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Declined MIREJ: Multidisciplinary Innovation Research Journal

DIPLOMASI KULINER SEBAGAI ALAT SOFT POWER: STUDI KASUS PROMOSI MASAKAN INDONESIA DI KOREA SELATAN

A'izzatun Nisa'i

Penelitian ini mengkaji praktik diplomasi kuliner Indonesia di Korea Selatan sebagai instrumen soft power untuk memperkuat citra nasional dan hubungan antar-masyarakat. Menggunakan metode kualitatif dengan desain studi kasus, data dikumpulkan melalui studi pustaka dari berbagai sumber sekunder seperti jurnal ilmiah, laporan pemerintah, dan media massa. Hasil penelitian menunjukkan bahwa diplomasi kuliner Indonesia di Korea Selatan diimplementasikan melalui berbagai saluran, termasuk festival budaya tahunan oleh KBRI Seoul, partisipasi dalam pameran internasional seperti Paviliun ASEAN, peran restoran Indonesia sebagai duta budaya informal, serta kolaborasi strategis seperti sponsor produk kopi dalam drama Korea. Upaya ini melibatkan kolaborasi aktor negara dan non-negara, mulai dari pemerintah hingga komunitas diaspora dan pelaku usaha. Diplomasi kuliner terbukti berkontribusi dalam membangun persepsi positif mengenai keberagaman budaya Indonesia, meningkatkan daya tarik wisata, serta membuka peluang ekonomi di sektor pangan. Meskipun demikian, penelitian ini menyimpulkan bahwa Indonesia masih perlu memperkuat konsistensi program dan strategi branding agar dapat bersaing lebih efektif dengan keberhasilan gastrodiplomasi Korea Selatan (Hallyu) di kancah internasional.

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Declined DUTIES: Education and Humanities International Journal

Exploring the Effectiveness of Mobile-Assisted Language Learning (MALL) on Vocabulary Retention in TEFL Classrooms

Ulfa Mafridoh

Abstract: This study examines the impact of Mobile-Assisted Language Learning (MALL) on vocabulary retention among TEFL learners. Using a mixed-methods design, the research combined quantitative analysis of pre- and post-tests with qualitative data from semi-structured interviews and student reflections. Quantitative results indicated significant improvements in the number of correctly recalled words and retention rates after four weeks of using mobile applications such as Quizlet and Duolingo. Qualitative findings revealed that learners perceived MALL as engaging, flexible, and supportive, enhancing motivation, self-paced learning, and awareness of challenging vocabulary. The study highlights the potential of MALL to complement traditional TEFL instruction, while emphasizing the importance of guided integration to promote disciplined practice and learner autonomy. Implications for curriculum design and future research on technology-assisted vocabulary learning are discussed.

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Declined DUTIES: Education and Humanities International Journal

The Role of AI in Enhancing Writing Fluency and Accuracy in English as a Foreign Language Classrooms

Rahma Chairani

This study explores the role of artificial intelligence (AI) writing tools in enhancing writing fluency and accuracy among English as a Foreign Language (EFL) students. Adopting a mixed-methods design, the research combined quantitative analysis of pre- and post-writing tasks with qualitative data from semi-structured interviews and student reflections. Quantitative findings revealed that AI-assisted writing significantly increased word count and writing speed while reducing grammatical and lexical errors. Qualitative insights indicated that students perceived AI as a supportive partner that facilitated idea generation, sustained writing flow, and promoted self-reflection on language use. The study highlights the potential of AI to complement traditional writing instruction, emphasizing the importance of guided integration to foster learner autonomy and avoid overreliance. Implications for curriculum design and pedagogical practices in EFL contexts are discussed, along with suggestions for future research on AI-supported writing instruction.

