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This Community Service Program (PKM) aims to enhance students’ understanding and skills in public service while supporting local economic empowerment through the implementation of a campus bazaar based on local wisdom. The program was conducted at the Lancang Kuning Dumai College of Administrative Sciences and involved lecturers, students, micro, small, and medium enterprises (MSMEs), as well as the general public. A participatory and practical approach was employed, allowing students to actively engage in the planning, implementation, and evaluation stages of the bazaar activities. The results indicate that students gained hands-on experience in delivering professional public services, managing business activities, and promoting products rooted in local wisdom. Meanwhile, local MSMEs benefited from increased sales and expanded marketing networks. This program strengthens the synergy between higher education institutions and the community in fostering inclusive and sustainable local economic development.

Main Objective: The main objective of this study is to empower designers to collaborate with researchers in other disciplines — especially in the social sciences — by articulating a design inquiry model that can be implemented in a master's program in design. Background problems: Modern research problems are complex and design needs to be better integrated with the social sciences and play an equal role in addressing them. A final master's degree in design prepares students for this integration, but design activity should be evidence-based rather than viewed retrospectively as a form of research without change. We need to adapt to ultimately contribute to research. Novelty: There are main criteria for design-based inventions in this study, including value, relevance, novelty, focus, transferability, and practicality. When these criteria are met, investigations can operate within the social sciences, or they can be leveraged and serve as the discovery phase in evidence-based inquiry. Research Method: This study presents design-based discovery, a design inquiry model that places design in the theory development cycle as theory building, not theory testing. This research, therefore, uses a design inquiry model approach, (invention-based design) in other disciplines by articulating a design inquiry model that can be implemented in a master's program in design to be complementary and compatible with social science research. Finding/Result: A proposed design inquiry model with design exploration serving as the research discovery phase guiding the design activity to make specific contributions to areas of social science that are outside of design. It involves a careful process with six investigative components, all ultimately connecting the knowledge base beyond design to design exploration. Conclusion: This study proposes six main criteria for design-based inventions: value, relevance, novelty, focus, transferability, and practicality. In the model proposed in this study, the six investigative components are described and supported with examples. Notably, the investigative component includes a standardized format for research questions, as well as the derivation of design principles from processes that involve exploration rather than one that generates solutions. This model can easily be adopted in other master programs with the necessary resources. In addition, this model, if placed in design activities in evidence-based research practices, can become wider. There is no claim that a designer's self-reflection equates to a strictly social science method so design researchers must continue to study design and build on their knowledge of the discipline. Keywords: Design Thesis, Social Science, Postgraduate Thesis Design

This research and development aims to develop a valid and effective Microbiology module based guide inquiry on research on Isolation and Identification of Endophytic Bacteria from Ciplukan. The microbiology module was developed in reference to the ADDIE research and development model. The module drafting phase includes:1) the analyzing step through interviews with lecturers and the questionnaire of needs analysis by student respondents; 2) The step of designing learning modules to improve cognitive knowledge and process skills; 3) The step of developing by using module validation; 4) The step of applying which consists of module implementation in learning; 5) The evaluation step which consists of evaluating the validity of modules, cognitive learning outcomes and student science process skills. The results of the study show that the microbiology module developed accordance with the standards of validity, feasibility and practicality.

Virtual laboratories can provide real learning experiences through computer-aided simulations and activities. Virtual laboratory is rapidly developing its use in science learning because it is proven to provide significant benefits to the process and results of science learning during the pandemic. The limitations of laboratory facilities in genetics learning at the unkhair Biology Education Study program have encouraged the development of virtual practicum strategies and their use in genetic learning with modified free inquiry strategies on the topic of the structure and function of genetic material and reproduction of genetic material. The purpose of this study was to analyze the effectiveness of virtual laboratories based on student perceptions of the use of virtual laboratory applications and to describe and compare these perceptions with the use of laboratory reality and relevant previous research results. There are five aspects of perception surveyed, namely innovation, motivation, effectiveness, benefits, and presentation of practical procedures. This research method uses a quasi-experimental research design for the characteristics and effectiveness of using virtual laboratories and real laboratories in the Genetics course at the Biology Education Study Program, Khairun University, Ternate on the topic of DNA isolation, chromosomes and mitosis. The results of this study indicate that: the characteristics of Blended Learning practicum in the Genetics course in 4th semester students of Biology study program are: 1) instruction-based practicum; 2) practicum based on data collection and reporting of practicum results; 3) practicum based on proof of concept. The effectiveness of the implementation of genetics practicum in laboratory reality and virtual laboratories based on the perception of student responses is more likely to choose reality laboratories than virtual laboratories. The effectiveness of the implementation of genetic practicum based on the results of the practicum report is known to be not significantly different between the results of the practicum in reality and in the virtual laboratory.

