https://www.biarjournal.com/index.php/biolae <p><strong>Britain International of <span style="color: red;">Linguistics</span>, <span style="color: blue;">Arts</span> and <span style="color: orange;">Education</span> (BIo<span style="color: red;">L</span><span style="color: blue;">A</span><span style="color: orange;">E</span>) <span style="color: green;">Journal</span></strong> is a peer reveiwed journal in <em>February</em>, <em>May</em>, <em>August</em> and <em>November</em> by Britain International for Academic Research (BIAR) Publisher.<strong> BIo<span style="color: red;">L</span><span style="color: blue;">A</span><span style="color: orange;">E </span><span style="color: green;">Journal</span></strong> welcomes papers in <em>language, linguistics, oral tradition; literature; arts</em> and <em>education</em>. It is published in online and printed version.</p> Britain International for Academic Research (BIAR) Publisher en-US Britain International of Linguistics Arts and Education (BIoLAE) Journal 2685-4805 https://www.biarjournal.com/index.php/biolae/article/view/1489 <p>The purpose of this study is related to religion counseling based on local wisdom in reducing student bullying behavior. Religion and local wisdom are important elements that have the potential to be implemented in counseling. Religious values ​​and local wisdom are expected to increase the effectiveness of the counseling process. Religious values ​​and local wisdom can be elements that support the client's acceptance of counseling interventions, so that the counseling process will be meaningful for the client. According to Rangks (2016), counseling with religious values ​​combined with local wisdom has proven effective when implemented to overcome problems experienced by individuals. This study uses research and development (R&amp;D). The development model used is the ADDIE Model (analyze, design, development, implementation, evaluation). The development results were validated by two counseling experts to obtain a feasibility test (validation) and reliability of the local wisdom-based religious counseling model. Next, a limited trial was conducted through an experiment with 10 (ten) students who were perpetrators of bullying. The instruments used were an expert validation sheet, a questionnaire about bullying behavior, and a questionnaire of students' responses to the local wisdom-based religious counseling they received. Data were analyzed using qualitative and quantitative descriptive analysis techniques. The results of the validation test by two (2) counseling experts were categorized as good (75%). Notes and suggestions for improvement included emphasizing the religious and local wisdom aspects more and telling more folktales related to friendship. Based on input and comments from these two counseling experts, the local wisdom-based religious counseling model underwent revision stage I. The implementation stage will end with an evaluation, namely revision stage II. Based on the experimental test data on students who were bullies, a reduction in bullying behavior was obtained with a difference in pretest and posttest scores of 52%. Then tested using the Wilcoxon test, a significant value of 0.005 was obtained, which is smaller than 0.05, meaning that there is a significant difference between the pretest and posttest scores. Students' responses to the local wisdom-based religious counseling they participated in were generally categorized as feeling happy, interesting, clear, and easy to understand. Overall, it can be concluded that the local wisdom-based religious counseling model developed is able to reduce student bullying behavior.</p> Abdul Munir Copyright (c) 2026 Britain International of Linguistics Arts and Education (BIoLAE) Journal 2026-05-11 2026-05-11 8 2 56 69 https://www.biarjournal.com/index.php/biolae/article/view/1498 <p>Project‑based learning (PBL) promotes deeper learning but often fails to accommodate diverse cognitive profiles. Artificial intelligence (AI) offers adaptive scaffolding, while Multiple Intelligences (MI) theory provides a differentiation framework. However, no quantitative synthesis has examined their combined effect on academic achievement. This meta‑analysis synthesizes evidence on the synergy of AI and MI within PBL and estimates the overall effect on academic achievement, together with key moderators. <strong>Methods:</strong>&nbsp;Following PRISMA 2020 guidelines, we systematically searched Scopus, Web of Science, ERIC, PsycINFO, and ProQuest Dissertations (2015–2025). Inclusion criteria were: (a) empirical studies with control/comparison groups; (b) interventions combining AI tools and MI‑based differentiation in PBL; (c) reported academic achievement data; (d) K‑16 learners. Random‑effects meta‑analysis, moderator analyses, and publication bias tests were performed.&nbsp;Forty‑two studies (N = 8,943) were included. The overall effect was moderate and positive (Hedges’&nbsp;g&nbsp;= 0.48, 95% CI [0.39, 0.57],&nbsp;p&nbsp;&lt; .001). Significant moderators were AI role (scaffolding &gt; content generation &gt; assessment), MI implementation method (student choice &gt; teacher‑assigned/fixed), and education level (secondary &gt; primary &gt; tertiary). Subject domain did not moderate the effect. Publication bias was minimal (Egger’s&nbsp;p&nbsp;= 0.12), and sensitivity analyses confirmed robustness. AI and MI synergize effectively in PBL, yielding meaningful academic gains that exceed the isolated effects of either component.&nbsp;Educators should embed AI as a scaffolding tool (not an automaton) and allow students to choose MI‑aligned project roles. Policymakers should invest in AI tools with MI‑differentiation capabilities for PBL curricula.</p> Belay Sitotaw Goshu Muhammad Ridwan Copyright (c) 2026 Britain International of Linguistics Arts and Education (BIoLAE) Journal 2026-05-19 2026-05-19 8 2 70 95