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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 448 Documents
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The Effectiveness of the Quiz Team Learning Model on Islamic Education Learning Outcomes of Eighth-Grade Students at SMP Negeri 2 Tinambung Randi Sudirman; Marjanah Marjanah
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.v4i2.11121

Abstract

This study evaluates the effectiveness of the Quiz Team active-learning model in improving Islamic Education (PAI) learning outcomes among eighth-grade students at SMP Negeri 2 Tinambung. A one-group pretest–posttest pre-experimental design was employed, involving 29 students who received Quiz Team instruction across five meetings. Data were collected using validated multiple-choice pretests and posttests, supported by standardized classroom implementation observations. Data were analyzed using SPSS through descriptive statistics, Kolmogorov–Smirnov normality testing, Levene’s homogeneity testing, paired-sample t-testing at α = 0.05, and effect size reporting. The findings show that implementation fidelity improved across sessions, from 82.95% to 89.77% and then to 92.04%, indicating rapid adaptation by both teachers and students. Students’ initial mastery was low, as reflected in the pretest score (M = 35.07, SD = 8.14), whereas the posttest score showed substantial improvement (M = 78.79, SD = 6.89), with a mean increase of 43.65 points. The statistical assumptions were met, with normality values of p = 0.816 for the pretest and p = 0.863 for the posttest, and homogeneity value of p = 0.383. The paired-sample t-test confirmed a highly significant improvement in learning outcomes (t = 28.152, p < 0.001). These findings indicate that the Quiz Team model can enhance student engagement and conceptual mastery in PAI through retrieval practice, peer explanation, and rapid formative feedback. This study contributes to the literature on active learning in Islamic education by providing empirical evidence on the effectiveness of Quiz Team instruction. However, the single-group design and single-site sample limit causal inference and generalizability. Further research is recommended through controlled trials, larger and more diverse samples, longer follow-up periods to assess retention, and process evaluations to identify active components for scalable implementation.
Determinants of Tea Production in Indonesia, 1990–2023: An Error Correction Model (ECM) Approach Ciomai Ciomai; Dian Hafizah; Nofialdi Nofialdi; Arni Lusi
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.v4i2.11129

Abstract

Indonesian tea production showed a declining and fluctuating trend during 1990–2023, while studies that simultaneously examine the effects of plantation area, tea prices, and tea exports on production in both the short and long run remain limited. This study aims to analyse the effects of plantation area, tea prices, and tea exports on Indonesian tea production. A quantitative approach with a time-series design was employed using 34 annual observations covering the study period. Secondary data were obtained from BPS-Statistics Indonesia, the Food and Agriculture Organization, the World Bank, and other official sources. The data were analysed using the Error Correction Model through stationarity testing, cointegration testing, multicollinearity assessment, and long- and short-run estimations. The results show that all variables were integrated at first difference and cointegrated in the long run. Plantation area, tea prices, and tea exports had positive and significant effects on tea production in the long run, whereas only tea exports had a significant effect in the short run. The negative and significant Error Correction Term indicates a rapid adjustment toward long-run equilibrium. These findings contribute to plantation economics by clarifying the temporal dynamics of production determinants in Indonesia’s tea sector. The study implies that land optimisation, stronger price incentives, and improved export competitiveness are essential to strengthening tea production performance and supporting the sustainability of the national plantation industry.
The Relationship between Information Literacy and Information Overload on TikTok among Library and Information Science Students at Padang State University Nadya Amalia; Gustina Erlianti
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.v4i2.11146

