REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY

Organizational, Leadership, and Communication Drivers of Knowledge Management in Higher Education

Iman Indrati*, Henny Suharyati, Dian Wulandari — Mon, 16 Feb 2026 00:00:00 +0000

Knowledge management among lecturers remains a critical challenge in higher education institutions, particularly in adapting to dynamic organizational and leadership demands. This study aims to analyze the influence of organizational support and agile leadership on lecturers' knowledge management mediated by interpersonal communication. The research addresses the limited empirical evidence on how social mechanisms and leadership adaptability shape knowledge management practices in higher education. The research population was drawn from three private universities in Bogor City. The study used a quantitative approach with an explanatory research design and involved a sample of 100 respondents. Data were analyzed using inferential statistical techniques to examine both direct and indirect relationships among variables. The results showed that agile leadership had a significant effect on knowledge management both directly and indirectly. Organizational support mediated by interpersonal communication did not show a significant direct effect on knowledge management. These findings indicate that adaptive leadership and social interaction play a more decisive role than formal institutional support. The study concludes that social mechanisms and agile leadership primarily drive lecturers' knowledge management. The findings imply that higher education institutions should prioritize leadership development and interpersonal communication strategies to enhance knowledge management practices. The novelty of the research introduces a new model of lecturer knowledge management based on the social mechanism of agile leadership.

Violations of Politeness in the Dialogue of the Horror Comedy Film Sekawan Limo: A Pragmatic Study

Veronika Desantis Kire Wea*, Widyatmike Gede Mulawarman — Wed, 20 May 2026 00:00:00 +0000

The phenomenon of violations of the principles of politeness in language found in the dialogue of the horror comedy film Sekawan Limo. Theoretically, the principle of politeness functions to maintain harmonious social interactions. In the context of the film, violations of this principle are utilized as a communicative strategy to introduce elements of humor and strengthen characterization. This study aims to describe the forms of violations of politeness maxims, identify the types of maxims violated, and analyze the pragmatic function of these violations in character formation and storyline development. This study uses a descriptive qualitative approach with a pragmatic study based on Leech’s (1993) theory of politeness. The research data consists of dialogue utterances in the film Sekawan Limo, collected through listening and note-taking techniques. Data analysis was conducted by identifying speech acts containing violations, classifying them based on the six maxims of politeness, analyzing the context of the speech situation, and interpreting the pragmatic functions underlying them. The results showed that violations occurred in the maxims of politeness, namely the maxims of tact, generosity, praise, and sympathy. These violations were realized through the use of harsh remarks, mockery, sarcasm, and direct speech that belittled the interlocutor. Politeness violations in Sekawan Limo mainly arose in equal, intimate relationships and emotional situations. Functionally, they acted as pragmatic strategies to generate humor, highlight character traits, and drive conflict. These violations are not mere linguistic deviations but contextual, functional phenomena, whose use in media must consider ethical and social implications.

The Effect of the ICARE Model in the Context of Pagaralam Coffee on Students’ Mathematical Communication Skills in the Topic of Ratios in Year 7 at MTs Al Ikhlas Tanjung Sakti PUMI