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Declined MIREJ: Multidisciplinary Innovation Research Journal

ANALISIS BULLYING DISEKOLAH DASAR NEGERI 064965

Tria Fitriana, nanda amelia, rahma eka

AbstractThis qualitative descriptive study aims to analyze the forms, impacts, and underlying factors of bullying behavior at Public Elementary School 064965. Data were collected through in-depth interviews with 15 students (both victims and perpetrators), 5 teachers, and 2 school counselors, supplemented by observation during recess and in classrooms. The findings reveal that verbal bullying (mockery, insults) and social exclusion are the most prevalent forms, occurring frequently in unsupervised areas such as bathrooms and the schoolyard. The psychological impact on victims includes decreased academic motivation, anxiety, and reluctance to attend school. Analysis indicates that contributing factors stem from a confluence of the school environment (lack of supervision, inadequate conflict resolution mechanisms), family background (exposure to aggressive behavior at home), and individual tendencies (desire for dominance, peer pressure). This study concludes that bullying at SD Negeri 064965 is a systemic issue requiring a comprehensive intervention. Recommendations include implementing a whole-school anti-bullying policy, establishing a peer mediation program, and conducting regular psychosocial training for teachers and parents to foster a safer and more inclusive school climate.

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Copyediting JEES: Journal of Education and Educational Sciences

Effect of the Project-Based Learning Model in Terms of Learning Styles on the Literacy and Numeracy Skills of Elementary School Students

Irma Sofiasyari, Rizky Arianty

This study aims to determine the effect of the project-based learning model in terms of learning styles on the literacy and numeracy skills of fourth-grade elementary school students in the Jamblang sub-district in 1 cluster, namely SDN 1 Wangunharja, SDN 2 Wangunharja, SDN 1 Sitiwinangun, SDN 2 Sitiwinangun, SDN 3 Sitiwinangun, SDN 1 Bojong Wetan, SDN 2 Bojong Wetan, and SDN 3 Bojong Wetan. This study used a quantitative method with a one-group pretest-posttest design. The sample in this study consisted of all 240 fourth-grade elementary school students. The research instruments consisted of a learning style questionnaire, literacy and numeracy tests with multiple choice questions for the pretest and posttest. Data collection was conducted before and after the implementation of the PjBL learning model. Data analysis included validity, reliability, normality, homogeneity, simple linear regression analysis, and paired sample t-test. The results show that each data point in the variables also meets the assumptions of normality and homogeneity. From the descriptive statistics calculation results, the hypothesis test of simple linear regression analysis and the paired sample t-test show a significant difference between the pretest and posttest scores for students' literacy and numeracy abilities. with the students' literacy ability level at the time of the pretest averaging 42.88 and the posttest score averaging 76.33, and the students' numeracy ability level at the time of the pretest averaging 43.46 and the posttest score averaging 71.21. Based on the hypothesis test, the significance value of each variable was 0.000 (

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Scheduled DUTIES: Education and Humanities International Journal

Teachers’ Beliefs and Decisions Regarding Artificial Intelligence Use in Education

Muhammad Abdul Azis, Muhammad Numan

The increasing integration of artificial intelligence (AI) into educational settings has raised important pedagogical and ethical questions, particularly regarding how teachers understand and decide to use AI in their instructional practices. This qualitative study explores teachers’ beliefs about AI use in education and examines how these beliefs shape their instructional decisions. Drawing on semi-structured interviews and thematic analysis, the study reveals that teachers hold nuanced and evaluative beliefs about AI, viewing it as a supportive pedagogical tool while expressing concerns about overreliance, learning quality, and professional responsibility. Rather than adopting AI uncritically, teachers exercise agency through selective integration and pedagogical regulation of AI use, particularly in relation to assessment and student accountability. Teachers’ decisions are shown to be context-sensitive and grounded in humanistic values that emphasize ethical judgment and meaningful teacher–student interaction. The findings suggest that AI use in education is best understood as a belief-driven and value-laden practice rather than a purely technical innovation. This study contributes to educational and humanities-oriented discussions by foregrounding teachers’ professional judgment in shaping responsible and pedagogically sound AI integration.

