Introduction: This study explores the integration of local wisdom from the Coastal Riau community, Indonesia, into chemistry education through an ethnochemistry approach focused on traditional fermentation practices. Locally produced fermented foods such as dadih (fermented buffalo milk), durian acid (fermented durian), rebung acid (fermented bamboo shoots), jeruk maman (fermented Cleome leaves), and bekasam (fermented fish) embody valuable biochemical processes rarely addressed in formal curricula. Incorporating these cultural contexts into chemistry learning aims to make abstract concepts more meaningful and foster students’ creativity and scientific literacy.Methods: The research employed a Mixed Methods Sequential Explanatory Design. The qualitative phase involved interviews and participatory observations with traditional food producers in three regencies—Meranti, Pelalawan, and Rokan Hilir—to identify fermentation-based products and analyze their chemical principles. The quantitative phase involved expert validation (N=16) of the developed ethnochemistry-based learning media using the Content Validity Ratio (CVR) and Content Validity Index (CVI), followed by classroom implementation with 45 chemistry education students.Results: Five traditional fermentation products were identified, each illustrating chemical processes such as acid–base reactions, enzymatic catalysis, and microbial metabolism. The developed learning media achieved a CVI and CVR validity score of 91%, confirming scientific accuracy and pedagogical suitability. Student creativity scores averaged 80, categorized as high, indicating that contextualized ethnochemistry learning effectively enhances creative performance.Conclusion: Ethnochemistry-based learning media grounded in local fermentation practices effectively bridge cultural experience and scientific theory, fostering creativity, scientific competence, and appreciation for Indonesia’s cultural heritage.

This study aimed to design a localized model for documenting the knowledge of biology teachers in Baghdad secondary schools, based on the principles of micro educational management. Micro educational management conceptualizes the teacher as a leader at the classroom level who manages the teaching and learning process through moment-to-moment decision-making and continuous reflection. Within this framework, a teacher’s professional knowledge is categorized into three types: “substantive knowledge” (scientific concepts), “contextual knowledge” (lived experience), and “explicit knowledge” (observable documentation). This qualitative study was conducted within an interpretive paradigm, employing semi-structured interviews, participatory observation, and document analysis of 12 biology teachers in four schools in Baghdad. The data were analyzed using the Attride-Stirling thematic analysis method. Findings led to the extraction of five basic themes: documentable content as substantive knowledge, strategies for recording and organizing knowledge, implicit and non-recordable knowledge, criteria for selecting documentable content, and enablers and barriers to documentation. These themes were ultimately integrated into an overarching theme entitled “The Intelligent Model of Teacher Knowledge Documentation within the Framework of Micro Educational Management.” This model demonstrates that documentation becomes intelligent and effective when the teacher, guided by reflective and situational rationality, assumes the role of a knowledge manager and designer, establishing interconnections among the three types of knowledge. This process transforms documentation from a mere administrative task into a research-based and knowledge-creating practice that leads to sustainable individual and organizational learning. The results indicate that implementing this model can foster teachers’ professional growth, strengthen the school’s intellectual capital, and enhance the quality of biology instruction. The study underscores the necessity of institutionalizing documentation within the school culture and providing institutional support for teachers to realize micro educational management.

