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Linguanusa : Social Humanities, Education and Linguistic
Published by Insight School Academy
ISSN : -     EISSN : 30476739     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
Linguanusa is a journal that aims to be a peer-reviewed platform and an authoritative source of information. We publish original research papers, review articles, and case studies focused on the Social Humanities and Languages ​​disciplines. The social humanities discipline is related to topics of study related to cultural themes, public policy, social society. While linguistic disciplines are related to topics of language and culture, language education, linguistics, phonology, phonetics, psycholinguistics, sociolinguistics and other studies that are still allied and included in the topic and objectives of the journal.
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Articles 71 Documents
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The Influence of Social Environmental Factors, Parenting Patterns, Education, Nutrition, and Culture on the Holistic Development of Early Childhood Nafi'atussa'adah, Roihana; Eva Latipah; Ilahy, Ahda Dana
Linguanusa : Social Humanities, Education and Linguistic Vol. 3 No. 2 (2025): Linguanusa : August 2025
Publisher : Insight School Academy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63605/ln.v3i2.104

Abstract

Introduction to The Problem: This phenomenon holds significant importance, given the complexity of the Indonesian socio-cultural context and the existing disparity in the quality of Early Childhood Education (ECE) services. Purpose: This study is designed to meticulously explore the intricate interactions among social environmental factors, parenting practices, education, nutrition, and culture in shaping the holistic development of early childhood. Design/methods/approach: The research employed a qualitative approach, utilizing a combination of narrative inquiry and case studies. Data collection involved semistructured interviews, participatory observation, and documentation targeting 12 participants, comprising parents, ECE teachers, and administrators of early childhood education institutions within Sleman Regency. Purposive and snowball sampling techniques were utilized to select the relevant informants. Data analysis was performed thematically, based on the interactive model proposed by Miles & Huberman. Findings: Five core themes were identified: (1) The quality of the social environment supporting socio-emotional development; (2) Democratic parenting practices fostering independence and self-expression in children; (3) Local culture-based ECE reinforcing children’s identity and engagement; (4) Nutritional consumption patterns impacting children's focus and participation; and (5) Cultural values serving as instruments for character education. These findings affirm that child development is the result of an intricate system that is socio-economically and culturally interconnected. Research implications/limitations: It is recommended that future research thoroughly investigate the spiritual and religious dimensions of holistic child development. Originality/value: The primary contribution of this study is the enrichment of Bronfenbrenner’s ecological theory and social constructivism within the local Indonesian context, alongside providing an empirical foundation for designing highly contextualized community-based interventions..
The Controversy of Parental Roles in Supporting Children’s Education in the Digital Era Mohammad Jefri Nabili Nur Faizin; Imron Fauzi
Linguanusa : Social Humanities, Education and Linguistic Vol. 3 No. 2 (2025): Linguanusa : August 2025
Publisher : Insight School Academy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63605/ln.v3i2.105

Abstract

Introduction the Problem: This study explores the controversy surrounding parental roles in supporting children’s education in the digital era. Purpose: The research investigates how parents adapt to the shift from conventional parenting to digital-based learning assistance. Method: Using a qualitative descriptive approach, data were gathered through interviews, observations, and documentation involving parents, teachers, and students. Findings: The findings show a clear transformation in parenting practices, with parents increasingly using digital tools and online platforms to guide children’s learning. This involvement positions parents as both supervisors and collaborators in digital learning environments. However, the study also identifies a social tension: while some parents believe digital supervision ensures focus and safety, others worry that excessive control may limit children’s autonomy and self-regulation. The results emphasize that balanced digital mediation supported by adequate digital literacy enhances children’s motivation, discipline, and engagement in online learning. Stronger collaboration between schools and families further improves the effectiveness of learning support. Limitations and Recommendations: In conclusion, digital parenting requires a balance between guidance and autonomy. The study provides theoretical insight into evolving digital parenting practices and offers practical implications for strengthening parental digital literacy and school–family partnerships.
Application of Methods in Islamic Learning According to Imam Al-Ghazali Riswanda
Linguanusa : Social Humanities, Education and Linguistic Vol. 4 No. 1 (2026): Linguanusa : April 2026
Publisher : Insight School Academy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63605/ln.v4i1.107