Abstract

The rapid growth of social media has increased users’ exposure to excessive volumes of digital information, making information literacy essential for evaluating, organizing, and managing information effectively. However, the extent to which information literacy is associated with information overload in the context of TikTok use remains insufficiently understood. This study examined the relationship between information literacy and information overload among Library and Information Science students at Padang State University. A quantitative correlational design was employed, involving 78 students selected through simple random sampling. Data were collected using a structured questionnaire based on the SCONUL Information Literacy Model and the information overload framework developed by Bawden and Robinson. The data were analyzed using descriptive statistics, Pearson product–moment correlation, and the coefficient of determination. The findings showed that both students’ information literacy and information overload were at high levels. Nevertheless, information literacy was negatively but not significantly correlated with information overload (r = −0.126, p = 0.272), leading to the retention of the null hypothesis. Information literacy explained only 1.6% of the variance in information overload (R² = 0.016), indicating that students with strong information literacy competencies may still experience substantial information overload when using TikTok. The study concludes that information literacy alone is insufficient to explain students’ information overload in social media environments. These findings extend the literature on digital information behavior and provide a basis for investigating additional individual, technological, and contextual factors that may contribute to information overload among university students.
Implementation of the Treasure Hunt Game Model to Increase Motivation to Learn Science Subjects for Grade V Students of SD Negeri 6 Watang Sidenreng Sidrap Abdul Hakim; Usman; Suciani Amir
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.v4i2.11166

Abstract

Students’ limited motivation to learn Natural and Social Sciences (IPAS) indicates the need for engaging instructional models that promote active participation in elementary classrooms. This classroom action research aimed to improve the learning motivation of fifth-grade students at SD Negeri 6 Watang Sidenreng through the Treasure Hunt game model. The study involved 23 students and was conducted in two cycles, each comprising planning, implementation, observation, and reflection. Data were collected through observations of teacher and student activities during instruction and an evaluation instrument used to assess students’ learning motivation. The findings demonstrated a substantial improvement from the first to the second cycle. In Cycle I, only 9 students (39.13%) met the completion criterion, whereas 14 students (60.87%) had not yet achieved it. Following instructional improvements and more effective implementation of the Treasure Hunt model in Cycle II, all 23 students (100%) met the completion criterion, with an average score of 84.65. Teacher activity increased from 93.75% to 100%, while student activity improved from 91.67% to 100%, both reaching the very good category. These findings indicate that the Treasure Hunt game model can enhance students’ learning motivation by creating an active, enjoyable, and challenging learning environment. The study concludes that this model represents a practical alternative for strengthening student engagement and motivation in elementary-level IPAS instruction.
Negotiation and Internalization of Religious Moderation Values in Shaping Tolerance Among Generation Z Students in the Social Media Era: A Case Study of SMAN 5 Purworejo Choirun Nisa; Mahmud Nasir
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.v4i2.11179

Abstract

Amid the growing influence of digital environments on young people’s religious perspectives, understanding how Generation Z constructs and internalizes religious moderation values is increasingly important for fostering tolerance in plural educational settings. This study aimed to analyze how students construct their understanding of religious moderation, explain the processes through which these values are negotiated and internalized in the formation of tolerant attitudes, and examine the mediating role of social media at SMAN 5 Purworejo. Employing a qualitative case study design, data were collected through in-depth interviews, observations, and documentation. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, comprising data condensation, data display, and conclusion drawing, while credibility was established through source and technique triangulation. The findings indicate that students’ understanding of religious moderation is constructed through interactions among family, school, peers, and social media. Tolerant attitudes develop through value negotiation when students encounter diverse religious information in digital spaces and are subsequently internalized through Islamic Religious Education, teacher exemplarity, an inclusive school culture, and strengthened digital literacy. Social media does not directly determine students’ religious attitudes; rather, its influence is mediated by teachers, school culture, and students’ digital literacy. The study concludes that tolerance among Generation Z emerges from a dynamic process of negotiating and internalizing religious moderation values across formal education, social environments, and digital spaces. These findings contribute to the literature on religious moderation and digital socialization and highlight the importance of integrating teacher guidance, inclusive school practices, and digital literacy into educational strategies for strengthening tolerant attitudes among students.
The Influence of Taxpayer Motivation and Awareness on Compliance in the Payment of Rural and Urban Land and Building Tax (PBB-P2) in Kuranji Sub-District Faishol Arif; Boni Saputra
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.v4i2.11183

