International Journal of Multicultural and Multireligious Understanding (IJMMU)
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Muay Thai as Thailand's Soft Power Strategy in Increasing Tourism Post Covid-19
Full text linkThis study discusses Thailand's strategy in utilizing Muay Thai as part of its soft power to boost the tourism sector after the COVID-19 pandemic. This study uses a descriptive qualitative approach, using soft power theory and the concepts of nation branding, cultural globalization, and cultural tourism. This study outlines the role of Muay Thai as a nation branding that unites culture, sports, and tourism, as well as strengthens the country's positive image in the international world. Various government policies, such as "Amazing Muay Thai Experience" and the provision of special visas to study Muay Thai, have proven effective in increasing the number of tourists and regional income, with an increase of 448,916 tourists in Thailand's green season (low visitor season). At the same time, Phuket Province, known as Muay Thai Village, also experienced an increase in the number of tourists by 108,480 people, as well as an increase in GDP and GDP per capita of 50% or more from the previous year. The study results show that the development of Muay Thai as soft power has a significant impact on increasing tourist visits, with an increase in the number of tourists and related provincial income. This strategy shows Thailand's success in utilizing cultural heritage as an asset for diplomacy and an international tourist attraction
Women Marginalization in the Serial Story of Kêmbang Alas Jati by Albes Sartono
Full text linkThis research aims to describe the types and factors that lead to the marginalization experienced by female characters in the serialized story Kêmbang Alas Jati by Albes Sartono. The subject of this research is the serialized story written by Albes Sartono, published in Kålåwarti Djaka Lodang from April 9 to August 13, titled Kêmbang Alas Jati. The data collection technique used is reading and note-taking. Meanwhile, the data analysis technique employs condensation, presentation, and conclusion drawing techniques. The validity of the data is obtained through semantic analysis. The types of marginalization experienced by the characters in the serialized story include the assumption that junior high school graduates are already suitable for work, the belief that education is not important for the future, restrictions on self-development, and limitations on the right to love. The causes are economic factors and social strata
Analysis of Civil Liability for Artificial Intelligence which Causes Losses According to Law in Indonesia
Full text linkThe existence of Artificial Intelligence (AI) can cause losses to victims due to output errors it makes. The research aims to analyze the forms of losses caused by AI, forms of civil liability for AI that cause losses according to Indonesian law, and the development of civil law regulations. The research method is normative juridical research, analytical descriptive research, normative juridical approach, data in the form of secondary data through library and field research, data analyzed qualitatively juridically. The research findings show that the losses caused by AI include economic losses, physical losses, data and privacy losses, legal and regulatory losses, social and ethical losses, emotional and psychological losses. The form of civil liability for AI is based on Article 1367 of the Civil Code. Developing civil law regulations requires identifying types of losses, determining the subject of liability, adapting civil law, implementing international standards, developing dispute resolution mechanisms, and ensuring legal certainty
The Effect of Game-Based PJOK Learning Model in Lower Grade Elementary School to Improve Gross Motor Skills
Full text linkGross motor skills of lower grade primary school students often do not reach an optimal level of development. This study aims to: (1) determine the profile of students' gross motor skills before the intervention, and (2) analyse the effect of a game-based PJOK learning model on improving these skills. This study used a true-experiment method with a pretest-posttest design on 84 lower grade elementary school students (50 boys, 34 girls). The measurement instrument refers to the Test of Gross Motor Development-2 (TGMD-2). Intervention was conducted for 8 weeks through structured games (obstacle course, target games) that train locomotor and manipulative movements. The results showed that (1) The pretest results showed an average GMQ score of 83 (below average category), with 76% of students at that level and 24% in the low category, in the posttest results there was a significant increase with the average posttest GMQ score reaching 110, including in the average to above average category. An increase of 27 points, comparative analysis shows that manipulative skills have increased higher (35%) than locomotor (28%) (2) game-based learning models have a significant effect on improving gross motor skills of lower grade elementary school students with a p-value of 0.000 <0.05. The manipulative aspect experienced a higher increase than the locomotor aspect. All students experienced an increase in GMQ scores. These results show that game-based physical education learning is not only fun but also supports children's basic movement development significantly. This success is supported by developmentally appropriate game design and the active role of teachers in providing feedback. Teachers are advised to integrate games in PJOK learning, and schools provide adequate supporting facilities
