practically, the findings imply that schools, teachers, and counselors should strengthen students’ rational academic beliefs through counseling services, reflective learning activities, and adaptive learning strategies.
The Utilization of @buiramira’s Educational TikTok Content on the Use of Academic Information Sources among Library and Information Science Students Oktavia, Diva; Asmara, Rini
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 2 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i2.9977

Abstract

The rapid advancement of digital technology has transformed how academic information is accessed and used, particularly through social media platforms such as TikTok, which increasingly serve as alternative learning resources. However, the use of social media as an academic information source raises important questions about its effectiveness and contribution to students’ information behavior. This study aims to analyze the utilization of @buiramira’s educational TikTok content in relation to the use of academic information sources among students of the Library and Information Science Program at Universitas Negeri Padang. A quantitative approach with a descriptive research design was employed, involving 64 respondents selected through proportionate stratified random sampling. Data were collected using questionnaires and analyzed through descriptive statistics, Pearson correlation, and simple linear regression. The findings indicate that the utilization of @buiramira’s educational TikTok content was categorized as high, with perceived usefulness and perceived ease of use scores of 3.08 and 3.07, respectively. The use of academic information sources was also categorized as high, as reflected in information behavior (3.13), information-seeking behavior (2.85), information-searching behavior (2.96), and information-use behavior (3.01). Pearson correlation analysis revealed a strong and significant positive relationship between the utilization of educational TikTok content and the use of academic information sources, with a correlation coefficient of 0.656 and a significance level below 0.001. Simple linear regression further demonstrated a significant effect, with an F-value of 46.888. The study concludes that educational TikTok content can function as an initial academic information source and a supporting medium for students’ academic activities. These findings contribute to the literature on digital information behavior and highlight the need to strengthen students’ information literacy skills so that they can critically evaluate the credibility, relevance, and depth of academic information obtained through social media.

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