The pedagogics competence of Indonesian language education students as prospective professional teachers is needed to improve the quality Indonesian language learning process. This study aimed to describe the pedagogics competence of students as prospective professional teachers in the Indonesian language education study program. This research uses a descriptive method. This study's subjects were all seventh-semester students in the Indonesian language education study program who programmed microteaching courses for the 2020/2021 academic year, totalling 34 students. The research data collection uses a pedagogic ability test through a google form. The percentage of students who have pedagogic abilities is reviewed by each indicator, namely: Indicator I of 11.76%, indicator II of 72.06%, indicator III of 57.35, indicator IV of 23.53, indicator V of 61.76, indicator VI of 79.41, indicator VII of 64.71, indicator VIII is 48.53, and indicator IX is 58.82. Overall, the percentage of achievement indicators obtained is 53.10%. So, it can be concluded in this study that the pedagogic ability of the seventh-semester students in the Indonesian language education study program is in a low category.

This study aims to conduct a comparative analysis of the development of Indonesia's curriculum and Hong Kong's curriculum, with a focus on identifying the underlying philosophical values and influences embedded in both educational systems. The research also explores the implications of these curricula on various stakeholders involved in their development and implementation. To achieve these objectives, a synthesis research approach was employed, analyzing a combination of empirical and conceptual papers to draw robust conclusions. The study yielded four key findings that shed light on public opinions, philosophy, goals, and implications of the curricula. Firstly, both the Indonesian curriculum and the Hong Kong curriculum received predominantly positive responses from stakeholders, with minor complaints reported through official surveys. Secondly, the philosophical foundation of the Indonesian curriculum centers around social justice, while the Hong Kong curriculum places a strong emphasis on diversity and inclusivity. Furthermore, both curricula have implicit purposes that can be inferred from the range of topics covered in the respective curriculum guidebooks. Finally, the implementation of these curricula has led stakeholders in each country to issue policies aimed at consolidating their influence. In Hongkong, the promotion of the Chinese-based course serves to strengthen China's power in the field of English education. Conversely, in Indonesia, efforts have been made to preserve the Indonesian language by removing the English subject at the primary level and reducing the time allocation for English in secondary education. This study contributes to a deeper understanding of the development and influences of curricula in Indonesia and Hong Kong, providing valuable insights for policymakers, educators, and researchers.

Hizbut Tahrir Indonesia (HTI) radicalism discourse invites polemics and pros and cons that have not ended. The various perspectives on the existence until the dissolution of the mass organization need to be understood in depth, objectively, and comprehensively. This research was conducted with the aim of comprehensively dissecting the discourse of HTI radicalism which wants to substitute the Pancasila ideology by carrying the caliphate ideology. This research is a literature study using a qualitative approach. The knife of analysis is the critical discourse analysis of Norman Fairclough's model which consists of three dimensions of analysis, namely text analysis, discourse practice, and sociocultural practice. The data in this study are texts in the form of vocabulary, sentences, or discourses whose corpus is from a news story entitled "The Rise of HTI Rejection, Said Aqil: The Governor Must Be Able To Build Citizens" published by Tempo.co on Friday, May 5, 2017. The results show that in In terms of text analysis, especially in terms of diction and textual structure, Tempo.co represents the rejection of the caliphate ideology promoted by HTI which is reflected in the use of diction which has a positive meaning. The textual structure uses a strategy of accommodating sources as a news construction database. This can be seen in the construction of news where the four components, namely 1) news title, 2) selection of sources, 3) positioning of source quotes, and 4) the quantity of sources' statements lead to the collectivity of the meaning of rejection of the ideology of the HTI caliphate. Likewise, in the aspect of discourse practice, it is illustrated that the construction of Tempo.co news is in line with the public perspective which rejects HTI's radical ideology, as well as socio-cultural practices that strengthen or strengthen public knowledge and awareness that the disbandment of HTI must be carried out immediately because it can threaten the existence of Pancasila, UUD 1945, dan NKRI.