ABSTRAK Sebagai langkah untuk mengoptimalisasi pengumpulan dana ZIS, dibutuhkan sebuah strategi untuk mempermudah donatur dalam menyalurkan dana zakat, infaq, dan sodaqoh. Sebagai sistem pembayaran nontunai yang praktis, Qris dijadikan media pengumpulan dana ZIS oleh BAZNAS Provinsi Bali dalam upaya meningkatkan minat para donatur. Fokus penelitian ini adalah (1) Bagaimanakah strategi pengumpulan dana ZIS melalui sistem berbayar nontunai Qris dalam meningkatkan minat donatur di BAZNAS Provinsi Bali? (2) Bagaimanakah sistem berbayar nontunai Qris mendukung strategi pengumpulan dana ZIS di BAZNAS Provinsi Bali? (3) Bagaimanakah cara menyelesaikan faktor penghambat dari pengumpulan dana ZIS melalui sistem berbayar nontunai Qris di BAZNAS Provinsi Bali? Adapun tujuan penelitian ini adalah (1) Untuk mengetahui strategi pengumpulan dana ZIS melalui sistem berbayar nontunai Qris dalam meningkatkan minat donatur di BAZNAS Provinsi Bali, (2) Untuk mengetahui Qris menjadi pendukung strategi pengumpulan dana ZIS di BAZNAS Provinsi Bali, (3) Untuk mengetahui penyelesaian dari faktor penghambat strategi pengumpulan dana ZIS melalui Qris. Metode penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif. Informan akan dipilih dengan menggunakan teknik purposive. Pengumpulan data yang diperoleh berdasarkan fakta dan data dilapangan. Sumber data ialah sumber data primer dan sekunder melalui teknik pengumpulan data: (1) Observasi, (2) Wawancara, dan (3) Dokumentasi. Untuk menguju validitas keabsahan data: (1) Kekuatan pengamatan, (2) Triangulasi dan, (3) Referensi. Untuk teknik analisa data meliputi: (1) Reduksi data, (2) Penyajian data dan, (3) Simpulan atau verifikasi.. Hasil akhir dari penelitian ini adalah BAZNAS Provinsi Bali dalam menyebarkan Qr Code Qris melalui media offline milik mereka yaitu: Majalah dan brosur. Adapun yang melalui media online mereka lakukan pada: (1) Broadcast Whatsapp; (2) Instagram; (3) dan juga Facebook. Upaya BAZNAS Provinsi Bali dalam meningkatkan minat donatur yaitu dengan cara: (1) Membuat donatur nyaman dengan mendoakan mereka setelah berdonasi; (2) Membangun kepercayaan mereka melalui label BAZNAS sebagai lembaga pemerintah dan melakukan publikasi terhadap pelaporan keuangan mereka. Penulis berharap dengan adanya penelitian ini nantinya bisa menambah pustaka dan sarana pengembangan ilmu pengetahuan.   ABSTRACTAs a step to optimize ZIS fundraising, a strategy is needed to make it easier for muzakki to distribute zakat, infaq, and sodaqoh funds. As a practical non-cash payment sistem, Qris has been used as a medium for collecting ZIS funds by BAZNAS Bali Province in an effort to increase the interest of donors. The fokus of this research is (1) How is the ZIS fundraising strategy through the Qris non-cash paid sistem in increasing the interest of donors in BAZNAS Bali Province? (2) How does the Qris cashless paid sistem support the ZIS fundraising strategy in BAZNAS Bali Province? (3) How how to solve the inhibiting factors of collecting ZIS funds through the Qris non-cash paid sistem at BAZNAS Bali Province? The objectives of this study are (1)To find out the strategy of collecting ZIS funds through the Qris non-cash paid sistem in increasing the interest of donors in BAZNAS Bali Province, (2) To find out Qris is a supporter of the ZIS fundraising strategy at BAZNAS Bali Province, (3) To determine the resolution of the inhibiting factors of the collection strategy ZIS funds via Qris. This research method uses a descriptive method with a qualitative approach. Informants will be selected using a purposive technique. Collecting data obtained based on facts and data in the field. Data sources are primary and secondary data sources through data collection techniques: (1) Observation, (2) Interview, and (3) Documentation. To validate the validity of the data: (1) The power of observation, (2) Triangulation and, (3) Reference. Data analysis techniques include: (1) data reduction, (2) data presentation and (3) conclusion or verification. The final results obtained in this study explain that BAZNAS Bali Province distributes Qr Code Qris through their offline media, namely: magazines and brochures. As for what they do through online media on: (1) Broadcast Whatsapp; (2) Instagram; (3) and also Facebook. The efforts of BAZNAS in Bali Province in increasing the interest of donors are by: (1) Making donors comfortable by praying for them after donating; (2) Build their trust through the BAZNAS label as a government agency and publish their financial reporting. The author hopes that this research will add libraries and tools for developing science.

