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This study aims to analyze the effectiveness of project-based learning in improving the financial literacy of vocational school students in the digital era. The research method used is a qualitative approach with a case study design, where data is collected through in-depth interviews, participatory observations, and documentation analysis related to the implementation of project-based learning in financial literacy learning. The research participants consisted of vocational school students who were directly involved in finance-based learning projects, teachers of economics or finance subjects, and financial education experts. The data analysis process is carried out through data reduction techniques, data presentation, and conclusion drawing to identify patterns in students' understanding of financial management concepts in the digital context. The results of the study show that the application of project-based learning increases students' involvement in learning as well as their ability to manage personal finances more wisely. The contribution of this research is to provide insights for educators and policymakers in designing innovative learning strategies that are more contextual to the development of the digital era.

This research aims to assist the teachers of Depok Junior High School in carrying out Classroom Action Research (PTK) using the learning media of the Learning Journal. The method used includes the planning stage, where teachers are given training on PTK and the use of Learning Journals as tools in the learning process. Furthermore, the implementation of PTK is carried out by teachers with intensive guidance to identify the learning problems faced, design appropriate actions, and observe the results of these actions through data collection documented in the Learning Journal. In the final stage, a joint reflection is carried out to evaluate the effectiveness of the actions that have been taken and prepare a comprehensive PTK report. The results of the study show that this assistance improves the ability of teachers to conduct PTK independently and effectively. This research contributes to providing a practical and applicable PTK mentoring model for junior high school teachers, especially in utilizing the Learning Journal as a learning medium.

This study aims to analyse the paradigm change of character education in shaping national identity in secondary schools, focusing on the role of education management in the implementation of the character curriculum. This study uses a qualitative research design with the unit of analysis being a high school that applies a character curriculum. The data sources consist of principals, teachers, and students, which are collected through in-depth interviews, observations, and documentation. The data analysis technique uses a thematic approach to identify patterns in the implementation of character education and its influence on the formation of national identity. The findings of the study show that education management has a key role in ensuring the effective implementation of the character curriculum, which has an impact on improving students' understanding of national values. The contribution of this research is to provide insight into the importance of the role of education management in supporting the character curriculum to form a strong national identity among students.