Abstract

Introduction to the Problem: Education is a very important component in human life and has become a topic of discussion among scholars, one of whom is Imam Al-Ghazali. Purpose: This research aims to gain a comprehensive understanding and analysis of the application of methods in Islamic learning according to Imam Al-Ghazali. Design/Methods/Approach: This research method uses a literature review, which means that the argumentation and reasoning used in it contain several ideas and propositions related to the study, all of which are supported by data and information obtained from literary sources. The study employs a qualitative approach with a descriptive-analytical method. Findings: This study focuses on Al-Ghazali's learning method concepts and emphasizes the importance of Islamic education. Al-Ghazali's educational approach is holistic, covering intellectual, spiritual, and moral dimensions, with the ultimate goal of forming individuals who are not only intelligent but also righteous. He emphasizes the balance between worldly and religious knowledge, the teacher's role as a role model, and instruction adapted to children's developmental stages. Research Implications/Limitations: Al-Ghazali's educational methods have implications for modern educational practice, though this study is limited to a literature review approach. Originality/Value: This study provides a thorough understanding and analysis of Al-Ghazali's thinking on the concept and approach of Islamic education and its implementation in modern educational practice.
The Academic Achievement of Senior High School Students in Yogyakarta Viewed from the Influence of Their Time Management Lathifah Irsyadiyah Husna; Hanif Cahyo Adi Kistoro
Linguanusa : Social Humanities, Education and Linguistic Vol. 4 No. 1 (2026): Linguanusa : April 2026
Publisher : Insight School Academy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63605/ln.v4i1.109

Abstract

Introduction to the Problem: Learning achievement is a proof of the learning process undertaken bystudents. In the process of attaining learning achievement, several factors exert influence, both internal and external to the student. One internal factor is time management, namely a person’s skill in managing time and understanding its obstacles so that goals are achieved effectively. Purpose: This study aims to determine the influence of time management on the learning achievement of tenth-grade students at SMA Negeri 2 Bantul in the 2023/2024 academic year. Design/Methods/Approach: This study used a quantitative research design. It was conducted at SMA Negeri 2 Bantul, taking a sample of 181 students from a total population of 266 tenth-grade students, drawn through probability sampling with a simple random sampling technique. The independent variable was time management (X), while the dependent variable was learning achievement in the Islamic Education subject. The analysis technique used was a nonparametric test with the aid of SPSS 23 software. Findings: The results show a positive and significant influence of time management on the learning achievement of tenth-grade students, as Ha was accepted at a 95% confidence level with a significance value of 0.012 < 0.05. The magnitude of the influence of time management on learning achievement in Islamic Education did not contribute greatly, as shown by the r-square value of 0.186. This means the level of influence of time management is 18.6%, and the remainder is influenced by variables outside this study.
The Contribution of Madrasah Culture to Character Formation and Soft Skill Development of Students at MTs Pamulangan Sleman Ahmad Ali Ath Har ali
Linguanusa : Social Humanities, Education and Linguistic Vol. 3 No. 2 (2025): Linguanusa : August 2025
Publisher : Insight School Academy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63605/ln.v3i2.115

Abstract

Introduction to The Problem: Education in the 21st century emphasizes not only the mastery of academic competence but also the non-academic abilities that support students' success in social and professional life. These abilities are known as soft skills, which encompass interpersonal and intrapersonal skills. As an Islamic educational institution, the madrasah has great potential to develop both types of skills through a madrasah culture that is applied in a sustained manner.Purpose: This study aims to analyze the contribution of madrasah culture to the character formation and soft skill development of students within the context of MTs Pamulangan Sleman. Design/methods/approach: This study uses a literature review (library research) method by examining various national journals, international journals, books, and scientific articles obtained through Google Scholar. Findings: The results of the review show that madrasah culture, realized through religious habituation, the exemplary conduct of teachers, the enforcement of discipline, social activities, and collaborative learning activities, makes a significant contribution to the development of students' religious character, responsibility, discipline, communication skills, cooperation, self-control, and self-awareness. In addition, a madrasah culture applied consistently is able to create an educational environment that supports students' social and emotional development. This study demonstrates that madrasah culture can serve as a strategic instrument for shaping character while developing students' soft skills in a sustainable manner.
Mapping of Developmental Stages in Graduate Learning Outcomes in the Islamic Religious Education Curriculum Uci Rahmadini; Eva Latipah nusa
Linguanusa : Social Humanities, Education and Linguistic Vol. 3 No. 2 (2025): Linguanusa : August 2025
Publisher : Insight School Academy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63605/ln.v3i2.117

