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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 87 Documents
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Inclusive Islamic Education (PAI) Learning Based on Developmental Differentiation: Strategies for Slow Learners and Gifted Learners Zulfa Uswatun Hasanah; Eva Latipah nusa
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.v4i1.118

Abstract

Introduction to the Problem: The increasing diversity of students’ developmental characteristics presents challenges for implementing inclusive Islamic Education (PAI), particularly in addressing the learning needs of slow learners and gifted learners. Purpose: This study aims to analyze the developmental characteristics of both groups from a developmental psychology perspective and to formulate a conceptual framework for inclusive PAI based on differentiated instruction. Design/Methods/Approach: Using a qualitative library research design, data were collected from academic books, scholarly journal articles, and relevant educational policy documents and analyzed through content analysis. Findings: The findings indicate that slow learners and gifted learners demonstrate distinct cognitive, social, and learning characteristics that require different instructional responses. These differences underline the importance of differentiated instruction throughadjustments to learning content, processes, and products. The study proposes a conceptual frameworkconsisting of developmental assessment, learning-needs mapping, differentiated instruction, and an inclusivelearning environment as interconnected components in inclusive PAI. Originality/Value: As a conceptualstudy, the proposed framework requires further empirical validation. This study contributes to theintegration of developmental psychology and inclusive pedagogy in PAI and provides a foundation fordeveloping learning practices that are more responsive to students’ developmental diversity.
Utilization of IBSS (Integrated Banking Simulation System) Software in Student Practicum Yunahar Okta Syaftian; Muh. Alif Kurniawan; Dani Fadillah
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.v4i1.119

Abstract

Introduction to The Problem: The development of digital technology in the financial industry has driven the transformation of banking operational systems, including in the Islamic banking sector. Higher education institutions play an important role in preparing human resources who not only understand theoretical concepts but also possess practical skills relevant to industry needs.Purpose: This study aims to analyze the utilization of Integrated Banking Simulation System (IBSS) software in student practicums and to determine its influence on students’ understanding of Islamic banking operations, technical skills, learning motivation, and readiness to enter the workforce. Design/methods/approach: This case study involved students from the Islamic Banking Study Program at UAD. The study used a descriptive qualitative approach with data collection techniques including in-depth interviews, observation, documentation, and literature review. The informants consisted of students who had taken the practicum using IBSS software. Data were analyzed through data reduction, data display, triangulation, and conclusion drawing. Findings: The results show that the use of IBSS helped students understand Islamic banking operational processes more practically through transaction simulations resembling real conditions in the banking industry. The use of IBSS also improved students’ technical skills in operating digital banking systems, increased learning motivation, and strengthened students’ work readiness as they gained more realistic practical experience. Nevertheless, several obstacles were still found, such as limited laboratory facilities, the need for continuous training, and technical system constraints. This study contributes to the development of technology-based practicum learning in higher education, particularly in the field of Islamic banking, thereby supporting the creation of graduates who are more adaptive, professional, and ready to face the challenges of the Islamic financial industry in the digital era
A Critical Review of the Implementation of the Soft Skill Program in Shaping Students’ Religious and Social Character at MTs Negeri 9 Bantul Habibah Fatimah
Linguanusa : Social Humanities, Education and Linguistic Vol. 4 No. 2 (2026): Linguanusa : August 2026
Publisher : Insight School Academy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63605/ln.v4i2.113

Abstract

Introduction to The Problem: Madrasah educational institutions face a dual challenge: shaping a generation of noble character while equipping students with the soft skills needed in the global era. MTs Negeri 9 Bantul has developed nine flagship soft skill programs but is constrained by funding, facilities, and parental support. Purpose: This study aims to analyze the implementation of intrapersonal and interpersonal soft skills, a SWOT mapping based on soft skill theory, a critique of the program’s strengths and weaknesses, and its impact on the development of students’ soft skills. Design/methods/approach: This research uses a qualitative approach with a descriptive design. Data were collected through in-depth interviews with the Deputy Head for Curriculum, observation, and documentation. The analysis used the soft skill theories of Goleman (2005), Klaus (2007), and Lickona (2013). Findings: The results show that the programs are integrated into positive habits (tadarus, Dhuha prayer), collaborative learning (discussion, projects, presentations), and nine flagship programs (AMT, Jumaria, Penimbas, etc.). Intrapersonal skills (self-awareness, responsibility, motivation, time management) are developed through AMT, Dhuha prayer, and educational consequences. Interpersonal skills (communication, cooperation, empathy, leadership) are developed through group discussions, presentations, Jumaria, and the PIPS program. The limitation of this study is that it involved only one madrasah with one key informant. The novelty of this study lies in the systematic integration of SWOT analysis and soft skill theory in a madrasah institution using a positivediscipline approach based on Islamic values.
Strategies for Enhancing School Achievement and Quality through Extracurricular Activities at MTs Muhammadiyah Pepe Bantul Riswanda
Linguanusa : Social Humanities, Education and Linguistic Vol. 4 No. 2 (2026): Linguanusa : August 2026
Publisher : Insight School Academy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63605/ln.v4i2.120

