Universitas Islam Negeri Maulana Malik Ibrahim

Environmental, social, and governance (ESG) reporting faces persistent challenges, including fragmented standards, inconsistent metrics, misalignment with global sustainability goals, and limited stakeholder usability. Numerous studies prove that ontology-based solutions can address several challenges that occur during ESG reporting activities. Although semantic technologies offer valuable benefits for ESG reporting, their utilization in this field remains constrained. Most ontology-based solutions remain in developmental stages, and they are not broadly utilized since organizations lack an understanding of how these tools would help address their reporting problems. This study performs a systematic literature review (SLR) that investigates 19 peer-reviewed studies obtained from Scopus and Web of Science under Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) standards. The SLR identifies critical gaps: (1) existing ontology-driven solutions can address key problems in current ESG reporting; (2) quantitative evaluation methods are rarely integrated with semantic tools, limiting actionable insights; and (3) alignment with evolving standards like the Sustainable Development Goals (SDGs) remains superficial. Based on the SLR insights, this research develops a novel framework through SLR findings by combining ontology-driven methods with quantitative assessment techniques. The framework achieves standardization of various reporting standards through an ESG ontology system that maps essential concepts to build an extensive taxonomy. SDG targets become mutually compatible through established SDG ontologies to allow businesses to measure their activities against international sustainability goals. Fuzzy Multi-Criteria Decision-Making (MCDM) techniques used in combination with an ESG maturity model create quantitative measures to assess ESG performance. The method produces measurable performance indicators that are supported by clear semantic links that allow valid benchmark assessments combined with better data unification and improved decision-making capabilities. The research creates operational frameworks that enable ESG information interoperability, which advance sustainability governance innovation and guide ESG ontology transformations.

Arabic linguistics is a core course in Arabic Language and Arabic Language Education programs at higher education institutions, and despite its crucial role as a theoretical foundation for linguistic studies, it is often perceived by students as abstract, complex, and highly demanding in terms of analytical skills. This study aims to identify and analyze the academic challenges faced by undergraduate and postgraduate students in learning Arabic linguistics at Islamic higher education institutions. Employing a mixed-methods approach with an explanatory sequential design, the study involved the distribution of Likert-scale questionnaires to 120 students and semi-structured interviews with selected informants at UIN Sunan Ampel Surabaya. The findings indicate that students’ academic challenges encompass cognitive, linguistic, and pedagogical aspects, with cognitive challenges emerging as the dominant factor, particularly in relation to difficulties in understanding abstract linguistic concepts and the high cognitive load involved. Linguistic challenges are associated with the complexity of terminology and the morphosyntactic structure of the Arabic language, while pedagogical challenges relate to instructional approaches that remain predominantly theoretical and lecturer-centered. The study also reveals differences in the characteristics of challenges between undergraduate and postgraduate students in terms of both difficulty levels and the linguistic areas perceived as most challenging, leading to the recommendation that Arabic linguistics instruction in higher education be developed in a more contextualized, analytical, and tiered manner.

Educational reform increasingly emphasizes character development and collaborative learning as essential components of twenty-first-century education. Within this context, the Pancasila Student Profile Strengthening Project (P5) is a project-based learning initiative that integrates academic learning with character formation. This study aims to examine how teamwork is strengthened during the implementation of P5 and how collaborative practices contribute to the development of an effective and adaptive school environment. Employing a qualitative case study approach, data were collected through semi-structured interviews, field observations, and document analysis involving school leaders, teachers, and project implementation teams. The findings reveal that teamwork functioned as a central mechanism supporting successful program implementation through coordinated stages, including collaborative planning, stakeholder socialization, project execution, and reflective evaluation. Collective professional practices encouraged a shift from individual teaching routines toward shared responsibility, enabling teachers to integrate interdisciplinary learning and facilitate meaningful student participation. The study also found that project-based activities promoted students’ engagement, responsibility, creativity, and collaborative skills. However, challenges such as limited instructional time and the persistence of individual work habits remained evident. These results highlight that curriculum innovation becomes more sustainable when supported by organizational collaboration rather than relying solely on instructional change. The findings offer practical insights for strengthening collaborative school cultures to support long-term educational transformation.

