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Varied Knowledge Journal
Published by CV. Global Cendekia Inti
ISSN : -     EISSN : 30265371     DOI : https://doi.org/10.71094/vkj
Core Subject : Religion, Economy, Humanities, Health, Science, Education, Art, Social, Engineering,
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Social Sciences
Varied Knowledge Journal (VKJ) is a multidisciplinary journal publish 4 issues a year with online version of E-ISSN 3026-5371 and can be accessed openly. This journal is a peer reviewed, open access, scientific and scholarly journal which publishes research papers, review papers, case reports, case studies, books review, thesis, dissertation works, etc. VKJ journal provides a means for ongoing discussion of relevant issues that fall within the focus and scope of the journal that can be examined empirically. This journal publishes research articles covering multidisciplinary sciences, including humanities and social sciences, education, religious sciences, philosophy, economics, engineering sciences, and health sciences.
Arjuna Subject : Umum - Umum
Articles 220 Documents
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Personal Growth Initiative pada Penyandang Disabilitas di Pati Mohammad Aziz Efendi Atmojo; Rr. Dwi Astuti
Varied Knowledge Journal Vol. 4 No. 1 (2026): Varied Knowledge Journal, August 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v4i1.353

Abstract

This study aims to describe Personal Growth Initiative (PGI) in persons with disabilities and identify factors that influence their self-development. The study used a qualitative approach, involving four persons with disabilities as informants selected using purposive sampling techniques. Data were collected through in-depth interviews, observation, and documentation, then analyzed using thematic analysis techniques. The results showed that each informant had a different level of Personal Growth Initiative in the aspects of readiness for change, planfulness, using resources, and intentional behavior. Some informants demonstrated readiness for change, were able to plan self-development, utilize resources, and take concrete actions consistently. However, several informants still experienced obstacles such as limited access, low self-confidence, economic conditions, experiences of discrimination, and suboptimal social support. Factors influencing Personal Growth Initiative include family support, social relations, an inclusive environment, access to resources, life experiences, and intrinsic motivation. This study shows that Personal Growth Initiative in persons with disabilities is a dynamic process and is influenced by the interaction between internal and external factors. Therefore, support from family, community, and various stakeholders is needed to create an environment that supports the self-development of persons with disabilities.
Pengembangan E-modul Interaktif Tata Rias Wajah Korektif pada Program Student Day Tata Rias SMA Plus PGRI Cibinong Holy Muntaz Tsuraya; Nurina Ayuningtyas; Lilis Jubaedah
Varied Knowledge Journal Vol. 4 No. 1 (2026): Varied Knowledge Journal, August 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v4i1.356

Abstract

Corrective makeup learning requires instructional media that can effectively help students understand both concepts and techniques. However, the learning process still faces several challenges, including limited instructional time, the lack of adequate teaching materials, and students’ difficulties in understanding corrective makeup concepts. This study aimed to develop an Interactive E-module for Corrective Makeup that is valid, practical, and effective for use in the Student Day Makeup Program at SMA Plus PGRI Cibinong. This research employed the Research and Development (R&D) method using the ADDIE Develop model, which consists of the Analyze, Design, Develop, Implement, and Evaluate stages. The product developed was a Genially-based interactive e-module containing learning materials, instructional videos, animations, quizzes, educational games, and learning Evaluates. The product was validated by two subject matter experts and one media expert. The results showed that the e-module obtained validity scores of 92.50% from Subject Matter Expert I, 96.25% from Subject Matter Expert II, and 94.07% from the Media Expert, all categorized as highly valid. The practicality test results showed scores of 88.23% in the one-to-one Evaluate and 94.11% in the small-group Evaluate, both categorized as highly practical. The effectiveness test yielded an average N-Gain score of 0.94 with an N-Gain percentage of 94.48%, indicating that the e-module was effective. Therefore, the Interactive E-module for Corrective Makeup is considered highly valid, highly practical, and effective for use in the learning process.
Global Strategic Communication Failure in Swatch’s 2025 “Slanted Eye” Advertisement Crisis: Cultural Sensitivity, Stakeholder Trust, and Crisis Governance Julaiha Probo Anggraini; Haronas Kutanto
Varied Knowledge Journal Vol. 4 No. 1 (2026): Varied Knowledge Journal, August 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v4i1.358