Abstract

Introduction to The Problem: Extracurricular activities are an integral part of the educational process thatnot only complement intracurricular learning but also serve as a means of forming students’ character, socialskills, and achievement. Purpose: This study aims to describe the managerial strategy for implementingextracurricular activities at MTs Muhammadiyah Pepe Bantul and its contribution to enhancing schoolachievement and quality. Design/methods/approach: This research uses a qualitative research type witha descriptive-analytical approach. The methods used in data collection were in-depth interviews,observation, and documentation. Findings: The results show that the school applies a strategy for managingextracurricular activities based on the 8 National Education Standards (SNP), dividing the activities into twocategories compulsory and elective adjusted to students’ potential and the institution’s needs. Thesestrategies include program planning, structured implementation, tiered mentoring, and continuousevaluation. Activities such as Tapak Suci, tahfidz, culinary arts, and ICT have been shown to improvestudents’ achievement in both academic and non-academic fields. In addition, extracurricular activities alsoplay a role in shaping students’ religious character, responsibility, and social skills. With systematic andparticipatory management, extracurricular activities at MTs Muhammadiyah Pepe are able to boosteducational quality and build the institution’s prestige in the eyes of the community.
Public Perceptions of the Madurese Ethnic Group (A Case Study of PMM Batch 2 Students at Universitas Hasanuddin) Raditiyo Mirza Afiansyah; Sonia Ramadhani
Linguanusa : Social Humanities, Education and Linguistic Vol. 4 No. 2 (2026): Linguanusa : August 2026
Publisher : Insight School Academy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63605/ln.v4i2.125

Abstract

Introduction to the Problem: This study examines stereotypes toward the Madurese ethnic group among inbound students participating in the Pertukaran Mahasiswa Merdeka (PMM) Batch 2 program at Universitas Hasanuddin. Stereotypes are often shaped by indirect information and prejudice, potentially hindering effective intercultural communication. Purpose: This study aims to identify the stereotypes attached to the Madurese community and examine whether these perceptions changed after direct intercultural interaction during the PMM program. Design/methods/approach: A descriptive qualitative approach was employed, with data collected through online interviews involving PMM students from various regions in Indonesia who frequently interacted with Madurese students during the four-month exchange program. The data were analyzed using the interactive model of Miles, Huberman, and Saldana (2014). Findings: The findings revealed three dominant stereotypes associated with the Madurese community: having a tough character, being associated with Madura satay sellers, and the tradition of carok. However, prolonged intercultural interaction during the PMM program significantly transformed participants’ perceptions. Most informants developed more positive views and perceived the Madurese community as friendly, tolerant, humorous, and socially supportive. Research limitations: This study is limited to participants from a single PMM cohort at one host university; therefore, the findings cannot be generalized to all PMM participants or broader intercultural contexts. Future research is encouraged to involve participants from different universities and cultural backgrounds to obtain more comprehensive insights. Originality/value: This study contributes to the literature on intercultural communication by demonstrating how direct interaction through the PMM program can reduce ethnic stereotypes and reshape perceptions toward the Madurese community, thereby providing empirical evidence of the role of intercultural exchange in fostering mutual understanding.
Analysis of Paulo Freire’s Humanistic Education: Deconstruction of Banking Education and Reconstruction of the Praxis of Liberation Nabila Sri Ussy Febriyanti
Linguanusa : Social Humanities, Education and Linguistic Vol. 4 No. 2 (2026): Linguanusa : August 2026
Publisher : Insight School Academy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63605/ln.v4i2.126