Abstract

Compliance with the Rural and Urban Land and Building Tax (PBB-P2) is essential for strengthening regional fiscal independence; however, PBB-P2 revenue realization in Kuranji Sub-District, Padang City, declined from 72.87% in 2023 to 52.0% in 2024. This study aimed to analyze the partial and simultaneous effects of taxpayer motivation and awareness on PBB-P2 payment compliance. A quantitative causal-associative design was employed, involving 99 respondents selected through simple random sampling from a population of 7,257 taxpayers. Data were collected using a validated five-point Likert-scale questionnaire and analyzed through descriptive statistics and multiple linear regression. The findings showed that taxpayer motivation significantly affected PBB-P2 compliance (R² = 0.375, t = 7.626, p < .001), while taxpayer awareness also exerted a significant effect (R² = 0.495, t = 9.760, p < .001). Simultaneously, both variables explained 52.0% of the variance in taxpayer compliance (F = 54.010, p < .001), as represented by the regression equation Y = 5.481 + 0.306X₁ + 0.544X₂. Descriptive analysis classified taxpayer motivation as moderate (Respondent Achievement Level [TCR] = 64.0%), taxpayer awareness as moderate (TCR = 63.0%), and payment compliance as good (TCR = 67.6%). Taxpayer awareness emerged as the stronger predictor of compliance. The study concludes that improving PBB-P2 compliance requires coordinated interventions that strengthen both taxpayers’ motivation and awareness. These findings contribute empirical evidence on the behavioral determinants of local tax compliance and provide practical implications for designing targeted tax education, communication, and engagement strategies to increase PBB-P2 revenue and strengthen Padang City’s locally generated revenue.
Validity of an Interactive E-Student Worksheet (E-LKPD) Based on Structured Inquiry Using Liveworksheets on the Reaction Rate Topic for Phase F Grade XI Senior High School Ririn Oldia Azzahra; Minda Azhar
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.v4i2.11187

Abstract

The reaction rate topic is considered one of the most challenging areas of chemistry because it involves abstract and conceptually complex principles. This study aimed to determine the validity of an interactive electronic student worksheet (E-LKPD) developed for the reaction rate topic using a structured inquiry model and the Liveworksheets platform. The study employed an Educational Design Research approach based on the Plomp model, comprising preliminary research, prototyping, and assessment phases; however, the investigation was limited to the prototyping phase, specifically Prototype III. Validation data obtained from three validators were analyzed using Aiken’s V coefficient. The findings showed an overall average Aiken’s V value of 0.96. Specifically, the E-LKPD achieved validity coefficients of 0.93 for content, 0.96 for presentation, 0.95 for language, 0.98 for graphics, and 0.99 for computer-based features, with all assessed components categorized as valid. These results indicate that the developed E-LKPD satisfies the required content, instructional, linguistic, visual, and technological validity criteria. The study contributes to the development of structured inquiry-based digital learning materials by providing a validated interactive resource for teaching reaction rates. The E-LKPD therefore has the potential to support more interactive chemistry learning and provides a foundation for subsequent studies examining its practicality and effectiveness in classroom implementation.
Improving the Reading Comprehension Skills of Fifth-Grade Students at UPT SD 068007 Medan Tuntungan through the Direct Instruction Learning Model in Indonesian Language Instruction Juliana Panjaitan; Pebryanti Tanjung; Esy Arthamevia; Feronika Sipayung; Difla Sipayung
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 3 (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.v4i3.11188

