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Ecology is the study of the relationship between living organisms and their environment, including the interactions that occur within an ecosystem. This study examines the utilization of the “DPR (Di Bawah Pohon Rindang)” area as a form of ecological interaction among students at Universitas Indraprasta PGRI. The research aims to understand how green open spaces on campus support students’ social and ecological interactions. This study employed a qualitative approach through observation, interviews, and documentation involving 10 student informants. The findings show that the “DPR (Di Bawah Pohon Rindang)” area is actively used for academic and non-academic activities such as discussions, studying, resting, and social interaction. The presence of shady trees and a comfortable environment encourages students to interact more actively and creates a conducive learning atmosphere. In addition, the green open space provides ecological benefits by reducing heat exposure and improving air quality around the campus environment. However, several negative impacts were also identified, including littering and noise caused by overcrowded activities. Therefore, collective awareness is needed to maintain the cleanliness, comfort, and sustainability of the area so that it can continue to function optimally as a space for ecological interaction within the campus environment.

U-JABAR is an algebra tile designed to help students understand the concept of algebraic forms and perform addition and subtraction operations of algebraic expressions. This tool is used in teaching algebra material for Grade VII, as students often face difficulties in understanding abstract algebraic forms and are introduced to symbolic variables for the first time. U-JABAR is made from colored acrylic material, positive-negative stickers, a game board, and question cards. Results from testing the tool on students showed an improvement in learning outcomes for 31 students, with the average score increasing from a pretest score of 58.70 to a posttest score of 80.32, and the number of students meeting the minimum competency standard (KKM) rising from 13 to 26 students. Therefore, this tool can effectively help improve student learning outcomes.

Globalisasi merupakan sebuah istilah yang memiliki hubungan dengan peningkatan keterkaitan dan ketergantungan antarbangsa dan antarmanusia di seluruh dunia melalui perdagangan, investasi, perjalanan, budaya populer, dan bentuk-bentuk interaksi lainnya, sehingga batasbatas suatu negara menjadi semakin sempit. Nilai-nilai Pancasila, khususnya nilai-nilai yang terkandung dalam sila ketiga, yaitu "Persatuan Indonesia," menjadi sangat relevan dan penting untuk diaktualisasikan dalam kehidupan sehari-hari. Penulis menggunakan metode Studi Literatur, yang didefinisikan oleh Nazir (2013) sebagai proses sistematis dalam menelusuri berbagai sumber pustaka yang relevan dengan topik penelitian untuk memperoleh informasi dan bahan yang diperlukan. Hasil penelitian menunjukkan bahwa Sila Ketiga Pancasila memiliki peran yang sangat strategis dalam menghadapi tantangan di era globalisasi. Dengan menanamkan nilai-nilai persatuan, Indonesia dapat menjaga identitas nasional, mengatasi tantangan ekonomi, melestarikan budaya, meningkatkan toleransi, dan memperkuat posisi politik di kancah internasional.  

This literature aims to present the integration of TPACK (Technological, Pedagogical, And Content Knowledge) in mathematics learning and see its role in increasing learning effectiveness. By conducting analysis from various relevant sources of articles, journals and previous research, we can identify the benefits of integrating TPACK in mathematics learning in algebra form material. The results of this literature analysis show that there is a positive impact in increasing the effectiveness and abilities of students. The combination of technology, pedagogy and content knowledge makes mathematics learning able to provide a more interactive learning experience. It is hoped that this article can be a helpful reference for educators and educational researchers who are interested in implementing TPACK in the learning process to increase learning effectiveness.    

This discussion is to determine the results of the flipbook-based E-Module on the ability to solve mathematical problems in root form material in class This discussion applies the ADDIE development design form, which has 5 main stages, namely analysis, design, development, implementation, evaluation. The subjects of this discussion are 23 students in class X at SMK Mandiri Pontianak. In this discussion, the instruments used are validation sheets, questionnaires and pretest posttest questions. The first research result is the validation of the E-Module, which means the average score for the 3 experts is 87.66% according to very valid criteria. The second is the practicality value, based on views through questionnaire scores filled in by teachers & students which are accumulated to reach a percentage of 83% according to very practical criteria. Then the effectiveness is checked through the results of inferential statistical tests using the student's pretest and posttest according to the results of the t-test, namely tcount < - ttable significant α=5% (a=0.05). Significant differences were found in student learning outcomes and mathematical problem solving abilities, so that the E-Module was categorized as effective. Therefore, it can be concluded that the flipbook-based E-Module for mathematical problem solving abilities in root form material in class.