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Multidisciplinary Journal of Social Sciences and Humanities
Published by CV. Projurnal Mitra Publikasi
ISSN : -     EISSN : 31241549     DOI : https://doi.org/10.66324/mjsh
Core Subject : Economy, Humanities, Education, Social,
Humanities Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Social Sciences
Multidisciplinary Journal of Social Sciences and Humanities (MJSH) is an interdisciplinary publication of original research and writing on education which publishes papers to international audiences of educational researchers. The Multidisciplinary Journal of Social Sciences and Humanities aims to facilitate and promote the inquiry into and dissemination of research results on primary education, secondary education, higher education, teacher education, special education, adult education, non-formal education, and any new development and advancement in the field of education. Furthermore, it also provides a forum for scholarly understanding of the field of education and plays an important role in promoting the process that accumulated values, skills, and knowledge are transmitted from one generation to another; and to make methods and contents of evaluation and research in education available to teachers, administrators, practitioners, policymakers, and research workers. The scope of our journal includes: 1. Social Humanities 2. Language and Literature Education 3. Fine Arts Education 4. Dance, Music, and Design 5. Social Sciences Education 6. Economics and Business Education 7. Mathematics Education 8. Natural Sciences Education 9. Vocational and Technical Education 10. Physical Education and Health Education 11. Law, Public Policy, and Social Justice Studies All Manuscripts submitted to this journal should be written either in English. All papers are double blind peer-reviewed and published four (4) times in a year (February, May, August, November)
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 23 Documents
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Ethical Use of AI in Education & Research: Frameworks for Responsible and Inclusive Learning Prithula Saha Prethwe; Rajib Chandra Das
Multidisciplinary Journal of Social Sciences and Humanities Vol. 1 No. 4 (2025): November
Publisher : CV Projurnal Mitra Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66324/mjsh.v1i4.209

Abstract

The accelerated advancement of artificial intelligence (AI) has yielded substantial progress in both research and education, yet concurrently introduces complex ethical considerations. This research examines the ethical dimensions associated with deploying AI systems within educational contexts. Furthermore, AI contributes meaningfully to the advancement of education and research about Sustainable Development Goals 4 and 9. Nevertheless, attention must be directed toward the uncertainties engendered by specific apprehensions, including the notion that AI-driven systems might ultimately supplant human educators. The present study draws upon a comprehensive literature review, supplemented by reports and investigations conducted by researchers, institutions, and organizations dedicated to advancing AI and exploring its educational applications, alongside ethical concerns articulated by global experts and bodies. The findings aim to identify and discuss five salient ethical concerns pertaining to AI in education: hallucination, algorithmic bias, plagiarism, privacy, and transparency. The article culminates in a proposed framework designed to address these concerns and facilitate the ethical utilization of artificial intelligence by students and researchers, thereby promoting responsible AI practices within research and educational domains.
Analysis of Language Registers on Facebook in the @Jual Beli HP Second Muntilan, Magelang, Jogja Group Intannia Citra Septyarani; Alia Asti Chasanah; Jessica Adinda Putri
Multidisciplinary Journal of Social Sciences and Humanities Vol. 1 No. 4 (2025): November
Publisher : CV Projurnal Mitra Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66324/mjsh.v1i4.218

Abstract

The rapid growth of social media has transformed online buying and selling interactions, giving rise to distinctive language variations within digital communities. This study aims to analyze the use of language registers in the Facebook group @Jual Beli HP Second Muntilan, Magelang, Jogja during the period of January–April 2026. A descriptive qualitative approach was employed, utilizing documentary data collection techniques through screenshots and notes from 12 posts containing registers out of a total of 150 posts. The analysis focused on the form, meaning, and function of registers based on sociolinguistic theory. The results showed that the 12 dominant registers took the form of abbreviations/acronyms (BU, TT, nego), loanwords (up, nett, no minus), and non-standard forms (orian), all of which are limited to the specific context of the online cell phone buying and selling community. The meanings of these registers encompass the condition of the item (fullset/batangan, no minus), pricing strategies (mahar, nego/nett), and alternative transaction methods (TT/BT), with instrumental (persuasive), informative (describing the condition), and regulatory (limiting bargaining) functions. These findings illustrate the efficiency of digital language in accelerating online economic interactions, as well as the adaptation of local communities to the dynamics of social media.
Revolutionizing Arabic Language Learning: The Transformation of Artificial Intelligence (AI)-Based and Multimedia Cognitive Methods Teuku Muhammad Fauzan Robbani
Multidisciplinary Journal of Social Sciences and Humanities Vol. 1 No. 4 (2025): November
Publisher : CV Projurnal Mitra Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66324/mjsh.v1i4.242

Abstract

The rapid development of information technology in the Society 5.0 era requires Arabic language education to move beyond conventional, one-size-fits-all instruction. This study analyzes the effectiveness, prospects, and challenges of integrating Artificial Intelligence (AI) with the Cognitive Theory of Multimedia Learning in Arabic language education. A qualitative, PRISMA-informed systematic literature review and thematic meta-synthesis were conducted using ten core studies, supported by additional theoretical and contextual references. The synthesis shows that generative AI, chatbots, automatic speech recognition, Android-based applications, augmented reality, and Lectora Inspire multimedia can support vocabulary (mufradat), grammar (nahwu and sharaf), speaking, reading, and listening skills by enabling feedback, practice, visualization, and flexible access. However, the evidence is heterogeneous and includes development and qualitative studies; AI-generated Arabic materials may also contain linguistic, dialectal, and transcription errors. The study concludes that these technologies are most effective when cognitive-load principles, teacher mediation, infrastructure readiness, digital literacy, and human verification are integrated into their design and use. The findings imply that AI should function as a pedagogical support system rather than a substitute for educators, and that future research should prioritize controlled, longitudinal, and transparently reported evaluations.

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