Purpose The purpose of this paper is to evaluate the social impact of the social cooperative enterprise (SCE) “Modousa” in a marginal agricultural area of Lesvos Island, Greece. Focusing on post-productive agriculture and collaborative rural development, the study investigates how Modousa leverages local resources – particularly olive oil – to strengthen local capital, foster community-led sustainable development and address structural challenges. By analyzing Modousa as a model of social entrepreneurship, this paper aims to highlight its potential to empower rural communities, promote niche markets and contribute to broader discussions on sustainable rural development and social innovation. Design/methodology/approach The study uses participatory observation and secondary data analysis, complemented by unstructured interviews with Modousa’s founding members and local civil society representatives. The researcher participated as an observer in Modousa’s activities, balancing insider access with ethical considerations. Events were observed in physical and digital spaces to document local perceptions and practices. Data were analyzed thematically to explore how Modousa functions as a social solidarity economy (SSE) initiative in Lesvos, based on principles of collective ownership, democratic management and community benefit, following relevant European and Greek SSE frameworks. Findings The findings show that Modousa strengthens local capital by mobilizing natural, cultural, social and economic resources, fostering community-led development in a marginalized rural area. Its model of collective ownership and democratic governance helps mitigate structural challenges and global market pressures. Modousa promotes olive oil as a socio-cultural product, enhancing local identity, creating niche markets and building solidarity networks. The enterprise demonstrates how social entrepreneurship can drive sustainable development by leveraging territorial assets and engaging local actors. Overall, Modousa’s approach contributes to rural revitalization, encouraging a transformative culture of collaboration and resilience in peripheral agricultural regions. Originality/value This study offers original insights into how SCEs like Modousa can function as agents of rural transformation in marginalized agricultural regions. By combining participatory observation with in-depth interviews, it examines the interplay between social entrepreneurship, local capital mobilization and community-led development. The research highlights the innovative use of olive oil as both an economic product and a cultural asset, contributing to place identity and local resilience. The findings provide a practical framework for policymakers, practitioners and scholars interested in applying similar SSE models to promote sustainable development in other rural contexts.

This study investigates the use of sarcastic language by Mobile Legends players in the Team RRQ Official Discord community and its effects on social interaction. Employing a qualitative virtual ethnography method, data were gathered through participant observation and in-depth interviews with eight active members. The study applies Gorys Keraf’s theory of sarcasm and Johanna Maren Hjelle Olsen Olsen’s indicators such as self-contradiction, hyperbolic combinations, sentimental contradiction, and manner violation. A total of 41 sarcastic utterances were found, dominated by irony over mockery. Sarcasm was used to express critique, disappointment, or humor, but also triggered emotional tension and conflict. The findings reveal that sarcasm is not merely spontaneous expression, but a deliberate communicative strategy within competitive virtual communities.

This article explores the role of educational architecture in social and territorial transformation in vulnerable urban contexts in Latin America (Piña and Acosta, 2024). Using a qualitative and interdisciplinary approach that articulates sociology, pedagogy, and spatial design, two case studies are analyzed: a public school in Comuna 13 of Medellín, Colombia, and a self-managed community education center in Greater Buenos Aires, Argentina. Through interviews, participant observation, and documentary analysis, the article examines how architectural design can foster innovative pedagogical practices, strengthen community ownership of space, and redefine stigmatized territories. The findings show that educational spaces, when conceived from a contextual, participatory, and open perspective, function as social devices that enable new ways of learning, living, and building citizenship. It is concluded that every architectural intervention in the educational field also constitutes a political and cultural intervention, and that design must be understood as a strategic tool for social and spatial justice.

Navigating health inequities in aging: The impact of social determinants on health and homecare nursing for older people.

Abstract This article discusses the possibilities and challenges of insurgent practices performed by residents of the Poço da Draga community in the city of Fortaleza, in the context of disputes over decision--making power. The analysis considers that most deliberations on space production occur within institutional practices, implemented by planning agencies, sanctioned by the State, but serving private interests. Based on an ethnographic approach, including participant observation and the production of social cartographies, the study highlights aspects of the conflictual relationship between public authorities and residents, who have resisted the threat of eviction for decades. It suggests that, despite the obstacles, organized collective action can contribute to the constitution of more democratic urban commons.

Character education is a fundamental aspect in the formation of students' personalities, especially in the midst of the challenges of globalization and technological developments that have the potential to affect the moral values of the young generation. This research seeks to explain how character education is implemented through the Teaching Campus Program as an effort to reinforce students’ character values at SDN 16 Dasan Agung Baru Mataram. It also aims to identify the specific values being cultivated and to examine both the supporting and inhibiting factors in the process. Employing a qualitative approach with a case study design, the participants were selected purposively, consisting of the school principal, Islamic Religious Education teachers, Teaching Campus participants, and fourth-grade students. Data were gathered through participant observation, in-depth interviews, and documentation, with data validity ensured by triangulating sources and techniques. The findings reveal that character education at SDN 16 Dasan Agung Baru Mataram is integrated into learning activities, routine practices, and religious programs such as congregational prayers, morning literacy sessions, flag ceremonies, imtaq activities, and the enforcement of school discipline. Teachers serve as key role models (uswah hasanah) in instilling values among students. The values emphasized include religiosity, discipline, responsibility, honesty, cooperation, tolerance, and environmental awareness. Factors that support the implementation of character education involve the commitment of principals, teachers, and parents, the presence of a positive school culture, and consistent habituation programs. Meanwhile, the inhibiting factors include the influence of the environment outside school and social media, limited time for carrying out activities, and the lack of awareness of some students in applying character values. This study concludes that the Teaching Campus Program contributes positively to strengthening the implementation of character education in elementary schools.