Abstract

This article examined the 2025 Swatch “slanted eye” advertisement controversy as a failure of global strategic communication, cultural sensitivity, and crisis governance. The study used a qualitative case study with document analysis by reviewing media reports, company information, and academic literature on strategic communication, corporate communication, stakeholder theory, cultural intelligence, and Situational Crisis Communication Theory. The analysis found that the controversy emerged because the campaign failed to anticipate cultural decoding among Asian publics, especially in relation to a visual gesture widely perceived as derogatory. The case also showed identity-image misalignment, disruption of stakeholder trust, and digital amplification of reputational risk. Swatch’s apology and removal of the advertisement were necessary, but they were not sufficient as a long-term governance response. This article proposed the G-CARE Model, consisting of Global Cultural Audit, Cultural Risk Assessment, Apology Plus Action, Representative Stakeholder Listening, and Evaluation and Reputation Recovery. The model offered a preventive and corrective framework for global brands to manage cultural crisis risks before campaign messages reach international publics.
Peningkatan Kemampuan Membaca Permulaan Siswa Berisiko Lamban Belajar melalui Video Interaktif Berbasis Discovery Learning dan Phonics Irayani Mangari; Rendy Roos Handoyo
Varied Knowledge Journal Vol. 4 No. 1 (2026): Varied Knowledge Journal, August 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v4i1.373

Abstract

This study aimed to improve the beginning reading instructional process through the implementation of interactive videos based on Discovery Learning assisted by phonics, improve the beginning reading skills of students at risk of being slow learners. This study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection stages, and was conducted in two cycles. The participants were two second-grade students at SDN 012 Sangatta Selatan who were identified as being at risk of slow learning. The instructional intervention integrated the Discovery Learning model with interactive video media and a phonics approach through the stages of stimulation, problem identification, data collection, data processing, verification, and generalization. Data were collected through observations of the learning process, beginning reading skills tests, and documentation, and were analyzed using qualitative and quantitative descriptive techniques. The results showed that the implementation of interactive videos based on Discovery Learning assisted by phonics improved both the instructional process and students’ beginning reading skills. The implementation of instruction increased from 70.83% in Cycle I to 91.67% in Cycle II, while students’ learning activities increased from 55.5% at the pre-action stage to 62.5% in Cycle I and 94.8% in Cycle II. Students’ beginning reading skills also showed a substantial improvement, with the mean score increasing from 45 at the pre-action stage to 70 in Cycle I and 86 in Cycle II. In addition, learning mastery increased from 60% in Cycle I to 100% in Cycle II.
Improving Fine Motor Skills Through Natural Material Mosaic Activities for Children with Emotional Disorders Marsi Mayasari; Nur Azizah
Varied Knowledge Journal Vol. 4 No. 1 (2026): Varied Knowledge Journal, August 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v4i1.374