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Copyediting JEES: Journal of Education and Educational Sciences

The Effect of the Snowball Drilling-Based Jigsaw Model on Learning Independence and Mathematical Spatial Ability of Elementary School Students

Ike Kurniawati, Herlin Kurniasari

This study aims to determine the influence of variables in the snowball drilling-based Jigsaw learning model. The research method used a true experiment with a one-group pretest-posttest design. The research subjects were school students with a saturated sampling technique and a sample size of 60 respondents. The research instruments consisted of a cognitive test of mathematical spatial ability and a questionnaire on students' mathematical learning independence as well as a questionnaire on responses to the Jigsaw learning model. Data analysis techniques used multiple linear regression tests to determine the effect of the snowball drilling-based Jigsaw model on students' learning independence and mathematical spatial ability. Path analysis was used to test the relationship between aspects of independence and mathematical spatial ability. The results showed that the application of the snowball drilling-based Jigsaw model had a significant effect (p < 0.05) on improving elementary school students' mathematical learning independence and mathematical spatial ability. In addition, there is a positive relationship between aspects of the variables of learning independence and mathematical spatial ability, as can be seen from the p-value < 0.05. The Jigsaw model can encourage students to increase their learning independence through responsibility and develop mathematical spatial abilities through understanding relationships, perception, visualization, rotation, and spatial orientation. Thus, this study can be used as a reference in similar studies.

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Scheduled DUTIES: Education and Humanities International Journal

AI as a Metacognitive Mirror: How Students Use AI to Monitor and Repair Reading Comprehension Breakdowns

Admiral Indra Supardan, Ma. Wilma Capati

The increasing availability of artificial intelligence (AI) tools has transformed how EFL students engage with academic reading, yet little is known about how AI shapes learners’ metacognitive processes during reading. This qualitative study conceptualizes AI as a metacognitive mirror and investigates how EFL students use AI to monitor and repair reading comprehension breakdowns. Data were collected from undergraduate EFL students at a public university through academic reading tasks, screen recordings, think-aloud protocols, AI interaction logs, and stimulated recall interviews. Thematic analysis revealed that students used AI to externalize comprehension monitoring by confirming interpretations and articulating sources of confusion. AI also supported comprehension repair through strategy-specific and iterative regulation, enabling learners to request paraphrases, examples, and simplified explanations in response to perceived difficulties. However, the findings also indicate tensions between productive metacognitive support and uncritical reliance on AI, particularly when learners accepted AI-generated explanations without verification. The study contributes to AI-assisted reading research by shifting attention from learning outcomes to metacognitive processes and learner agency. Pedagogical implications highlight the importance of guiding students toward reflective and responsible AI use to support academic reading comprehension.

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Copyediting JEES: Journal of Education and Educational Sciences

The Effect of the Ethno-RME Learning Model on Improving HOTS and Self-Efficacy of Elementary School Students

Putik Rustika, Rifqi Hidayat

Mathematics learning in elementary schools is still largely abstract, as it focuses on memorizing formulas and procedures without involving cultural contexts that are close to students’ daily lives. This condition leads to low levels of higher-order thinking skills (HOTS) and self-efficacy. This study aims to examine the effect of applying the Ethno-Realistic Mathematics Education (Ethno-RME) model on improving HOTS and self-efficacy among elementary school students. The research employed a quantitative approach with a pre-experimental one group pretest-posttest design. The subjects were 159 elementary school students in Kesambi District. The instruments consisted of a HOTS test and a self-efficacy questionnaire administered before and after the treatment. Data were analyzed using multiple regression tests. The results showed a significant improvement in students’ HOTS and self-efficacy after the implementation of the Ethno-RME model based on traditional house miniatures. These findings indicate that integrating local culture into mathematics learning through a realistic approach not only enhances cognitive understanding but also strengthens students’ confidence. Therefore, the Ethno-RME model can serve as an alternative contextual learning strategy that supports the development of both HOTS and self-efficacy.

