APLIKATIF: Journal of Research Trends in Social Sciences and Humanities
Subjects : Social Sciences and Humanities Language : English ISSN : 2962-7222 (Online)| 2962-8342 (Print) Frequency : Four issues per year (March, June, September and December) Publisher : Lembaga Riset dan Inovasi Masyarakat Madani Collaborator : Asosiasi Peneliti dan Pengajar Ilmu Sosial Indonesia DOI : doi.org/10.59110/aplikatif by Editor-in-chief : La Ode Achmad Suherman Email : jurnalaplikatif@gmail.com Citation Analysis : Google Scholar | Garuda | Dimension
Lembaga Junal dan Publikasi, Universitas Muhammadiyah Buton
Generative AI and Self-Regulated Learning in Higher Education: A Narrative Review with Implications for Physics Education
The rapid development of generative artificial intelligence (generative AI) is reshaping how students access information, complete academic tasks, and regulate learning in higher education. This narrative literature review synthesizes and critically interprets evidence on the role of generative AI in learning strategies and learning independence, with provisional implications for physics education. Searches were conducted in SINTA, Scopus, Web of Science, ScienceDirect, and SpringerLink for publications from 2020 to 2026, with Google Scholar used as a supplementary source. Twelve peer-reviewed publications were included in the main thematic synthesis and interpreted through Zimmerman’s self-regulated learning framework, Bandura’s social cognitive theory, and cognitive load theory as an additional perspective. The findings indicate that generative AI may support goal setting, feedback, motivation, strategy development, self-efficacy, and reflection. However, its benefits depend on active engagement, self-regulation capacity, output quality, and metacognitive guidance. Unguided use may encourage cognitive offloading, weaken self-monitoring, and improve task performance without equivalent conceptual understanding. Because only one study directly involved university students in physics or physics education, the implications remain provisional. Physics education programs should therefore promote independent problem solving, critical evaluation, transparent AI use, and structured metacognitive guidance.
Copyright (c) 2026 Abdul Walid, Ishak, Andi Kamal Ahmad, Juniar Rasyid https://creativecommons.org/licenses/by-sa/4.0
The Influence of Green Marketing and Brand Image on Consumers’ Purchase Intention toward N’Pure Cosmetics in Makassar City
This study examined the predictive contribution of Green Marketing and Brand Image to consumers’ Purchase Intention toward N’Pure cosmetics in Makassar City. A quantitative cross-sectional survey was conducted involving 68 female respondents selected through purposive sampling. Eligible respondents were residents of Makassar City who knew and had previously used N’Pure products. Data were collected using a five-point Likert-scale questionnaire and analyzed using validity and reliability tests, classical assumption tests, and multiple linear regression with SPSS version 25. The results showed that Green Marketing significantly and positively predicted Purchase Intention (B=.776, β=.706, t=11.269, p<.001). Brand Image also significantly and positively predicted Purchase Intention (B=.382, β=.357, t=5.691, p<.001). Green Marketing demonstrated a stronger relative contribution than Brand Image based on the standardized regression coefficients. Simultaneously, the two predictors significantly explained Purchase Intention, F(2,65)=105.256, p<.001. The model accounted for 76.4% of the variance in Purchase Intention (R2=.764; adjusted R2=.757). These findings indicate that consumers’ evaluations of natural ingredients, recyclable packaging, sustainability-oriented marketing communication, and favorable brand associations are important predictors of Purchase Intention toward N’Pure products. Therefore, N’Pure should maintain its emphasis on visible green product attributes while strengthening the clarity of its environmental communication and the consistency of its brand positioning. The findings should be interpreted within the study sample because the research used purposive sampling and involved only female respondents.
Copyright (c) 2026 Sahratul Adawia, Sundari Rahman, Adi https://creativecommons.org/licenses/by-sa/4.0
The Effect of the Problem-Based Learning (PBL) Model on Students' Critical Thinking Skills
Critical thinking skills are essential competencies in twenty-first-century education, yet conventional instruction often provides limited opportunities for students to develop higher-order thinking. Problem-Based Learning (PBL) offers a student-centered approach that engages learners in contextual problem-solving activities. This study aimed to examine the effect of PBL on the critical thinking skills of Grade X students at SMA Negeri 1 Sedayu. A quasi-experimental pretest-posttest control group design was employed involving 56 students, with 30 students in the experimental class and 26 in the control class. Data were collected using a validated and reliable critical thinking test and analyzed using paired and independent sample t-tests. The experimental class showed a 52.63% increase in critical thinking scores, compared with 17.22% in the control class. The posttest difference between the two groups was statistically significant (p < .001), with a large effect size. These findings indicate that PBL is more effective than conventional instruction in improving students’ critical thinking skills. The study suggests that PBL can be integrated into mathematics instruction to promote analytical reasoning, active problem-solving, and evidence-based decision-making.
Copyright (c) 2026 Desima Nur Safitri, Nuryadi https://creativecommons.org/licenses/by-sa/4.0
Teacher Competency and Job Satisfaction as Predictors of Instructor Performance at TPQ Roudlotul Huda Tegalrejo Magelang
Community-based Taman Pendidikan Al-Qur'an (TPQ) institutions require effective human-resource management to maintain instructor performance, particularly through the development of teacher competency and job satisfaction. This study examines the contribution of teacher competency and job satisfaction to instructor performance at TPQ Roudlotul Huda Tegalrejo Magelang. A quantitative associative survey design was employed involving all 33 active instructors selected through total sampling. Data were collected using a five-point Likert-scale questionnaire and analyzed using IBM SPSS Statistics 25. Instrument validity and reliability were assessed using Pearson correlation and Cronbach's Alpha, while multiple linear regression was preceded by normality, multicollinearity, and heteroscedasticity tests. The results showed that teacher competency significantly predicted instructor performance (β = 0.371, t = 3.597, p = 0.001), while job satisfaction also showed a significant positive contribution (β = 0.417, t = 4.022, p < 0.001). Simultaneously, both variables significantly predicted instructor performance, F(2, 30) = 29.846, p < 0.001, with an Adjusted R² of 0.644. Job satisfaction showed a relatively stronger standardized contribution than teacher competency. These findings highlight the importance of combining competency development with recognition, supportive working conditions, and appropriate attention to instructors' job satisfaction in managing human resources within community-based TPQ institutions.
Copyright (c) 2026 Ahmad Dimyati, Abdullah https://creativecommons.org/licenses/by-sa/4.0