Abstract

This study aimed to improve fine motor skills and emotional regulation among children with emotional difficulties through nature-based mosaic activities using an Activity-Based Learning approach at TK Negeri 1 Rantau Pulung, East Kutai Regency. The study employed Classroom Action Research conducted in two cycles, each consisting of planning, action, observation, and reflection. The participants were 10 children with emotional difficulties. Data were collected through structured observations assessing fine motor skills, concentration and attention, emotional responses, creativity and accuracy, independence, and emotional regulation. The findings demonstrated a substantial improvement in the overall achievement score, increasing from 26.25% (low category) at the pre-action stage to 53.50% (moderate category) in Cycle I and 80.75% (good category) in Cycle II, exceeding the predetermined success criterion of 75%. Improvements were also observed in fine motor skills (26.25%–80.25%), concentration and attention (26.00%–81.75%), emotional responses (26.25%–80.25%), and independence (26.50%–80.75%). These findings indicate that nature-based mosaic activities through Activity-Based Learning are effective in enhancing fine motor skills and supporting emotional regulation through meaningful, engaging, hands-on learning experiences appropriate to children’s developmental needs.
Peran Kepala Sekolah Dalam Meningkatkan Kompetensi Pedagogik Guru Pada Penyelenggaraan Pendidikan Inklusif di SD Negeri 010 Muara Wahau Maryamah Maryamah; Lia Yuliana
Varied Knowledge Journal Vol. 4 No. 1 (2026): Varied Knowledge Journal, August 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v4i1.375

Abstract

This study aimed to describe the role of the principal in strengthening teachers’ pedagogical competence in implementing inclusive education at SD Negeri 010 Muara Wahau. The study was conducted from May to June 2026 using a qualitative approach with a descriptive case study design. The principal was purposively selected as the primary informant. Data were collected through in-depth interviews, observations, and documentation, and analyzed through data condensation, coding, categorization, theme development, and conclusion drawing and verification. The findings identified three main themes: strengthening the vision of inclusive schools and instructional direction; supporting adaptive teaching practices through teacher development and academic supervision; and facilitating collaboration to address limitations in inclusive education implementation. Key challenges included the absence of special education support teachers, limited access to formal inclusive education training, and inconsistent adaptation of assessment instruments. In response, the principal encouraged differentiated instruction, teacher collaboration, peer support under teacher supervision, parental involvement, visual and multisensory media, and pedagogical problem-solving through supervision. The study provides contextual insights into principal leadership in strengthening teachers’ pedagogical competence within a regular primary school implementing inclusive education under limited specialized resources. The findings are context-specific and do not establish a causal relationship.
Penggunaan Visual Schedule Dalam Meningkatkan Kemampuan Komunikasi Fungsional Anak Dengan Keterlambatan Bicara Putri Trisnasari; Shely Cathrin
Varied Knowledge Journal Vol. 4 No. 1 (2026): Varied Knowledge Journal, August 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v4i1.376

Abstract

This study aimed to describe the implementation of a visual schedule, changes in functional communication, and the supporting and inhibiting factors associated with its use among two children with speech delay in Group A at TK Negeri 1 Kongbeng. A qualitative approach with a case study design was employed. The two children were selected as case subjects based on identified speech and communication delays observed in the learning context. The visual schedule was implemented consistently during daily classroom activities using picture cards representing sequences of activities. Data were collected through direct observation of the children’s communication behaviors, semi-structured interviews with relevant informants, and documentation of learning activities. Changes in functional communication were identified by comparing patterns observed throughout the implementation, particularly in the children’s ability to express needs, respond to and understand instructions, maintain eye contact, sustain attention, and engage socially. Data credibility was established through source triangulation, technique triangulation, and member checking. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data display, and conclusion drawing. The findings showed observable positive changes in several aspects of the children’s functional communication during the use of the visual schedule. The picture-based activity sequences helped provide predictable visual cues that supported the children in understanding daily activities and communicating within the classroom context. Supporting factors included a simple and engaging media design, consistent teacher implementation, and parental support, whereas inhibiting factors included unexpected changes in the school schedule and individual differences in communication abilities.
Pola Pembelajaran Inklusif Kelas Reguler Tanpa Guru Pendamping di SDN 006 Muara Wahau Dwi Sri Astuti; Lia Yuliana
Varied Knowledge Journal Vol. 4 No. 1 (2026): Varied Knowledge Journal, August 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v4i1.377