Blended learning plays an important role in teaching writing and offers new prospects for enhancing autonomous learning in writing instruction for the Indonesian educational context. This study investigates the effectiveness of blended learning on students’ autonomous learning and writing achievement. This study employed a mixed-method research design, with sixty-six students from a private university in Malang, Indonesia, participating in the study, engaging in blended learning sessions comprising both online and face-to-face components. Findings indicate a significant interaction between blended learning and learners’ autonomy, positively influencing students’ writing proficiency. The study revealed a p-value of 0.029. The p-value is lower than the significance level of 0.05, which means that sig = 0.029 < 0.05. Based on the statistical computation’s outcomes, it can be inferred that the effect of blended learning depends on Autonomous Learning. This suggests that Autonomous Learning and blended learning both have an impact on students’ ability to write. Cooperatively, blended learning and autonomous learning have an interactive rather than additive impact on writing achievement. While the study underscores the potential benefits of blended learning, limitations include its focus on a specific student demographic and educational setting, potentially limiting generalizability. Implications suggest that educators consider integrating blended learning to enhance student engagement and writing skills.

With dividend policy acting as a moderating variable, this study attempts to examine the effects of profitability, capital structure, and total asset turnover on firm value. The study employs an associative research design and a quantitative methodology. 310 businesses from the consumer staples, industrial, and materials industries that were listed on the Indonesian Stock Exchange between 2020 and 2024 make up the population. 39 businesses satisfied the research criteria based on a selective sampling selection, and following data cleaning with case diagnostics, 192 observations were obtained. The Statistical Package for the Social Sciences (SPSS) was used to examine secondary data that was taken from the yearly financial statements of businesses. The following metrics are used to quantify: return on assets, debt to equity ratio, total asset turnover, Tobins Q, and dividend payout ratio. The findings indicate that business value is significantly impacted by profitability, capital structure, and total asset turnover. Additionally, the relationship between profitability and company value can be moderated by dividend policy, but the impact of capital structure and total asset turnover on firm value cannot be moderated. These results suggest that while dividend policy has a selective moderating effect, financial performance is a significant factor in raising firm value.

Perkembangan teknologi kecerdasan buatan mendorong inovasi dalam pembelajaran bahasa, khususnya pada keterampilan menyimak (maharah istima’) yang sangat bergantung pada kualitas input auditori. Salah satu inovasi tersebut adalah penggunaan media audio berbasis Text-to-Speech (TTS), seperti Voicemaker, yang mampu menyajikan tuturan bahasa secara konsisten dan jelas. Penelitian ini bertujuan untuk menguji pengaruh penggunaan media audio berbasis Voicemaker yang dipadukan dengan metode interaktif terhadap peningkatan kemampuan maharah istima’ siswa di MA Bilingual Kota Batu. Penelitian ini menggunakan pendekatan kuantitatif dengan desain quasi-experimental berupa pretest–posttest control group design. Sampel penelitian terdiri atas kelas eksperimen (X A) sebanyak 29 siswa dan kelas kontrol (X B) sebanyak 27 siswa. Instrumen penelitian berupa tes objektif keterampilan menyimak bahasa Arab sebanyak 10 butir soal yang telah diuji validitas dan reliabilitasnya. Data dianalisis menggunakan statistik nonparametrik karena sebagian data tidak berdistribusi normal. Uji hipotesis dilakukan dengan uji Mann–Whitney U, sedangkan peningkatan hasil belajar dianalisis menggunakan N-Gain Score. Hasil penelitian menunjukkan bahwa nilai rata-rata posttest kelas eksperimen (9,66) lebih tinggi dibandingkan kelas kontrol (8,00). Uji Mann–Whitney U menunjukkan nilai signifikansi sebesar 0,000 (< 0,05), yang menandakan adanya perbedaan yang signifikan antara kedua kelompok. Hasil N-Gain juga menunjukkan peningkatan kemampuan maharah istima’ yang lebih tinggi pada kelas eksperimen. Dengan demikian, dapat disimpulkan bahwa penggunaan media audio berbasis Voicemaker yang terintegrasi dengan metode interaktif berpengaruh positif dan signifikan terhadap peningkatan keterampilan menyimak bahasa Arab siswa.