This study aims to explore the practice of learning to read Arabic texts in the book Iḥyā Ulum ad-Dīn, which then identifies the social role patterns formed within it, and analyzes the principles of andragogy in adult education as reflected through the Anjangsana forum. This study uses an ethnographic approach following a 12-stage developmental research. Data were collected through participant observation during 24 meetings, in-depth interviews with 20 informants, and documentation in the form of recordings, texts from various print media, and digital communication archives. The results indicate that the practice of learning to read Arabic texts during the visit of Iḥyā’ ‘Ulūm ad-Dīn took place through collective sorogan reading by middle-aged and elderly congregants, interpretation of nahwu-ṣarfiyah with typical Islamic symbols, provision of murod in local languages, interactive discussions, and verification of textual variations across printed editions. Learning through the Anjangsana forum exhibits transformative characteristics that can be understood as a form of community of practice. This study offers an alternative, participatory, inclusive, and reflective learning process rooted in local tradition, combining linguistic, spiritual, and socio-religious dimensions.

Purpose: This qualitative case study investigates the impact of sharia-based marketing strategies on customer trust in Rahn pawn products at Pegadaian Syariah in Gresik, Indonesia. Methodology: Employing purposive sampling, data were gathered through in-depth interviews, participant observations, and document analysis involving five staff members and eight customers. Findings and Results: Thematic analysis revealed that the application of sharia values—particularly transparency, justice, and ethical service—significantly enhances customer trust and loyalty. Transparency and continuous customer education were identified as the most influential factors, particularly among first-time users. While findings indicate a strong alignment between ethical marketing and customer confidence, the study is limited by its local scope and relatively small sample size. Novelty: Future research should explore comparative analyses across regions or institutions. Originality: This paper contributes to the growing literature on Islamic financial marketing by offering localized insights. Conclussions : underscores the need for tailored, value-based marketing strategies in enhancing engagement with Islamic pawnshop services. Type of Paper : Research Paper

This study aims to explore the art of da‘wah practiced by Kyai Kuswaidi Syafi’ie through interpersonal communication in the Salawat Muhibbin Program in Karangcempaka Village, Bluto District, Sumenep Regency. The research employs a qualitative analytical method, with data collected through in-depth interviews, participant observation, and document analysis. The theoretical framework draws upon Interpersonal Communication Theory, Symbolic Interactionism, and Empathy Theory in communication. The findings reveal that Kyai Kuswaidi applies four forms of da‘wah artistry. First, empathetic communication that takes into account the psychological conditions of the congregation. Second, interactive and participatory communication that encourages active engagement among congregants. Third, the use of religious humor to create a relaxed atmosphere while conveying moral messages. Fourth, a profound personal approach aimed at fostering emotional closeness with the congregation. These approaches are shown to be effective in enhancing the acceptance of da‘wah messages, strengthening social bonds among congregants, and rendering religious preaching more responsive to the needs of rural communities. Through these communicative arts, Kyai Kuswaidi’s da‘wah serves as a role model for the delivery of religious messages grounded in strong interpersonal communication competence, thereby promoting a more humanistic model of da‘wah.