A Bibliometric Analysis of Parental Involvement in Students' Mathematics Activities
Full text linkThis study investigates parental involvement in students' mathematics activities through a comprehensive bibliometric analysis. The objective is to explore emerging research areas, identify prevailing trends, and outline future directions regarding how parents support their children's mathematics learning. This effort aims to provide valuable insights that enhance educational interventions, particularly in diverse cultural and educational settings. Publication metadata were collected from Scopus and ERIC databases using the search string: "(parent* OR parents) AND (involvement OR support) AND (mathematics OR math) AND students." After a screening process, 944 articles were selected and analyzed using Harzing’s Publish or Perish 8, Biblioshiny, and VOSviewer 1.6.20. The results reveal that research in this area has spanned 42 years, accumulating a total of 17,392 citations. The year 2023 marked the highest productivity, with 80 studies published. The most prolific authors in this field were Jianzhong Xu and James Reed Campbell, each contributing six publications. Keyword co-occurrence mapping revealed several promising directions for future studies, including the integration of psychological interventions, longitudinal research designs, multidisciplinary approaches, and the use of technology to enhance parental engagement in mathematics education. These findings not only highlight the evolving scholarly attention toward this topic but also underscore the need for inclusive and culturally responsive strategies to foster meaningful parental involvement in students' academic development
Punishment for Sexual Assault in Afghan Law
Full text linkSexual assault is one of the most significant crimes that not only jeopardizes public order and morality but also deeply wounds human emotions and feelings, often trapping its victims in severe mental and psychological illnesses for many years. Although the Penal Code prescribes long-term imprisonment, life imprisonment of the first degree, life imprisonment of the second degree, and even the death punishment in cases of gang rape of a woman or gang rape of a man resulting in the victim's death, for the perpetrator. The Penal Code divides the punishment for sexual assault into two categories: Hadd (fixed punishment) and Ta'zir (discretionary punishment). If the conditions for applying the Hadd penalty are not met in a sexual assault crime, or if it is invalidated due to doubt or any other reasons, the perpetrator is sentenced to Ta'zir punishment. Perpetrators of Hudud crimes, according to paragraph 2 of article 2 of the Penal Code, are punished according to the Hanafi jurisprudence of Islamic Sharia. However, the Hadd punishment for sexual assault differs significantly from the perspectives of Hanafi and Jafari jurisprudence. According to Hanafi scholars, there is no independent title for the punishment of sexual assault; rather, the punishment depends on whether the perpetrator is married or unmarried. On the other hand, Jafari scholars prescribe the punishment of death by sword or another lethal weapon for the crime of sexual assault. The Penal Code considers various Ta'zir punishments for the perpetrator of sexual assault, which will be discussed
Pedagogical Technologies of Improving Creative and Critical Thinking Skills of Students
Full text linkThis article describes the pedagogical approaches and technologies aimed at fostering the development of creative and critical thinking skills among students. Drawing upon a diverse range of scholarly sources from the fields of education, psychology, and technology-enhanced learning, the review provides an in-depth exploration of effective strategies and tools for nurturing these essential cognitive competencies. The review begins by examining the theoretical frameworks underpinning creative and critical thinking, elucidating their significance in facilitating higher-order cognitive processes and problem-solving abilities. It underscores the complementary nature of these skills, emphasizing their role in fostering innovation, adaptability, and informed decision-making in today's rapidly evolving knowledge-based society. Moreover, the article explores the integration of digital technologies and educational tools to enhance the effectiveness of pedagogical interventions aimed at developing creative and critical thinking skills
Systematic Literature Review: GeoGebra as a Mathematics Learning Media to Improve 4C Skills
