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Iqbal Faza Ahmad
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Journal of Social Movements
Published by Sahabat Akademia Group
ISSN : -     EISSN : 30323401     DOI : https://doi.org/10.62491/jsm.v1i1.2024.1
Core Subject : Religion, Economy, Humanities, Education, Art, Social,
Religion Arts Humanities Economics, Econometrics & Finance Education Social Sciences
The Journal of Social Movements is an innovative and dynamic scholarly platform dedicated to the exploration, analysis, and advancement of knowledge in the vibrant field of social movements. Launched recently, this journal aims to carve a distinct niche by providing a fresh perspective on the ever-evolving landscape of collective action, activism, and social change.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 2 Documents
 1 
Search results for , issue "vol. 3 no. 2 (2026)" : 2 Documents clear
Bootcamps for Work Competency Development: A Cross-Domain Scoping Review through an Educational Management Lens Lina Lina; Rizqi Nur Afifah; Iqbal Faza Ahmad
Journal of Social Movements Vol. 3 No. 2 (2026)
Publisher : Sahabat Akademia Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/jsm.v3i2.2026.132

Abstract

Intensive bootcamp programmes are used in medical, technological and academic training, yet evidence about them is scattered across domain-specific literature. This review maps how bootcamps are defined, for whom and why they are used, how they are designed and what outcomes are reported, and interprets these patterns through an educational management lens. A scoping review following Arksey and O'Malley's framework and JBI guidance, reported according to PRISMA-ScR. Scopus was searched once, through the Watase application, on 7 February 2024 (titles, abstracts and keywords; English-language journal articles, 2019 to early 2024); reliance on this single database is a key limitation. After screening and re-application of clarified eligibility criteria, 61 studies were charted and analysed through descriptive numerical summary and thematic synthesis, with management implications labelled as interpretive. Health professions education dominated the corpus (42 of 61 studies, 68.9%), and most bootcamps were embedded in formal education or training pathways (48, 78.7%); only four studies examined bootcamps as alternatives to formal education. Forty studies (65.6%) targeted participants at a role transition. Hands-on practice or simulation was the most frequently reported design feature (41, 67.2%). Evidence came mainly from single-group pre-post and descriptive studies; eight studies used a comparison group and 11 measured behaviour or results, with mixed findings. The review makes two distinct contributions: a cross-domain map of bootcamp provision that earlier single-specialty reviews do not provide, and an operationalised educational management reading (purposes, people and resources, processes, and institutional context) that frames bootcamps as transition-focused programmes whose evaluation remains underdeveloped. Implications for Indonesia are presented as policy options that require local evidence.
The Relationship Between Instagram Personal Branding and Students’ Learning Interest at the Faculty of Communication and Informatics Asmara Pradita Adya Pramesti; Alifah Nur Fadhilah; Elga Fifanda Balivia; Keisya Zahfarina Dermawan; Zalfa Nur Eka Safira; Tri Asmawulan
Journal of Social Movements Vol. 3 No. 2 (2026)
Publisher : Sahabat Akademia Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/jsm.v3i2.2026.133

Abstract

Instagram is widely used by Indonesian internet users to present a curated self-image, and learning interest is a key driver of engaged study; evidence linking self-presentation through a first account to learning interest remains limited. This study examines the association between personal branding through the first (main) Instagram account and the learning interest of students at the Faculty of Communication and Informatics, Universitas Muhammadiyah Surakarta (UMS). A cross-sectional correlational survey using a five-point Likert-scale questionnaire was conducted with 320 undergraduate students (2022–2024 cohorts) from a sampling frame of 1,604 students. Data were analyzed with Spearman’s rho after validity, reliability, and distributional checks. Personal branding was positively associated with learning interest (Spearman’s ρ = 0.525, p < 0.001, N = 320), a moderate association in this sample. Causality and direction cannot be established. Goffman’s dramaturgical theory is used to interpret the first account as a “front stage” for identity performance; motivational mechanisms such as social validation were not measured and are proposed as hypotheses. Given the cross-sectional, self-reported, single-faculty design, findings should be generalized cautiously. Future research should use longitudinal or experimental designs, control confounders, and validate the measurement model.

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