Abstract

Reading comprehension is a fundamental language skill that enables elementary school students to understand learning materials across subject areas; however, the reading comprehension achievement of fifth-grade students at UPT SD Negeri 068007 Medan Tuntungan remained relatively low. This study aimed to improve students’ reading comprehension skills through the implementation of the Direct Instruction model in Indonesian language learning. Classroom action research based on the Kemmis and McTaggart model was conducted in two cycles, each comprising planning, action, observation, and reflection. The participants were 23 fifth-grade students. Data were collected through observations, tests, interviews, and documentation and analyzed using qualitative and quantitative descriptive techniques. The findings demonstrated progressive improvements in students’ reading comprehension achievement across the research stages. At the preliminary stage, only five students (21.7%) achieved the Minimum Mastery Criterion, with a mean score of 52.17. Following the implementation of Direct Instruction in Cycle I, mastery increased to 39.1%, with a mean score of 62.61. In Cycle II, mastery further increased to 82.6%, accompanied by a mean score of 83.50. Teacher activity improved from 66% in Cycle I to 86% in Cycle II, while student activity increased from 58% to 80%. These findings indicate that the Direct Instruction model effectively improves reading comprehension by providing structured explanations, guided practice, and systematic learning activities. The study contributes practical evidence supporting the use of explicit and sequential instruction to enhance reading comprehension achievement and classroom engagement among elementary school students.
The Identification of Public Values on the Winning-Public Service Innovations: Case Study of the United Nations Public Service Awards Winner in 2015-2024 Muhammad Nura Kallyndra
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.v4i2.11201

Abstract

Although public value and public service innovation have received substantial attention in public administration research, limited scholarship has systematically examined the public values embedded in internationally recognized service innovations. This study aimed to identify and synthesize the public values reflected in innovations recognized by the United Nations Public Service Awards (UNPSA) between 2015 and 2024 and to develop a comprehensive Public Values Framework. A qualitative descriptive approach with a multiple-case study design was employed, involving 97 UNPSA award-winning public service innovations selected through purposive sampling. Data were collected from official UNPSA documents, government reports, and relevant scholarly publications using a structured document analysis protocol. Document analysis was integrated with thematic analysis following Braun and Clarke’s six-stage framework, while data-source triangulation was used to enhance the credibility of the findings. The analysis identified four major dimensions of public value: Outcome Achievement, Trust and Legitimacy, Service Delivery Quality, and Efficiency. Across these dimensions, Fairness, Equity, Adaptability, Stakeholder Value, Innovation, and Citizens’ Involvement emerged as the most prominent values. The findings demonstrate that successful public service innovations create public value not only by improving administrative performance but also by promoting inclusive governance, citizen participation, organizational adaptability, and collaborative stakeholder engagement. This study advances Public Value Theory by integrating innovation typology with multidimensional public value analysis and by proposing a comprehensive framework for examining value creation in public service innovation. Practically, the framework provides governments and public managers with guidance for designing and evaluating citizen-centered innovations and establishes a foundation for future comparative and mixed-methods research on public value creation.
تسريع مهارة الكلام للأطفال عبر استراتيجيات التعلم الممتع في مؤسسة "أبيا" التعليمية غير الرسمية بسورابايا Roby Nurwanda; Angger Bimantara
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.v4i2.11209

Abstract

This study addresses the systemic barriers in early childhood Arabic education, particularly low speaking skills (maharah kalam) driven by rote-learning and speaking anxiety, by exploring the joyful learning strategies implemented at the "ABIA" non-formal institution in Surabaya. Employing a qualitative approach with an exploratory case study design, data were collected through participant observation, documentation, and semi-structured interviews with one teacher and nine purposively selected primary students, analyzed using an interactive model. The findings reveal that the institution successfully eliminated language anxiety by constructing a supportive linguistic ecosystem. Programmatically, the teacher integrated four pivotal strategies: the Direct Method using visual aids to bypass mental translation, the Dialogue Method utilizing short functional texts, Drilling for rapid response, and Language Games/Role-Play for spontaneous speech. This study concludes that incorporating communicative approaches into flexible, active, and playful activities successfully transitions children from passive receivers to confident, independent language producers. Theoretically and practically, these results provide a practical pedagogical blueprint for curriculum developers to redesign early Arabic instructions from monotonous memorization to communicative, joyful learning ecosystems.

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