Full text linkMathematics curricula provide learners with methodologies for cognitive processes, analytical reasoning, and logical deduction through specific mental exercises that facilitate an uninterrupted stream of thought. Learners exhibiting proficient cognitive abilities, analytical reasoning, and logical deduction are likely to influence the competencies requisite for the 21st century, specifically the 4C skills (critical thinking, communication, collaborative, creativity). Using GeoGebra in mathematics learning will be very interesting, interactive and easy for students to understand. This research aims to study the effects of using GeoGebra to improve students' 4C skills in mathematics learning. The method for writing this article is Systematic Literature Review (SLR). In order to conduct this investigation, the researchers systematically gathered journal articles from the Google Scholar database utilizing the Publish or Perish application. The articles that were compiled consisted solely of those published within the timeframe of 2016 to 2022. From a diverse array of articles, the researchers meticulously selected 30 articles that were closely aligned with the specified keywords. The findings from the analysis of these 30 articles indicate that the application of GeoGebra in the context of mathematics education can significantly enhance 4C competencies. However, there are few articles discussing GeoGebra's role in improving collaboration skills, presenting a challenge for teachers and researchers to further explore its potential as a medium for enhancing students' collaboration. GeoGebra is flexible so it gives teachers the opportunity to create varied mathematics learning
Developing an Interesting English Vocabulary Learning Material for Junior High School at Wangi-Wangi
Full text linkThis study aims to develop interesting supplementary vocabulary materials for grade 8 junior high school students in Wanci. This is a Research and Development (R&D) with the ADDIE model by Branch & Varank (2009). 82 8th-grade students of SMP Negeri 1 Wangi-Wangi participated in the needs analysis. Then, at the implementation stage, 11 students participated in the small group try-out, and 40 students participated in the field test with a larger sample. Data were collected through interviews and questionnaires and then analyzed quantitatively and qualitatively using descriptive statistics. The results show that the materials developed follow the target students' needs in learning English. Students need structured vocabulary materials with 10-20 words per unit and interactive reading texts to improve comprehension and communication. The classroom environment is the top choice as it supports teacher focus and guidance. Books with attractive displays, animated images, and easy-to-read fonts are preferred, with Arial and Century Schoolbook being the top choices. Animated visuals were more appealing than realistic images, and picture elements helped with vocabulary comprehension. The product test results showed that the developed materials were interesting, suitable for students' needs, and relevant to students' lives. The developed products received positive responses from students and material development experts. With an average score of 3.25-4.00, the book is rated “Very Good” and worthy of being used as additional vocabulary material in the classroom
The Capacities and Restorative Capabilities of the Law on Handling Juvenile Offenses in Afghanistan
Full text linkThe prevention of crime, its control, and the response to offenders, as well as the protection of victims and society through a restorative approach, have long been a focus in the criminal justice systems of various countries. This approach emerged due to the inefficiency of repressive criminal systems, preventing the entry of offenders into the formal criminal justice process and avoiding the stigmatization of all offenders, especially children, who are more vulnerable. The Afghan legislator has acknowledged the benefits of restorative justice in several provisions. Article 21 of the Law on Handling Juvenile Offenses grants the prosecutor (Saranwal) limited authority, depending on the type of crime committed, to request the administrators of rehabilitation centers to invite the legal representative of the affected child for reconciliation. Suppose the crime committed by the child or juvenile is considered minor. In that case, the prosecutor has discretion to refer the case to the rehabilitation center administrators and request that they resolve the matter through a fully restorative process. In practice, the rehabilitation center officials invite the parents and families of the children for reconciliation. If both parties agree and the offending child’s family compensates for the damages, the prosecutor retains the case file and releases the child. However, if the crime committed by the child or juvenile is classified as a misdemeanor or felony, the case is processed through the formal justice system. The law allows judges to consider certain elements of restorative justice when issuing verdicts. Articles 35 and 40 of this law reflect a strong potential for implementing restorative justice programs, including requiring apologies and compensation, key components of restorative justice. Additionally, measures such as referral to specialized social service institutions, issuing warnings, court deferrals, conditional suspension of sentences, house arrest, and handing over to parents or legal guardians are among the provisions closely aligned with restorative justice principles. This article, through an analytical review of the Law on Handling Juvenile Offenses, highlights the harms caused by involving children in the formal justice system. It argues that legislators should address existing limitations and adopt a fully restorative approach for all juvenile offenses at every stage of legal proceedings