Learning Arabic reading skills has been perceived as passive, monotonous, uncreative, and uncritical. However, learning environment can change learning conditions and perceptions and enable goals. This article discusses smart learning environments in terms of its application in learning Arabic reading skills II (maharah qiro’ah II), its contribution in realizing goals, and its role in realizing the competence of prospective Arabic teachers in the Indonesian National Qualifications Framework. This qualitative research used a total sampling technique and followed the learning process for one semester of 19 students in the International Class Program class of the Maharah Qiro’ah II course, majoring in Arabic language education, Faculty of Tarbiiyah and Teacher Education, UIN Maulana Malik Ibrahim Malang. The national and international achievements of students participating in smart learning environments from 2022–2024 were used as supporting documents. The learning process was observed, and interviews were conducted with 19 students through a Google form link with smart learning environments indicators of “showing”, “manageable”, “accessible”, “real-time interaction”, and “test”. This research applied the Miles and Huberman model for data analysis. The main findings of the research were that technology-based pedagogical integration can produce prospective teachers with successful characteristics. Learning maharah qiro’ah by applying a smart learning environment can equip students with a spirit of competition that can realize reading skills for prospective Arabic language teachers and national and international achievements.

The accelerating pace of digital transformation has repositioned leadership as a critical determinant of entrepreneurial innovation, particularly within resource-constrained small and medium enterprises (SMEs). This study examines how digital leadership shapes entrepreneurial innovation by integrating strategic vision, digital capability, and innovation-oriented organizational culture. Employing a mixed-methods design, this research combines semi-structured interviews with SME leaders and a survey of 300 SMEs across retail, manufacturing, and service sectors. The findings reveal that digital leadership exerts a strong and positive influence on entrepreneurial innovation by enhancing organizational agility, knowledge sharing, customer-centric innovation, and resilience under environmental uncertainty. Empirically, SMEs characterized by high digital leadership demonstrate significantly higher innovation outputs, faster time-to-market, and superior adaptive performance compared to traditionally led firms. The qualitative evidence further uncovers how digitally oriented leaders orchestrate digital tools, collaborative cultures, and learning mechanisms to overcome structural constraints typical of SMEs. This study advances the literature by moving beyond a unidimensional view of digital leadership and empirically demonstrating its integrative role as a strategic capability that links digital transformation, innovation processes, and entrepreneurial outcomes. Practically, the findings offer actionable insights for SME owners, policymakers, and support institutions to embed digital leadership development within entrepreneurship and digitalization frameworks, thereby strengthening SME competitiveness and sustainability in the digital economy.

Mastering writing skills is a fundamental yet challenging aspect of beginner-level Arabic language acquisition, particularly in applying complex grammatical constructs such as adad–ma‘dūd (numeral-noun agreement). Conventional teacher-centered correction methods often fail to facilitate the deep processing required for rule internalization. This classroom action research (CAR) proposes the PEEC (Peer Editing and Error Correction) technique, a novel collaborative strategy integrating peer discussion with immediate corrective feedback to address this pedagogical gap. Conducted over two cycles with 36 first-year students in an intensive Arabic program at a state Islamic university in Malang, the study employed observation, writing tests, and document analysis of student drafts. Results demonstrated significant improvement in writing accuracy. The number of students achieving the mastery criterion rose from 12 (33.33%; average score: 61) in the pre-cycle, to 23 (63.89%; average: 73) in cycle I, and to 32 (88.89%; average: 84) in cycle II. This represents a 55.56% increase in completion rate and a 23-point average score gain, with marked enhancement in adad–ma‘dūd application. The findings confirm PEEC as an effective intervention for developing beginner Arabic writing proficiency, warranting further exploration in diverse instructional contexts.

This study tests a predictive model in which quarter life crisis and self confidence are posited as key factors influencing self disclosure among Indonesian university students in early adulthood. Based on psychosocial development and communication privacy management theories, we hypothesized that a higher quarter life crisis would predict lower self disclosure, while greater self confidence would predict higher self disclosure. Using random sampling, 45 final year students or recent graduates from a large public university were surveyed online. Multiple regression analysis produced the following unstandardized model: Self Disclosure = 30.836 +0.209 (Quarter Life Crisis) + 0.325 (Self Confidence). The overall model was not statistically significant, F (2, 41) = 1.250, P = 0.231, with a low R² of 0.069, explaining only 6.9% of the variance in self disclosure. The weak positive correlation between self disclosure and self confidence (r = .15) and moderate negative correlation between quarter life crisis and self confidence (r = -.45) did not translate into a statistically supported predictive model. Given the non significant result, the limited explanatory power, a small sample size (N = 45), and the moderate reliability of the self confidence measure, the hypothesized model is not supported. This suggests other variables are more influential and future research with larger samples and robust measures is needed to better understand the determinants of self disclosure in this population. Any practical implications for fostering self disclosure as a support strategy therefore remain speculative.