Abstract

This study aimed to describe adaptive learning practices implemented in a regular classroom without a special assistant teacher at SDN 006 Muara Wahau, focusing on the accommodation of a student with hearing impairment within a regular learning environment. The study employed a descriptive qualitative approach within a single-case context. Data were collected through interviews, classroom observations, and documentation and were validated through source and technique triangulation. Data analysis involved data reduction through coding relevant field data, categorization based on emerging patterns of instructional adaptation, data display, and conclusion drawing. The findings showed that adaptive learning practices were primarily implemented through simplified and repeated instructions, the use of visual and concrete learning materials, differentiated assistance according to the student's learning needs, and peer tutoring to facilitate understanding and classroom participation. Peers played an important role in helping the student follow instructions, complete learning activities, and engage in classroom interactions. However, adaptive assessment remained limited because evaluation procedures were not yet systematically differentiated according to the student's individual characteristics and learning needs. The absence of a special assistant teacher also placed greater responsibility on the classroom teacher in simultaneously managing whole-class instruction and individualized support. These findings, derived from a single-case context, indicate that adaptive learning practices can support the participation of students with hearing impairment in regular classrooms, although systematic instructional planning, individualized assessment, and professional support still require further strengthening.
Improving Beginning Reading Skills Through the Use of Digital Media Among First-Grade Students at SD Negeri 003 Sandaran, East Kutai Regency Dwi Yuli Sundari Riski Sf; Ari Iswanto
Varied Knowledge Journal Vol. 4 No. 1 (2026): Varied Knowledge Journal, August 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v4i1.378

Abstract

This study aimed to improve beginning reading skills among first-grade students through the use of Smart TV-based audiovisual media and to describe changes in students’ participation during the learning process. The study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model and was conducted in two cycles, each consisting of planning, action, observation, and reflection. The participants were 25 first-grade students at SD Negeri 003 Sandaran, East Kutai Regency, who constituted the action class and unit of analysis. Data were collected through beginning reading assessments, observations of teacher and student activities, and documentation. The data were analyzed using quantitative descriptive analysis by calculating students’ mean scores and the percentage of students who achieved the Learning Objective Achievement Criteria (KKTP) of 75, supported by descriptive observations of classroom participation. The results demonstrated a progressive improvement in students’ beginning reading skills across the action cycles. During the pre-action stage, 4 of 25 students (16%) achieved the KKTP. Following Cycle I, the number increased to 13 students (52%), and by Cycle II, 21 students (84%) had achieved the criterion. Classroom observations also indicated increased active participation during learning activities. These findings indicate that the systematic use of Smart TV-based audiovisual media within the classroom action cycles contributed to improved beginning reading skills and greater student participation among first-grade students at SD Negeri 003 Sandaran.
Praktik Sosial Ekonomi Komunitas Kesenian Bantengan Sebagai Strategi Keberlanjutan Budaya Lokal di Dusun Jetis Kabupaten Malang Rika Wahyu Fitriani; Gunawan Gunawan
Varied Knowledge Journal Vol. 4 No. 1 (2026): Varied Knowledge Journal, August 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v4i1.398

Abstract

The sustainability of local culture has faced increasing challenges due to social, economic, and technological changes, requiring traditional art communities to develop adaptive preservation strategies. This study aimed to analyze the socio-economic practices of the Bantengan art community as a strategy for sustaining local culture in Jetis Hamlet, Malang Regency, Indonesia. A qualitative case study approach was employed. Data were collected through observation, in-depth interviews, and documentation, and were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. The findings revealed that the sustainability of Bantengan was supported through the integration of five socio-economic practices: regular training, participatory deliberation, cooperation, culture-based economic activities, and the use of social media. These interconnected practices strengthened knowledge transmission, community governance, social solidarity, resource mobilization, and digital adaptation, enabling the community to preserve its cultural traditions while responding to contemporary social changes. The study concluded that the sustainability of local culture depended not only on the continuity of cultural performances but also on the community's ability to integrate socio-economic practices into a comprehensive community-based cultural preservation strategy.

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