Abstract

Introduction to the Problem: Education is essentially a process of humanizing human beings (humanization) that aims to free individuals from backwardness and oppression. In sociological reality, however, modern educational institutions in the era of globalization are vulnerable to co-optation by industrial technocracy and the commodification of knowledge, which reduce learners to passive objects through the practice of banking education (banking concept of education) and perpetuate a culture of silence (culture of silence). Purpose: This study aims to analyse critically and in depth Paulo Freire’s philosophy of humanistic education, to dismantle the structure of oppression within banking education, to formulate the concepts of problem-posing education and conscientization, and to elaborate the relevance of Freirean humanistic praxis for restoring Non-Formal Education (Pendidikan Luar Sekolah/PLS) and national education in Indonesia. Design/methods/approach: This study employs qualitative research based on library research with a philosophical hermeneutic approach and critical educational sociology analysis. Primary data are drawn from Paulo Freire’s principal works (Pedagogy of the Oppressed, Education for Critical Consciousness, and Cultural Action for Freedom), while secondary data are drawn from Indonesian cultural and educational literature (Ki Hadjar Dewantara, N. Driyarkara, I. Bambang Sugiharto, M. Agus Nuryatno, and Sudirman Tebba). Data were collected through documentary library study, while data analysis was carried out through the stages of textual reduction, categorization of generative themes, dialectical comparison, and synthesis of praxis. Findings: The results show that: (1) Paulo Freire’s humanism is rooted in the historical vocation of human beings to attain humanization and rejects every form of dehumanization produced by oppressive social structures; (2) banking education is a form of epistemological violence that reduces learners to passive vessels for storing memorized deposits, triggers alienation, and perpetuates the culture of silence; (3) Freire offers problem-posing education grounded in egalitarian dialogue, which requires love, humility, hope, and faith among learning subjects; (4) the process of conscientization moves gradually from magical consciousness and naive consciousness towards critical consciousness that is able to identify social contradictions; and (5) the synthesis of Freirean thought is highly relevant for strengthening Non-Formal Education (PLS) and Community Learning Centres (Pusat Kegiatan Belajar Masyarakat/PKBM), and for restoring the spirit of freedom of learning in Indonesia from the grip of industrial technocracy through the formation of human beings of character and critical capability.
Transformation of Non-Formal Education in the Digital Era for Community Empowerment Dinda Yumna Aliska
Linguanusa : Social Humanities, Education and Linguistic Vol. 4 No. 2 (2026): Linguanusa : August 2026
Publisher : Insight School Academy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63605/ln.v4i2.127

Abstract

Introduction to the Problem: Non-formal education (Pendidikan Luar Sekolah/PLS) has historically played a crucial role in facilitating lifelong learning and in lifting marginal communities out of disadvantage. Entering the digital era, however, non-formal education institutions such as Community Learning Centres (Pusat Kegiatan Belajar Masyarakat/PKBM) face the serious challenge of a digital literacy gap (digital divide). Learning citizens and tutors are often unfamiliar with technology, so that conventional empowerment programmes lose their relevance (Nugroho, 2022). Purpose: This study aims to analyse and describe comprehensively how strategies for transforming non-formal education in the digital era can be implemented, and to evaluate their impact on capacity building and the economic empowerment of rural and marginal communities. Design/methods/approach: This qualitative study employs a library research approach. Data collection focused on academic literature, andragogy textbooks, and national journals concerning non-formal education and community empowerment, which were analysed using critical discourse analysis and thematic data reduction (Zed, 2014; Moleong, 2021). Findings: The findings show that the transformation of non-formal education requires three integrative pillars: (1) a reconstruction of the curriculum that combines vocational skills with applied digital literacy (Setiawan, 2018); (2) the use of a hybrid e-learning ecosystem to accommodate the flexibility of andragogy (Rahmawati, 2021); and (3) cross-sectoral pentahelix partnerships. Conceptually, this transformation is shown to be capable of turning learning citizens from passive objects into competitive subjects of the creative economy (Hidayat, 2019).
Lifelong Education from the Perspective of Non-Formal Education Nurul Yuliana
Linguanusa : Social Humanities, Education and Linguistic Vol. 4 No. 2 (2026): Linguanusa : August 2026
Publisher : Insight School Academy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63605/ln.v4i2.129

