EDUFORMA

Viralitas dan Pergeseran Makna: Studi Filsafat Bahasa tentang Pengaruh Budaya Viral

Muhammad Athoillah, Abdul Ro'up, M Rofiqul Umam, Ari Abi Aufa — Sun, 30 Nov 2025 00:00:00 +0700

Fenomena viralitas dalam era digital telah mengubah struktur makna dan cara masyarakat memahami realitas sosial. Artikel ini mengkaji bagaimana viralitas berperan sebagai agen utama pergeseran makna dan pembentuk realitas melalui perspektif filsafat bahasa dan filsafat sosial. Menggunakan metode library research, penelitian ini menelaah dinamika evolusi makna dalam budaya viral, mekanisme viralitas sebagai pembentuk wacana publik, serta implikasinya terhadap epistemologi, etika, dan tindakan sosial. Hasil kajian menunjukkan bahwa viralitas mempercepat perubahan makna melalui perluasan, penyempitan, dekontekstualisasi, ironi, dan remiks tanda, sehingga makna menjadi entitas cair dan tidak stabil. Selain itu, viralitas menciptakan struktur realitas baru yang diperkuat oleh algoritma digital, sehingga kebenaran sering kali ditentukan oleh popularitas alih-alih validitas faktual. Dalam ranah etika dan tindakan sosial, bahasa viral meningkatkan dimensi performatif bahasa yang mampu memobilisasi tindakan kolektif, namun sekaligus memunculkan kerentanan terhadap manipulasi moral dan hiper-realitas. Artikel ini menegaskan bahwa analisis kritis terhadap hubungan antara bahasa, makna, dan viralitas sangat diperlukan untuk memahami tantangan epistemik dan etis di era digital.

Pemberdayaan Kesehatan Mental Muslimah Alumni Pesantren melalui Edukasi Digital dan Self-Healing Islami: Program Pengabdian Masyarakat Teman Pulihmu

Wed, 10 Dec 2025 00:00:00 +0700

The mental health of Muslimah alumni of Islamic boarding schools has increasingly gained attention as they face rising academic, professional, and social demands after graduation. Limited access to mental-health services that are sensitive to Islamic values, along with low psychological literacy, makes many of them vulnerable to stress, anxiety, and emotional exhaustion. The Teman Pulihmu program was developed to provide empowerment through digital education and Islamic-based self-healing practices that are accessible, non-stigmatizing, and aligned with the principles of tauhid. This community service aims to evaluate the program’s effectiveness using a descriptive quantitative method. Participants consisted of Muslimah alumni of pesantren aged 18–30 years. The intervention was delivered through five sessions: understanding Muslimah mental health, Islamic self-healing, journaling healing, simple SEFT, and Islamic affirmations. Initial results indicate an increase in participants’ understanding of Islamic mental health, a reduction in mild stress, and improved self-reflection skills. Participants also reported emotional calmness and positive spiritual experiences after completing the SEFT and affirmation sessions, suggesting that the program is both relevant and effective.

The Use of Formal and Informal English in Academic Listening Contexts: A Literature Review

Fri, 16 Jan 2026 00:00:00 +0700

Listening in an academic setting necessitates that learners grasp spoken material that may fluctuate between formal and informal styles. Numerous English as a Foreign Language (EFL) students find such variations challenging, particularly in genuine lectures and discussions, where the register is vital for understanding meaning, audience, and communicative intent. This research offers a systematic literature review of studies published from 2020 to 2025, focusing on the usage and conceptualization of formal and informal English in academic listening scenarios and their impact on comprehension. Sources were gathered from primary scholarly databases and thematically analyzed. The findings reveal that formal English is characterized by academic vocabulary and complex syntactic structures, which increase cognitive load but are critical for success in academia, whereas informal English boosts familiarity, motivation, and incidental vocabulary development. Strategies such as register awareness, explicit teaching, and exposure to mixed-register materials are emphasized as essential pedagogical approaches. The review provides practical implications for EFL educators and encourages further experimental research to investigate the long-term effects of register training