The integration of modern Western philosophy with the study of Sufism tradition wasn’t quite familiar. So far, philosophical Sufism is often studied from the perspective of neo-platonic philosophy which is famous for its emanation doctrine. Through this research, the author proposes a new integration by using the philosophical concept of Heidegger’s hermeneutics and Roland Barthes’s semiotics as perspectives in studying the phenomena of the philosophical Sufism tradition. The hermeneutic theory of Martin Heidegger used in this research is existential primordial verstehen (...) and the theory of facticity. Whereas Semiotic theory used in this research is Roland Barthes’s theory of order of signification which is used to analyze Sufi’s connotative interpretation of the Qur’an verse. The method used in this research is analysis descriptive by a combined table of hermeneutic and semiotic theories through library research on several primary sources concerning Sufi’s interpretation such as Miftahus Sufi, al-Luma‘, Shaṭaḥāt al-Sūfiyyah, etc. As a result, in the perspective of Sufism Primordial Verstehen, the doctrines of Sufism such as ittiḥād, ḥulūl, and waḥdah al-wujūd could be understood as existential primordial understanding in contemplating Sufi’s existence in the world and his arrival at the understanding of Allah as the only existing Being. (shrink)

Cyberbullying is a major issue facing adolescents in the digital age, with the use of social media and mobile applications that can negatively impact their mental and emotional health. The importance of cyberbullying prevention has become a major focus in various educational programmers to protect the well-being of adolescents. This research aims to develop a mobile application that facilitates ‘RASA’ character building to support cyberbullying prevention among adolescents. This research used the RnD research and development method with the ADDIE model (...) (Analysis, Design, Development, Implementation, Evaluation). The population of high school students of SMPN 2 Medan and SMPS Gajah Mada with sampling technique using purposive sampling technique. Data analysis techniques include descriptive analysis, validity test, normality test, homogeneity, reliability and reliability and paired sample t-Test test. Based on the results of the expert validity test, it shows that the character-building mobile application ‘RASA’ is said to be valid. This is evidenced by the average media expert validation of 91.3%, the average material expert validation of 88.7%, and the average learning design expert of 86.9%. As well as in the practicality test which resulted in a practicality level of 90.52%. This shows that the character-building mobile application ‘RASA’ is valid for the prevention of Adolescent Cyberbullying in adolescents. This mobile application can increase adolescents' awareness, acceptance, support, and action towards cyberbullying, thus creating a safer and healthier online environment. (shrink)

Philosophical and aestethical aspects of music development in Indonesia.

This study was conducted to test the effectiveness of the Augmented Reality (AR)-based Project Citizen learning model in improving the Digital Quality Culture (QCD) of elementary school students in North Sumatra. The purpose of this study was to find out how effective the Augmented Reality (AR)-based Project Citizen learning model is in improving students' Digital Quality Culture (QCD). The method used was a quantitative research approach with the Pre-Experiment Type experiment and the One-Group Pretest-Posttest Design plan. The instruments used in (...) this study were Pre-Test and Post-Test questions. Based on the results of the analysis that has been carried out, it proves that there is a significant increase between the Pre-Test and Post-Test values with an average difference of 13.28 points with (Sig. 2 tail) of 0.000 which indicates that the Augmented Reality-based Project Citizen learning model is effective in improving students' Digital Quality Culture. Thus, it can be concluded that the Augmented Reality-based Project Citizen model is an effective learning model applied in improving the Digital Quality Culture of elementary school students in North Sumatra. (shrink)

In this study, we explain differences in support for interreligious lawful and violent protests against the religious outgroup. Combining religiosity and social identity approaches, we take three dimensions of religiosity (namely, practices, beliefs and salience) into consideration related to support for interreligious conflict, next to relevant control characteristics. The analysis is based on survey data ( N = 2026) collected among a random sample of Muslims ( n = 1451) and Christians ( n = 575) across the Indonesian archipelago. Our (...) findings show that members of the Muslim community are, on average, more inclined to support interreligious conflict, both lawful and violent protests. Participation in rites of passage is a crucial aspect of religious practices found to be positively related to both kinds of protest. Religious beliefs show great importance but vary in their influence: particularistic views and intratextual fundamentalism are related to support for lawful protest, whereas religiocentrism is related to support both for lawful and violent protests. In contrast, salience reduces support for violent protest. As such, the findings offer a differentiated way to understand present-day interreligious conflicts among the general population in Indonesia. (shrink)

This longitudinal study analyzed university students’ cognition in learning an English for young learners course. A qualitative method was used to get the data from 28 students who took the tiered EYL courses, EYL 1, EYL 2, and EYL 3, at a private university by giving them open-ended questionnaires for three semesters, or one and a half years. Semi-structured interviews with those 28 students were also used as the triangulation data at the end of each semester. The findings indicate a (...) very extreme change in pre-service teachers’ cognition, such as motivation, perception, and belief. At the end of their lecture, students initially interested in learning English for young learners did not want to become EYL teachers. On the other hand, students who enrolled in the EYL course for non-academic reasons wanted to have a profession as an EYL teacher after completing the EYL courses. It proves that students’ interest in teaching English to young learners and the length of time spent studying EYL teaching knowledge do not assure those pre-service teachers are increasingly convinced to have a teaching profession. (shrink)