Pesantren in Indonesia are increasingly challenged by modernization, state-driven standardization, and globalization, which have fragmented religious and secular knowledge, marginalizedmoral and spiritualformation, and reduced educationto merecredentialism—developments that contradict Imam al-Ghazali’s classical vision of ethical and spiritual refinement. To address these challenges, this study proposes a practical model for integrating al-Ghazali’s ta’dib framework—emphasizing adab (discipline), tazkiyah (spiritual purification), mujāhadah (inner struggle), niyyah (sincerity), and ma‘rifah (divine knowledge)—into contemporary pesantren curricula and evaluates its effectiveness through measurable indicators. Adopting a qualitative dual-method design, the research combines hermeneutical analysis of al-Ghazali’s seminal works (Iḥyā’ ‘Ulūm al-Dīn, Ayyuhā al-Walad, al-Tarbiyah wa al-Ta‘līm, al-Risālah al-Ladunniyyah) with field-based case studies in three purposively selected pesantren. Data were collected through semi-structured interviews (n=12), participant observations, and document analysis, and subjected to thematic coding. The study addresses three key gaps in the literature: the absence of empirical implementation models, the lack of rigorous evaluation frameworks, and limited stakeholder-driven research. From field validation, a ta’dib integration model with seven quantifiable indicators was developed—moral reasoning, spiritual disposition, academic performance, pedagogical coherence, stakeholder satisfaction, institutional alignment, and ritual engagement. Findings revealed significant improvements in student character scores (18%) and academic achievement (12%) after one year. Key enabling factors included strong kyai leadership and community involvement, while barriers stemmed from accreditation demands and insufficient teacher training. The results suggest that systematic ta’dib integration can alignspiritual and moralformation with academic excellence, offering evidence-based guidance for pesantren leaders and policymakers in advancing holistic, value-based educationalreform.

In today’s rapidly evolving digital economy, higher education institutions face the growing challenge of bridging the gap between theoretical knowledge and practical applications to prepare graduates for the demands of the modern workforce. Literature emphasizes the importance of developing an entrepreneurial mindset in the digital age while noting that traditional teaching methods often fall short in cultivating real-world readiness. Experiential learning is viewed as vital for students’ development, and studies highlight both strengths and gaps in Malaysian entrepreneurship education. Therefore, this study explores how digital entrepreneurship acts as a dynamic experiential learning platform that fosters critical reflection and perspective transformation. Grounded in Jack Mezirow’s Transformative Learning Theory, the study adopted a qualitative design involving 20 purposively selected student entrepreneurs from various academic disciplines. Data collected through in-depth interviews and participant observation were transcribed and thematically analyzed. Findings show that sustained engagement in digital entrepreneurship promotes deep self-reflection, challenges existing assumptions, and cultivates adaptive thinking and behavior. Participants noted the improvements in skills that are frequently undeveloped in traditional classroom learning, including crisis management, independent decision-making, creativity, intercultural communication, and self-confidence. The findings show that digital entrepreneurship is a life-changing educational experience rather than just a way of developing skills. With practice through real-world challenges and interactions, students develop the motivation to experience mindset transformations. This approach not only increases comprehension but also fosters hands-on experience and higher-quality education, which encourages lifelong learning, boosts marketability, graduate competitiveness, and enables rapid curriculum development. This paper advocates embedding experiential digital entrepreneurship in higher education curricula to better equip graduates as reflective, proactive, and resilient contributors in the 21st-century digital economy.

Evaluation of Hajj services in Indonesia is crucial given the increasing complexity and challenges in organizing this pilgrimage. This study aims to analyze and unravel the key issues faced, namely overcrowding, transportation effectiveness, and data inconsistency, which significantly impact the comfort and smoothness of the Hajj. Using a descriptive qualitative method with a case study approach, data was collected through in-depth interviews with relevant parties, participatory field observation, and analysis of official documents and reports. The results show that overcrowding at key locations such as Mina and Arafah often exceeds capacity, posing safety and health risks. Furthermore, the incompletely integrated transportation system often causes delays and confusion, especially when moving from one point to another. Equally important, data inconsistencies between the government and relevant institutions complicate accurate planning and decision-making. Overall, these findings underscore the urgency of holistic improvements in Hajj management.