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Declined MIREJ: Multidisciplinary Innovation Research Journal

Menumbuhkan Karakter Siswa Melalui Pemanfaatan Literasi Digital

Naja Munifa

Perkembangan teknologi digital telah membawa perubahan signifikan dalam dunia pendidikan, khususnya dalam proses pembelajaran dan pembentukan karakter siswa. Di satu sisi, teknologi digital memberikan kemudahan akses informasi dan meningkatkan motivasi belajar siswa, namun di sisi lain juga menghadirkan tantangan berupa krisis nilai karakter apabila tidak diimbangi dengan penguatan pendidikan karakter. Artikel ini bertujuan untuk mengkaji secara mendalam bagaimana pemanfaatan literasi digital dapat berperan dalam menumbuhkan dan memperkuat karakter siswa. Metode penelitian yang digunakan adalah pendekatan deskriptif-kualitatif dengan studi pustaka terhadap berbagai jurnal dan buku yang relevan. Hasil kajian menunjukkan bahwa literasi digital memiliki peran strategis dalam menanamkan nilai-nilai karakter seperti tanggung jawab, kejujuran, disiplin, kerja sama, dan etika digital, khususnya ketika diintegrasikan dalam proses pembelajaran secara terencana dan diawasi oleh guru serta orang tua. Literasi digital tidak hanya berfungsi sebagai sarana pembelajaran, tetapi juga sebagai media pembentukan karakter siswa agar mampu bersikap bijak, kritis, dan bertanggung jawab dalam menghadapi arus informasi di era digital.

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Under Review DUTIES: Education and Humanities International Journal

AI Game-Based Learning in Low-Resource Classrooms: Teachers’ Innovation Under Constraint

Mochamad Rizqi Adhi Pratama, Nur Karmila Maisara

Abstract: The integration of artificial intelligence into game-based learning has been widely promoted as a means of enhancing engagement and personalization in education. However, existing research largely assumes well-resourced classroom conditions, offering limited insight into how such approaches are enacted in constrained contexts. This qualitative multiple case study explores how teachers design and implement AI-supported game-based learning in low-resource classrooms and how contextual constraints shape their pedagogical reasoning and innovative practices. Drawing on interviews, classroom observations, teaching artifacts, and stimulated recall, the study foregrounds teachers’ agency in mediating AI use under conditions of limited infrastructure, device access, and institutional support. The findings reveal that teachers adopt selective and hybrid approaches to AI game-based learning, combining AI-generated content with offline activities and teacher-led scaffolding. Contextual constraints function not merely as barriers but as catalysts for reflection, improvisation, and ethical decision-making related to fairness and inclusivity. This study contributes to AI in education research by reframing innovation as a situated, teacher-driven process and by highlighting the importance of context-sensitive approaches to AI-supported pedagogies, particularly in underrepresented low-resource educational settings.

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Published MIREJ: Multidisciplinary Innovation Research Journal • 2026

The Effect of Entrepreneurial values and Self-Confidence on Entrepreneurial Interest in Elementary School Student

Citra Nur Anisa, Alpin Alghani, Achmad Syarifudin

Previous research This study was to understand the relationship between the three components of Planned Behavior Theory and the mediating effect of these components on the relationship between Entrepreneurship education and Self-efficacy on Entrepreneurial intentions among experienced students in Vietnam. The findings show that Entrepreneurship education has a direct positive effect on attitudes towards entrepreneurship, control of perceived behavior and subjective norms Entrepreneurship of engineering students in Vietnam. These findings are consistent with many previous studies have confirmed the role of entrepreneurship education in shaping students' entrepreneurial intentions. The main goal of this approach is to obtain empirical data that can be used in testing theoretical models through statistical analysis. Based on the results show that entrepreneurial self confidence (ESC), significantly mediated the relationship between Entrepreneurial Value (EV) and Entrepreneurial Interest (EI). Entrepreneurial values (EV) and Entrepreneurial Interests (EI) significantly mediates the relationship between entrepreneurial self confidence (ESC) and entrepreneurial interest (EI). The values that individuals believe in relation to the world of entrepreneurship strengthen their intention to become entrepreneurs. A number of studies have shown that entrepreneurship education at the elementary level can play an important role in shaping students' attitudes and interests in entrepreneurship in the future.

Published: 01 Jan 2026 View Details