Konfrontasi: Jurnal Kultural, Ekonomi dan Perubahan Sosial

Saint Yared’s Cosmic Harmony: Music, Astronomy, and Philosophy in 6th-Century Ethiopia

2026-02-25T10:13:46+07:00

Saint Yared, a 6th-century Ethiopian composer, pioneered musical notation with his melekket system and Deggua antiphonary, yet his interdisciplinary contributions remain underexplored in global scholarship. This study investigates Yared’s integration of music, astronomy, and philosophy, aiming to reposition his legacy within world musicology and intellectual history. Methods: Employing qualitative methods, the research analyzes Ge’ez manuscripts, ethnomusicological recordings, and historical records through textual interpretation, comparative analysis, and thematic synthesis. It examines Deggua’s seasonal structure, the theological underpinnings of Yared’s modes (Ge’ez, Ezel, and Araray), the melekket system’s synthesis, Aksumite and Nine Saints’ influences, and Yared’s global context. Yared’s Deggua aligns with celestial cycles, reflecting astronomical knowledge, while his modes embody Trinitarian theology and Neoplatonic harmony. The notation predates European systems, integrating diverse disciplines shaped by Aksumite traditions and Byzantine thought via the Nine Saints. His work challenges Eurocentric narratives, predating Guido d’Arezzo and paralleling Boethius. Yared emerges as a visionary whose cosmic harmony unites science, art, and faith, affirming Ethiopia’s role in early intellectual history and warranting broader recognition. His contributions prefigure medieval developments, enriching global understanding of musicology’s origins. Future research should digitize Yared’s works, compare them with Asian notations, and integrate his legacy into educational curricula to enhance preservation and appreciation.

Misconceptions in Electrochemistry among 11th- and 12th-Grade Students in Dire Dawa and Harari, Ethiopia: Causes, Effects, and Strategies

2026-02-26T14:20:47+07:00

Misconceptions in electrochemistry (ECT), such as believing electrons flow through the salt bridge, persist among students, influenced by didactic teaching, weak prior knowledge, and misleading resources. These errors vary across educational programs, impacting academic performance. This study aimed to examine school-specific ECT misconception rates and scores among 360 students from the Diploma in Design and Construction (DDC), Engineering and Operations Diploma (EOD), and Health and Social Sciences (HSS) programs, identifying contributing factors and proposing interventions. Data were collected via assessments and interviews (N = 30). Misconception prevalence (e.g., salt bridge error) and mean scores were analyzed for each group: DDC (65%, M = 26.2), EOD (75%, M = 24.1), and HSS (64%, M = 27.3). Interview responses highlighted didactic teaching (90–100%) and prior knowledge gaps (80–90%). Descriptive statistics and qualitative analysis informed findings. EOD showed the highest misconception rates (75%) and lowest scores (M = 24.1), linked to resource scarcity and 100% didactic teaching. DDC had moderate rates (65%) and scores (M = 26.2), tempered by 90% of didactic methods despite urban advantages. HSS exhibited the lowest rates (64%) and highest scores (M = 27.3), reflecting better teacher preparation, though 80% reported weak prior knowledge. ECT misconceptions correlate with teaching methods and resource availability, with EOD being the most affected. The groups encounter difficulties due to gaps in prior knowledge and passive teaching methods in HSS. Future research should test targeted interventions (e.g., labs, CCTs, teacher training) and expand longitudinal data collection to address these disparities effectively.

Quantum Leaps over the Nile: Rethinking the Ethiopia-Egypt Dispute through a Quantum Lens

2026-02-26T20:30:56+07:00

The Grand Ethiopian Renaissance Dam (GERD), now 98.66% complete, represents a significant advancement in regional development, providing electricity access to households previously reliant on rudimentary lighting and supporting socioeconomic progress in Ethiopia. However, for Egypt's population of over 105 million, heavily dependent on the Nile, it raises concerns over potential reductions in downstream flow, impacting agricultural productivity in the Nile Delta. Sudan, with a population of approximately 48 million, anticipates benefits from regulated flows equivalent to around 20 billion cubic meters (BCM) annually, including reduced flood risks, though drought remains a potential challenge. This study humanizes the transboundary stakes involved, employing synthetic data for water allocations and dispute intensity to model scenarios amid the ongoing 2025 negotiations. It proposes a quantum-inspired diplomatic framework to resolve this transboundary dispute, integrating optimization techniques with cooperative mechanisms. Statistical analysis compares classical allocation approaches (variable outcomes, 0.89 efficiency) with quantum-optimized models (more stable, 0.92 efficiency), based on simulations of the Nile's approximate 100 BCM annual flow. Visualizations illustrate allocation trends, informing proposed policy frameworks such as a Water Accord, Nile Resilience Protocol, and Global Quantum Partnership. Results from quantum-inspired models demonstrate stabilized shares (e.g., 50 BCM for upstream uses, 30 BCM and 20 BCM downstream), reducing variance by 50% and accommodating sediment dynamics of approximately 287 million cubic meters annually. In conclusion, the analysis underscores pathways beyond mere data toward equitable resource management, fostering cooperation across riparian states. Recommendations include establishing real-time modeling hubs, adaptive reserve mechanisms, and enhanced global collaboration by 2026 to support sustainable Nile Basin governance.

The Mediating Role of Computational Identity in the Relationship between Computational Thinking Skills and Academic Self-Efficacy

2026-02-27T10:48:12+07:00

Computational thinking (CT) has emerged as a critical 21st-century skill, yet its motivational and psychological correlates in higher education remain underexplored, particularly in African contexts. Creative interest (CI) and academic self-efficacy (ASE) represent key motivational mechanisms that may link CT perceptions to broader academic confidence. Purpose: This study examined the direct and indirect relationships among computational thinking, creative interest, and academic self-efficacy among undergraduate students, testing whether creative interest mediates the effect of CT on ASE. Methods: A cross-sectional survey was administered to 357 undergraduate students at Dire Dawa University, Ethiopia. Validated self-report scales measured overall and subscale levels of CT, CI, and ASE. Data were analyzed using descriptive statistics, Pearson correlations, confirmatory factor analysis (CFA), and bootstrapped mediation analysis with PROCESS macro. CFA supported the distinctiveness of the three constructs with acceptable fit (CFI = 0.92, RMSEA = 0.072) and strong validity (AVE > 0.76). CT showed strong positive correlations with CI (r = 0.594) and ASE (r = 0.632). Mediation analysis revealed a significant total effect of CT on ASE (β = 0.356, p < .001), a significant direct effect after mediation (β = 0.289, p < .001), and a small but significant indirect effect via CI (β = 0.067, 95% bootstrap CI [0.033, 0.101]), accounting for 18.8% of the total effect. The model explained 42.5% of variance in ASE. Conclusion: Computational thinking perceptions enhance academic self-efficacy both directly and partially through creative interest, highlighting a motivational pathway in which CT fosters creative identity that, in turn, supports efficacy beliefs. Ethiopian universities should integrate CT training with activities that explicitly link computational skills to creative expression and self-regulated learning to maximize motivational and efficacy benefits.