This research aims to reconstruct the leadership role of school principals in the digital age, moving from the traditional managerial paradigm to the Murabbi leadership model. Specifically, this study explores how Day Care principals implement transformational leadership to build a sustainable innovation ecosystem in a technology-based education environment. This study uses a qualitative approach with multiple case study designs. This research was conducted at Al-Ghazi Day Care. Data collection was conducted through semi-structured in-depth interviews with principals, innovation coordinators, and senior teachers, as well as participatory observation of curriculum development meetings and technology-based learning activities. Data are analyzed using thematic analysis to identify patterns, strategies, and challenges in leadership practice. Key findings show that the reconstruction of leadership roles occurs through three main dimensions: (1) Technopedagogical Vision, where school principals not only adopt technology but also embed Islamic pedagogical vision in it; (2) Collaborative Empowerment, which is shifting authority from hierarchical to facilitative by creating a safe space for teachers to experiment and fail; and (3) Cultivation of Digital Spirituality, which is to guide the school community to use technology ethically and meaningfully according to Islamic values. The role of Murabbi is manifested in guiding, inspiring, and serving as a role model in innovation, not just in managing resources. This study concludes that the Murabbi leadership model offers a practical framework for transformational leadership in modern Islamic educational institutions. This model allows the principal not only to be an innovation manager but also a character builder and an architect of an ecosystem that fosters creativity authentically and spiritually. The practical implication of this research is the need for a leadership development program that integrates technological competencies with Islamic pedagogical leadership values.

This study examines how the Karen Rice–Merit Networks (RMNs) in Northern Thailand express a lived religio-cultural solidarity grounded in the indigenous philosophy of the Nine Grains of Rice. Rooted in the Theology of Rice, this worldview sacralizes agriculture by linking rice’s life cycle to Christ’s Paschal Mystery. Using a qualitative design, the research draws on semi-structured interviews with 10 Karen priests, 2 organic intellectuals, and 3 RMN coordinators, supported by textual analysis of Church documents, participant observation of RMN’s zonal meeting, and diocesan records. Findings reveal that the RMNs embody three interrelated dimensions: (1) self and family welfare, fostering food security and moral formation; (2) community welfare, promoting mutual aid and social justice; and (3) spiritual welfare, integrating Eucharistic symbolism with Karen identity. These practices sustain a counter-capitalist ethos rooted in reciprocity and sufficiency. The study concludes that the Nine Grains of Rice provides a religio-cultural developmental model for constructing a Messianic Society, and it recommends deeper youth engagement, ecological formation, and contextual catechesis to ensure the continuity of the missiological economy of grace.

This study aims to examine the effectiveness of the People-Public-Private Partnership (P4) model in managing the Santubong Archaeological Site in Sarawak, Borneo, by focusing on its indicators, challenges, and strategies for balancing heritage conservation with socio-economic development. Using a qualitative methodology, the research incorporates in-depth interviews, focus group discussions, and participant observation involving stakeholders such as heritage managers, community leaders, and private sector representatives. Analysis reveals that the P4 framework's strengths include fostering community involvement (57.9%), promoting clear communication (47.4%), and aligning shared goals (42.1%), all of which contribute to more effective heritage management. However, the study also identifies significant challenges, such as funding constraints (26.3%), lack of expertise (47.4%), and communication barriers (15.8%), which hinder the full realization of partnership potential. Key strategies proposed to enhance outcomes include equitable revenue sharing, the integration of technology, and focused capacity building. Although the findings are site-specific and may not be entirely generalizable, they offer valuable insights for comparative research. The practical implications highlight the importance of inclusive governance, strategic resource allocation, and technological support for sustainable heritage site management. Socially, the study emphasizes the need for community engagement in preserving cultural heritage, while simultaneously addressing local economic needs, fostering social cohesion, and strengthening cultural identity. Overall, this research provides a fresh perspective on the application of the P4 model in Southeast Asian archaeological site management, combining international best practices with localized strategies.

This study uses a qualitative approach with a case study method to explore the role of the Darul Huda Mosque in Pattani, Thailand as a place of worship and a means of strengthening the morals of Muslims. Data was collected through participatory observation, in-depth interviews with mosque administrators and congregants, and documentation of religious activities at the mosque. The results show that the mosque is not only a center for obligatory worship such as congregational prayers and Friday prayers, but also functions as a space for spiritual and moral guidance through additional activities such as i'tikaf, wirid, dzikir, and special prayers. The strengthening of the community's morals is realized through solemn sermons and regular recitation activities. This study confirms that the Darul Huda Mosque plays a vital role in shaping the character and strengthening the moral values of Muslims in the social and religious context of the Pattani region.