Icha Febrianti*, Novi Susanti, Reza Lestari — Wed, 20 May 2026 00:00:00 +0000

Mathematical communication remains one of the most persistently underdeveloped competencies among secondary school students, yet plays a crucial role in developing students' capacity to express and reason mathematical ideas meaningfully. This study examines the efficacy of the ICARE instructional model, embedded within the Pagaralam coffee context, on the mathematical communication competencies of seventh-grade students at MTs Al Ikhlas Tanjung Sakti PUMI. Grounded in constructivist learning theory, the ICARE model (comprising Introduction, Connection, Application, Reflection, and Extension) facilitates meaningful learning through active knowledge construction and contextual engagement. Mathematical communication is understood in accordance with the NCTM framework as the ability to express, represent, and reason mathematical ideas coherently. This study employed a quantitative experimental design with a Pretest-Posttest Control Group approach. Class VII.1, comprising 23 students, served as the experimental group, while Class VII.2, comprising 20 students, served as the control group. Data were collected through mathematical communication assessments and analyzed using an independent two-sample t-test. The results revealed a mean posttest score of 70.39 for the experimental group, with 69% of students attaining a "good" rating, considerably surpassing the mean posttest score of 52.95 and the 52.86% satisfactory rating recorded in the control group. This difference was statistically significant, with a t-value of 3.474 exceeding the critical threshold of 1.683, leading to the rejection of the null hypothesis. These findings confirm that the integration of the ICARE model within the Pagaralam coffee context produced a significant improvement in students' mathematical communication skills in proportional reasoning.

E-Governance Implementation in the Education System: A Comparative Study in Bangladesh and Indonesia

Tue, 26 May 2026 00:00:00 +0000

The rapid advancement of ICT has transformed education governance worldwide. E-governance in education has emerged as an important tool for improving administrative efficiency, transparency, accessibility, and service delivery in developing countries. This study compares Bangladesh and Indonesian education e-governance experiences on institutional preparation, digital literacy, and stakeholder satisfaction. Digital media is being used more in education in both countries to boost efficiency. This report compares education system e-governance implementation in those nations. The goal is to analyze governance and compare the obstacles both countries confront in adopting and implementing e-government in education. This mixed-methods comparative case study analyses Bangladesh and Indonesia as parallel units. This architecture allows systematic evaluation of each country’s e-government framework, digital infrastructure, and educational service delivery. The study uses only secondary data. The results showed that both countries struggle to adopt education e-governance. Bangladesh has weak infrastructure and little digital literacy, while Indonesia has stronger technology but regional differences and remote area opposition to digital transformation. This research has several practical implications for policymakers, educators, and stakeholders. The study reveals to policymakers the necessity of strategic planning, investment in digital infrastructure, and inclusive policies. These papers can also serve as a reference for enhancing digital governance in the education sector and eliminating the urban-rural digital gap. This paper recommends that it is extremely essential to overcome infrastructure issues and promote cost-effective technologies. So that they share some common issues, yet e-governance can help open up the education system, making it more accessible and efficient.

Mathematical Conceptual Understanding Profiles of Junior High School Students in Algebra Based on Visual, Auditory, and Kinesthetic Learning Styles

Rohyal Aini*, Lalu Sucipto, Nurhardiani Nurhardiani — Tue, 26 May 2026 00:00:00 +0000

Mathematical conceptual understanding is a foundational competency in mathematics education, particularly in algebra at the junior high school level. Many students struggle with algebraic concepts, a difficulty believed to be linked to individual learning modalities. This study aimed to analyze the profiles of mathematical conceptual understanding among seventh-grade students at SMPN 23 Mataram, focusing on algebra content and examining differences across Visual, Auditory, and Kinesthetic (VAK) learning styles. A qualitative descriptive design was employed with 30 seventh-grade students categorized using a validated VAK questionnaire, from which three representative subjects were selected through purposive sampling for in-depth analysis. Data were collected through a Conceptual Understanding Test (CUT) comprising ten essay items aligned with five internationally recognized indicators, encompassing concept identification, classification, representation, application, and relational reasoning followed by individual clinical interviews. Analysis followed Miles and Huberman's interactive model with method triangulation to ensure trustworthiness. The findings revealed three distinct in-depth profiles: visual learners excelled in graphical representation and concept classification but were less precise in numerical computation; auditory learners demonstrated strong verbal concept definition and sequential procedural understanding; and kinesthetic learners showed better comprehension through manipulative activities than through abstract presentation. These results confirm that VAK learning styles significantly shape students' mathematical conceptual understanding profiles, offering meaningful insights for qualitatively oriented educational research. Mathematics teachers should therefore integrate differentiated, multi-sensory instructional approaches to address diverse learning needs comprehensively.