The role of teachers in Islam is very important. So the teacher is also called ustadz because it has a high commitment in carrying out its duties so that the quality of the work process can lead to the attitude of the continuous development of students. Besides, teachers are also referred to as mualim. He as a life sources in charge of transferring science both theoretical and practical. Teachers can also be referred to as murabbiy who prepare his students as creatures, because of the creativity that, he will be able to prepare himself well, so that the results of his creation does not cause damage to himself, others, and the environment. Also, the teacher as a murshid, he must be a role model, as a role model must certainly place himself properly and full. As a model the teacher can set an example for his or her students. In many ways the teacher is also placed in a position as mudarris, who acts as a dispenser of science and eraser of ignorance. In this perspective the teacher's sensitivity must always grow when he sees the reality of his students as it is with different kinds of differences. But from the fact it is realized also, that all students are believed to have the potential of each, so the teacher must be able to develop each potential that existed in the student. The last teacher as muaddib, this very important task a teacher is required to prepare children to be educated to be responsible people, so the quality of human civilization the better in the future. Because of the important role of teachers in Islam, the integral qualifications of the teaching profession can not be ignored either qualitatively or quantitatively so that the challenges of the times are always well answered.   Peran guru dalam Islam adalah sangat penting. Atas dasar itu setiap guru perlu berbekal kompetensi dengan imaji kreativitas. Sehingga guru juga disebut seorang serbabisa, multitalent. Wajar kemudian mendapat berbagai julukan, seperti disebut sebagai ustadz karena mempunyai komitmen tinggi dalam menjalankan tugasnya agar mutu proses kerjanya  mampu membuahkan sikap pengembangan anak didiknya yang terus menerus. Selain itu guru juga disebut sebagai mualim. Ia sebagai kamus kehidupan yang bertugas menstransfer ilmu pengetahuan baik bersifat teoritis dan praktis. Guru dapat juga disebut sebagai murabbiy yang menyiapkan anak didiknya sebagai makhluk kreator, karena dari hasil kreativitasnya itu, ia dapat menyiapkan dirinya dengan baik, agar dari hasil kreasinya tersebut tidak menimbulkan kerusakan pada dirinya, orang lain, dan lingkungannya. Juga, guru sebagai mursyid, ia menjadi panutan, sebagai panutan tentu harus menempatkan dirinya dengan tepat dan purna. Sebagai model guru dapat memberikan teladan bagi para anak didiknya. Dalam berbagai hal guru juga ditempatkan pada posisi sebagai mudarris, yang berperan sebagai penebar ilmu pengetahuan dan penghapus kebodohan. Dalam perspektif ini kepekaan guru mesti selalu tumbuh pada saat menyaksikan realitas para muridnya seperti adanya dengan berbagai macam perbedaan. Namun dari kenyataan tersebut perlu disadari juga, bahwa semua murid tersebut diyakini mempunyai potensi masing-masing, sehingga guru pasti mampu mengembangkan masing-masing potensi yang ada pada muridnya tersebut. Yang  terakhir guru sebagai muaddib, tugas yang sangat penting ini seorang guru dituntut untuk menyiapkan anak dididiknya menjadi orang-orang yang bertanggung jawab, sehingga kualitas peradaban manusia semakin baik pada masa mendatang. Karena pentingnya peran guru dalam Islam itu, maka kualifikasi integral profesi guru tidak dapat diabaikan  baik secara kualitatif maupun kuantitatifnya sehingga berbagai tantangan zaman selalu terjawab dengan baik.