Purpose Social procurement is an innovative policy tool that integrates social values in public procurement, while leveraging the power of public procurement to address complex social problems. This study aims to examine the implementation of social procurement within the Ministry of Health through cross-sector collaboration among public, private and third-sector organizations. Specifically, the objectives were to analyze how the procurement process contributes to social value creation, identify the main enablers of collaboration and analyze the potential for optimizing social value–based procurement policies. Design/methodology/approach This research used a descriptive qualitative approach, using a case study design. The data collection used was a thematic analysis, conducted through semistructured interviews, focus group interviews and participatory observation, involving 16 stakeholders from government, businesses, community organizations and universities. Data collection focused on cross-sector collaboration through in-house procurement (Swakelola) type III and procurement through suppliers that meet the criteria of Domestic Products and Micro and Small Enterprises (MSEs) and Cooperatives. These mechanisms were evaluated for their potential to create social value. Findings The results show that collaboration between the Ministry of Health and nonprofit social organizations in the procurement of health services through in-house procurement type III produces direct social value. Meanwhile, collaboration between the Ministry of Health and private sector organizations in the procurement of affirmative action policies for MSEs, as well as cooperatives that produce domestic products, creates indirect social value. Leadership, regulations, procurement systems and trust emerged as the primary factors supporting the implementation of social procurement. The strategy for optimizing social procurement is driven by collaborative leadership, which creates collaborative procurement governance and generates social value. Research limitations/implications The limitations of this study include the limited scope of data exploration, which only involved key stakeholders from the public sector, namely, the Ministry of Health and several partners from the nonprofit, private and higher education sectors, including the National Public Procurement Agency. The perspectives of beneficiaries of social programs or services have not been considered, despite their significant role in evaluating the resulting social impact. Similarly, other secondary stakeholders, such as academics, civil society organizations and donor agencies, as well as other key stakeholders, including oversight bodies, have not been adequately accommodated. These limitations in stakeholder exploration and analysis need to be addressed in further research involving multiple stakeholders in assessing social procurement. Practical implications This study recommends that leaders actively encourage cross-sector collaboration in procurement and integrate social values into procurement strategies. Procurement regulations promote collaborative governance in the early stages. Meanwhile, third-sector leaders focus on building internal capabilities, engaging sector dialogue, establishing trust and pursuing social goals. Social implications This study discusses broadening cross-sector stakeholders’ understanding of the importance of governments in developing countries creating social value through the procurement of goods and services. Originality/value This study bridges the gap in social procurement literature by examining its application in Indonesia, providing insight into cross-sector collaboration dynamics and offering policy recommendations. The result contributes to both theory and practice by demonstrating the potential for social procurement to achieve sustainable development goals through leadership.

This study explores the role of local knowledge and community cohesion in constructing socio-cultural resilience among agrarian communities in the remote Koh-e-Suleiman range of Dera Ghazi Khan, Punjab, Pakistan. Through ethnographic research, the study examines indigenous land use practices, agricultural wisdom, and the kinship system that enables these communities to devise effective coping strategies for flash floods. The research highlights the influence of socio-economic cooperation, local leadership, and community networks in managing and distributing flood water for irrigation across both upper and lower regions. Data were collected using purposive sampling in-depth interviews, focus group discussions, and participant observation with farmers, community elders, political figures, and government officials. The findings indicate that the traditions, particularly during crisis, underpin their collective resilience, and local leadership plays a vital role in organizing responses, including the equitable distribution of resources. Furthermore, indigenous knowledge systems, such as weather prediction techniques and flood water management strategies, are integral to the community’s adaptive capacity. In addition, the community’s early warning systems, based on traditional knowledge of weather patterns, wind directions, and lightning activity, are critical for timely responses to imminent floods. While government intervention is crucial for disaster preparedness. This study underscores the need for integrating local, context-specific knowledge in policy formulation to enhance the effectiveness of disaster management efforts.