Abstract

Introduction to the Problem: The concept of lifelong education is universally recognized as the principal foundation of human resource development (Delors, 1996). Policy implementation in Indonesia, however, is often still caught in a reductionist view that confines education within the age limits of formal schooling. This blocks access to learning for adults and marginal communities who need to improve their life skills continuously. Purpose: This study aims to analyse the philosophical and practical position of lifelong education from the perspective of non-formal education (Pendidikan Luar Sekolah/PLS), and to formulate institutional strategies for guaranteeing the continuity of learning in the community. Design/methods/approach: The study uses a qualitative approach through the method of library research. Data were explored in depth from thirty-five highly reputable sources, comprising textbooks on andragogy and the sociology of education as well as international and national education policy documents (Zed, 2014; Moleong, 2021). Findings: The analysis confirms that non-formal education is the most operational instrument for realizing lifelong education (Cropley, 1979; Sudjana, 2004). Through the andragogical approach, non-formal education provides the flexibility that allows adults to learn without the obstacle of structural formality (Kamil, 2010). The study recommends the revitalization of Community Learning Centres (Pusat Kegiatan Belajar Masyarakat/PKBM) as integrative community learning centres combining human development and enterprise development in order to respond to sociocultural change in an era of disruption (Fahrudin, 2012; Anwas, 2014).
Islamic Education in Addressing Moral Decadence in the Era of Globalization to Build a Resilient Generation Riswanda
Linguanusa : Social Humanities, Education and Linguistic Vol. 3 No. 3 (2025): Linguanusa : December 2025
Publisher : Insight School Academy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63605/ln.v3i3.121

Abstract

Introduction to the Problem: In the era of globalization, Islamic education is confronted with the problem of moral decadence, in which ethical values and conduct no longer accord with what religion has taught. Indonesia, known to other nations as a courteous and friendly country, is now experiencing a troubling moral decline. The younger generation, as the successors of the nation, is highly vulnerable to negative influence. Purpose: This study aims to describe and explain in detail the problem of moral decadence among the young, the factors behind it, and the role of Islamic education in addressing it in order to build a resilient generation. Design/methods/approach: This study uses descriptive qualitative research intended to portray, elaborate, and explain the problem under investigation in greater detail (Bakri, 2014). The method applied is library research. From the results of the literature search, the researcher summarized and extracted the core of the discussion relevant to the research topic in order to construct the related concepts. Findings: Moral decadence is experienced not only by adults but has now also befallen students, who are the nation’s coming generation. Many parents, teachers, and other parties involved in religious and social education have voiced concern about the problem. Islam has a central role in addressing moral decadence, because it regulates not only the relationship between the human being and God but also relations among human beings and between the human being and the universe. Islamic education plays a key role in building a personality grounded in morality, particularly among adolescents. Originality/value: Moral decadence is defined here as a decline in the ethical values and conduct that ought to underlie individual action. Its causes include a lack of religious knowledge, uncontrolled technological advance, and weak moral guidance in the family and in educational institutions. The current of materialist and hedonistic culture, together with a lack of seriousness on the part of government in addressing the issue, further aggravates the situation.
Non-Formal Education as a Space for Social Transformation and Community Empowerment Syahda Syarifah
Linguanusa : Social Humanities, Education and Linguistic Vol. 4 No. 2 (2026): Linguanusa : August 2026
Publisher : Insight School Academy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63605/ln.v4i2.128

Abstract

Introduction to the Problem: Non-formal education (Pendidikan Luar Sekolah/PLS) is conceptually designed as a liberating instrument of education, oriented towards the real needs of learning citizens marginalized by the formal system. In practice, however, it is frequently reduced to a merely charitable programme or a mechanical supplement that fails to trigger social transformation (Fakih, 2002; Freire, 2008). This is a serious problem, because the essence of non-formal education is the humanization of human beings. Purpose: This study aims to deconstruct the conventional paradigm of non-formal education and to reformulate its strategic position as a genuine space of social transformation, in order to accelerate equitable community empowerment. Design/methods/approach: The study uses a qualitative approach with the method of library research. Data were collected extensively from thirty-five academic sources, comprising textbooks on andragogy and the sociology of education as well as scholarly journals (Zed, 2014; Moleong, 2021). The analysis was conducted through critical discourse analysis. Findings: The findings show that social transformation through non-formal education can be realized only if there is a shift from a pedagogy of domestication towards a critical pedagogy (Nuryatno, 2008). The space of non-formal education must be constructed as a dialogical arena bridging human development, enterprise development, and environmental development (Fahrudin, 2012). The integration of life-skills education with critical social consciousness (conscientization) is the principal catalyst that turns learning citizens from victims of an oppressive structure into agents of change within their communities.

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