Abstract

Introduction to The Problem: The development of Graduate Learning Outcomes (CPL) in the Islamic Religious Education (PAI) curriculum often focuses more on academic competency than on their suitability to the developmental stage of students, even though students' cognitive, emotional, social, moral, and spiritual development influence their ability to understand and practice Islamic values. Purpose: This article aims to map the developmental stages of students in the CPL of the PAI curriculum and analyze its implications for curriculum development and learning. Design/methods/approach: The study used a qualitative approach with library research methods. Data were obtained through analysis of various scientific literature discussing the PAI curriculum, learning outcomes, and student developmental psychology, which were then examined using content analysis. Findings: The results indicate that CPL in the PAI curriculum needs to be formulated in stages according to the developmental characteristics of students at each level of education. In primary education, CPL is directed at establishing a foundation of faith, cultivating habits of worship, and strengthening morals through concrete experiences. In secondary education, CPL focuses on developing religious identity, critical thinking skills, social responsibility, and the ability to face the challenges of modern life based on Islamic values. These findings suggest that developmental stage mapping can serve as a basis for designing a more adaptive, humanistic, and learner-centered curriculum. Research limitations/implications: This research is limited to the use of library sources without empirical field testing. Practical implications: This study provides a conceptual contribution to the development of a developmental psychology-based Islamic Religious Education curriculum and serves as a reference for curriculum designers and educators in formulating a CPL that aligns with learner characteristics.
Analysis of Parenting Styles in Shaping Children’s Character Hida Ayu Suranti; Hanif Cahyo Adi Kistoro
Linguanusa : Social Humanities, Education and Linguistic Vol. 4 No. 1 (2026): Linguanusa : April 2026
Publisher : Insight School Academy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63605/ln.v4i1.108

Abstract

Introduction to The Problem: Parenting plays an important role in shaping children’s character; effective parenting requires appropriate methods and supporting factors. This study is motivated by the importance of parental parenting styles and school involvement in shaping students’ character. Purpose: This study aims to identify the parenting styles applied by parents, the methods used, and the factors influencing the character education of students. Design/methods/approach: This is a qualitative field research study using a descriptive approach. Data sources included students, parents, Ismuba (Islamic studies) teachers,and homeroom teachers at SD Muhammadiyah Jogodayoh. Data were  collected through observation, interviews, and documentation, and analyzed through three stages: data reduction, data display, and conclusion drawing. Findings: The results show that parents working as entrepreneurs applied both democratic and authoritarian parenting styles through various methods, including modeling, giving advice, attention/supervision, and habituation. The factors influencing students’ character formation include the role of parents/family, school/educators, the surrounding environment, and the development of social media.
Strengthening Self-Regulated Learning in Islamic Religious Education: Practical Strategies Based on Educational Psychology to Enhance Students’ Learning Autonomy Royhan Ikhwan; Eva Latipah
Linguanusa : Social Humanities, Education and Linguistic Vol. 4 No. 1 (2026): Linguanusa : April 2026
Publisher : Insight School Academy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63605/ln.v4i1.111

Abstract

Introduction to The Problem: The shift from teacher-centered learning to student-centered learning in the 21st century requires learners to develop greater autonomy in managing their learning processes. Self Regulated Learning (SRL) is recognized as a key competency that enables students to plan, monitor, and evaluate their learning independently. In the context of Islamic Religious Education (PAI), SRL is not only associated with academic achievement but is also supported by Islamic values such as responsibility, selfawareness (muhasabah), and lifelong learning. Purpose: This study aims to examine the theoretical foundations of Self-Regulated Learning from educational psychology and Islamic psychology perspectives, identify factors influencing SRL in PAI learning, and formulate practical strategies for strengthening students’ learning autonomy. Design/methods/approach: This study employed a qualitative descriptive approach using library research. Data were collected from books, scientific journals, and relevant scholarly publications concerning SRL, educational psychology, developmental psychology, and Islamic education. The collected data were analyzed using content analysis to identify major concepts, influencing factors, and practical implications for PAI learning. Findings: The literature review indicates that self-efficacy, learningmotivation, metacognitive  ability, teacher support, and learning environment are important determinants of SRL. The analysis also identified several practical strategies for strengthening SRL in PAI, including Islamic value-based goal setting, self-monitoring through muhasabah learning journals, project-based learning, utilization of diverse learning resources, spiritual-academic reflection, and the integration of digital technology. These strategies are theoretically supported by contemporary educational psychology and aligned with Islamic educational values. The findings are limited to conceptual and theoretical analysesderived from secondary sources; therefore, they cannot be generalized to all educational settings without empirical verification. Future studies should examine the effectiveness of the proposed strategies throughclassroom-based and quantitative research designs. This article contributes by integrating contemporary Self-Regulated Learning theory with Islamic educational values and psychological perspectives, offering a conceptual framework that can assist PAI teachers in fostering students’ learning autonomy while maintaining the spiritual and moral objectives of Islamic education.
Developing Interpersonal and Intrapersonal Soft Skills through School Culture at SMK Muhammadiyah Berbah Faizal Dwi Darmawan
Linguanusa : Social Humanities, Education and Linguistic Vol. 4 No. 1 (2026): Linguanusa : April 2026
Publisher : Insight School Academy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63605/ln.v4i1.114

