RELASI METODOLOGIS TADABBUR DAN TAFSIR KONTEMPORER: REFLEKSI, INTERNALISASI, DAN KONTEKSTUALISASI AL-QUR’AN

Background: Awareness of youth-friendly sexual and reproductive health services (YFSRHS) is an important starting point for enabling young people to identify and seek appropriate sexual and reproductive health information and care. However, awareness of these services may vary across settings, including higher education institutions. Objective: To determine the level of awareness of YFSRHS among undergraduate students at Saint Augustine University of Tanzania (SAUT), Malimbe Campus. Methods: A quantitative descriptive cross-sectional study was conducted among undergraduate students at SAUT Malimbe Campus. Data were collected using a structured, self-administered questionnaire. Of 109 questionnaires distributed, 108 completed questionnaires were included in the analysis. Descriptive statistics were used to summarize students’ awareness and reported sources of information. Results: Of the 108 respondents, 96 (88.9%) reported having heard of YFSRHS, while 12 (11.1%) had not. Social media was the most frequently reported source of information (44.0%), followed by friends or peers (41.0%) and health facilities (36.0%). University programmes and posters or advertisements were reported less frequently. Conclusion: Most respondents had heard of YFSRHS, with social media and peer networks serving as prominent information channels. Strengthening accurate information through these channels, alongside university-based communication, may help address the awareness gap among students who remain unreached.

زمینه: آگاهی از خدمات سلامت جنسی و باروری جوان‌پسند (YFSRHS) نقطه شروع مهمی برای توانمندسازی جوانان در شناسایی و جستجوی اطلاعات و مراقبت‌های مناسب سلامت جنسی و باروری است. با این حال، آگاهی از این خدمات ممکن است در بافتارهای مختلف، از جمله مؤسسات آموزش عالی، متفاوت باشد. هدف: تعیین سطح آگاهی از خدمات YFSRHS در میان دانشجویان کارشناسی دانشگاه سنت آگوستین تانزانیا (SAUT)، پردیس مالیمبه. روش‌ها: یک مطالعه توصیفی مقطعی کمی در میان دانشجویان کارشناسی پردیس مالیمبه دانشگاه SAUT انجام شد. داده‌ها با استفاده از پرسشنامه ساختاریافته و خودگزارشی جمع‌آوری شدند. از میان ۱۰۹ پرسشنامه توزیع شده، ۱۰۸ پرسشنامه تکمیل شده در تحلیل گنجانده شدند. از آمار توصیفی برای خلاصه‌سازی آگاهی دانشجویان و منابع اطلاعات گزارش‌شده استفاده شد. نتایج: از میان ۱۰۸ پاسخ‌دهنده، ۹۶ نفر (۸۸.۹٪) گزارش دادند که از YFSRHS شنیده‌اند، در حالی که ۱۲ نفر (۱۱.۱٪) چنین نبوده‌اند. رسانه‌های اجتماعی به عنوان پرکاربردترین منبع اطلاعات گزارش شد (۴۴.۰٪)، پس از آن دوستان یا همسالان (۴۱.۰٪) و مراکز بهداشتی (۳۶.۰٪) قرار داشتند. برنامه‌های دانشگاهی و پوسترها یا تبلیغات کمتر گزارش شدند. نتیجه‌گیری: بیشتر پاسخ‌دهندگان از YFSRHS شنیده بودند، به طوری که رسانه‌های اجتماعی و شبکه‌های همسالان به عنوان کانال‌های اطلاعاتی برجسته عمل می‌کردند. تقویت اطلاعات دقیق از طریق این کانال‌ها، همراه با ارتباطات مبتنی بر دانشگاه، ممکن است به رفع شکاف آگاهی در میان دانشجویانی که همچنان تحت پوشش قرار نگرفته‌اند، کمک کند.

This study aims to analyze the role of school principal leadership in shaping students’ character of discipline, responsibility, and independence at SMP Negeri 4 Pekanbaru. This research employed a qualitative phenomenological approach involving 16 participants consisting of one school principal, five teachers, and ten students, selected through purposive sampling based on their involvement and understanding of the research phenomenon. Data were collected through observation, in-depth interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing. The findings indicate that school principals play a crucial role in character formation through exemplary leadership, integration of character values into the school vision and mission, habituation programs, routine activities, supervision, and continuous evaluation. The strategies implemented include effective communication, motivation and appreciation, enforcement of school regulations accompanied by guidance, and collaboration with teachers, parents, and the community. Character development is supported by the principal’s commitment, involvement of school members, extracurricular activities, and family and community support. However, several challenges remain, including limited student awareness, insufficient parental supervision, peer influence, and uncontrolled use of technology and social media. This study highlights the importance of transformational and collaborative leadership in creating a school environment that supports sustainable student character development.

Religious education is often expected to promote tolerance, but respect for religious difference does not necessarily ensure accurate understanding of religious others. This study examines how religious education policies in Indonesia and England emphasize different forms of cognitive tolerance. Using qualitative document analysis and comparative policy analysis, the study analyzes selected legal, curricular, and pedagogical documents through four components: Knowledge of Religious Others, Recognition of Internal Diversity, Critical Reflection, and Understanding Commonalities and Differences. Indonesian policy gives greater relative emphasis to understanding commonalities and differences within religion-specific formation, social harmony, and responsible citizenship. English policy gives greater emphasis to critical reflection and knowledge of religious and non-religious worldviews through shared enquiry. Recognition of Internal Diversity appears in similar proportions in both datasets, but it serves different curricular functions. The findings show differently configured pathways toward cognitive tolerance, combining the same cognitive components with different relative emphases and curricular purposes.

Although physical activity enjoyment is associated with athletes’ psychological outcomes, the mechanisms underlying its relationship with mental well-being remain unclear. This study examined the mediating role of loneliness among athletes. A correlational survey design was employed. The participants consisted of 350 athletes selected through criterion sampling, including 178 females (Mage= 20.58 ± 1.99) and 172 males (Mage= 21.91 ± 4.88). Data were collected using the Physical Activity Enjoyment Scale, UCLA Loneliness Scale–Short Form, and Warwick-Edinburgh Mental Well-Being Scale. Pearson correlation analysis and PROCESS Macro Model 4 mediation analysis were conducted, and indirect effects were tested using 5,000 bootstrap samples. Physical activity enjoyment was positively associated with mental well-being (r= .586, p< .01) and negatively associated with loneliness (a= −.196, p< .01). Loneliness was negatively associated with mental well-being (b= −.447, p< .01). The mediation analysis revealed a significant indirect effect of physical activity enjoyment on mental well-being through loneliness (indirect effect= .088, 95% CI [.026, .147]). These findings indicate that enjoyment of physical activity contributes to athletes’ mental well-being and that loneliness partially explains this relationship. The results emphasize the importance of considering social connectedness and psychological experiences in understanding athletes’ well-being.

The article substantiates a four-stage theoretical model for developing critical thinking competence in pre-service English teachers. Each stage is linked to problem-based, project-based, collaborative learning and reflective writing; indicators and a three-level scale are proposed.

این مقاله یک مدل نظری چهارمرحله‌ای برای توسعه شایستگی تفکر انتقادی در معلمان آینده زبان انگلیسی را توجیه می‌کند. هر مرحله به یادگیری مبتنی بر مسئله، یادگیری مبتنی بر پروژه، یادگیری مشارکتی و نوشتن تأملی مرتبط است؛ شاخص‌ها و یک مقیاس سه‌سطحی پیشنهاد شده‌اند.