Abstract

Introduction to The Problem: The negative stigma surrounding Vocational High Schools (SMK) as analternative educational choice remains a challenge in the process of character formation and soft skilldevelopment among students. This condition requires schools to provide various programs capable ofdeveloping intrapersonal and interpersonal skills in a balanced manner.Purpose: This study aims to describe the implementation of soft skill development programs at SMK Muhammadiyah Berbah through religious habituation, school entrepreneurship practices, and self-reflection activities, as well as to identify the obstacles encountered in their implementation.Design/methods/approach: This study used a qualitative approach with a case study design. Data were obtained through in-depth interviews, observation, and documentation, with an Islamic Religious Education teacher as the key informant. Data analysis was carried out through data reduction, data display, and conclusion drawing.Findings: The results show that: (1) religious habituation carried out through morning greetings, assemblies, congregational Dhuha prayers, and hadith readings was able to build students’ discipline, responsibility, and self-control; (2) the management of the mini bank and school cooperative provided space for students to develop communication, cooperation, responsibility, negotiation, and entrepreneurial skills; and (3) monthly religious gatherings accompanied by written reflection contributed to increased self-awareness and behavioral evaluation among students. However, the strong communal culture among students led some of them to complete reflection tasks collectively, so that the development of intrapersonal skills had not yet occurred optimally. The handling of students with behavioral issues was carried out through coordination between guidance and counseling teachers, homeroom teachers, student affairs staff, and parents. This study found that the communal culture within the school environment plays a paradoxical role: supporting the development of interpersonal skills while potentially hindering the development of intrapersonal skills if not balanced with coaching strategies that encourage reflection and individual independence. These findings contribute to enriching the understanding of soft skill development through school culture and religious habituation among students.
Strengthening Students’ Digital Moral Literacy through Islamic Religious Education (PAI) Learning: A Developmental Psychology Perspective Muhammad Fadhil Raihan Iryandi; Eva Latipah
Linguanusa : Social Humanities, Education and Linguistic Vol. 4 No. 1 (2026): Linguanusa : April 2026
Publisher : Insight School Academy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63605/ln.v4i1.116

Abstract

Introduction to the Problem: The rapid development of digital technology has transformed adolescent behavior, creating moral challenges such as cyberbullying, digital addiction, and declining empathy and social responsibility. Islamic Religious Education (PAI) has been identified as a strategic instrument for character formation, yet limited studies have specifically integrated PAI with digital moral literacy in the context of adolescent developmental psychology. Purpose: This study aims to analyze the strengthening of students’ digital moral literacy through PAI learning from a developmental psychology perspective, addressing the gap between moral knowing and digital moral performance among adolescents. Design/Methods/Approach: This qualitative library research employed content analysis of 28 reputable scientific publications (2022–2025) discussing digital moral literacy, PAI, adolescent development, and cyberbullying. Data collection involved identification, selection, and critical review of relevant literature from academic databases. Triangulation of sources and interpretation using moral development, cognitive development, and ecological systems theories were applied. Findings: The study reveals three main findings: (1) a significant critical blind spot exists where 64.3% of articles define digital moral literacy conceptually, yet students demonstrate moral knowing without digital moral performance; (2) innovative PAI strategies including project-based learning, digital storytelling, and Islamic ethical pedagogy (musāwah, ‘adl, raḥmah, karāmah insāniyyah) show effectiveness in developing critical awareness and prosocial behavior; (3) only 25% of articles explicitly integrate developmental psychology frameworks, with no operational design based on developmental stage differences (elementary, junior, and senior high school levels). Research Limitations/Implications: As a library research, this study is limited by the availability and scope of existing literature, without primary empirical data. The findings provide a conceptual framework but require experimental validation. Originality/Value: This study offers a novel conceptual framework integrating PAI, digital moral literacy, and developmental psychology, proposing stage-based pedagogical strategies for different age groups. It provides practical recommendations for curriculumreformulation and teacher competency development.

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