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The transition toward Society 5.0 demands a workforce capable of integrating technological proficiency with strong human-centered soft skills. This community engagement program aims to enhance the digital mindset and soft skills of PKK women in Boja District, Kendal Regency through a structured mentoring model rooted in human-centered learning principles. Using a needs assessment, experiential training sessions, and group mentoring, the program focused on increasing participants’ abilities in digital literacy, communication, collaboration, creativity, and community-based leadership. The mentoring activities revealed significant improvements in participants’ understanding of basic digital functions, such as the use of smartphones for communication, information access, and household economic opportunities. Engagement in interactive sessions—such as role play, guided discussions, and problem-solving simulations—strengthened participants’ confidence, interpersonal communication, and teamwork skills. Furthermore, several participants demonstrated emerging leadership abilities, particularly in facilitating peer learning and supporting other members during digital practice activities. These findings align with recent literature emphasizing the effectiveness of contextual digital training and experiential adult learning in promoting behavioral change and improving community readiness for technological transformation. Overall, the program successfully enhanced the participants’ readiness to face the challenges of Society 5.0 by fostering digital mindset growth, essential soft skills development, and strengthened leadership capacity. The results indicate that human-centered mentoring can serve as a sustainable approach to empowering local communities and improving their competitiveness in the digital era.  

This community service activity aims to improve the soft skills capacity of the Ibu-Ibu Mekar community in Semarang City to face the demands of the Society 5.0 era. The program was implemented through four stages: needs assessment, participatory planning, training, and mentoring. The methods used included interactive lectures, group discussions, role-play, and contextual practice. The results of the activity showed significant improvements in participants' communication, creativity, collaboration, and problem-solving skills. In addition, several participants began to demonstrate informal leadership roles and greater involvement in community activities. These findings indicate that the experience-based participatory mentoring approach is effective in strengthening women's empowerment and preparing communities for socio-technological change. The program also helped participants develop adaptability to change, increased self-confidence, and facilitated the formation of broader social networks in their communities. Empowering women through soft skills development is expected to create a more resilient community in facing the challenges posed by digital transformation in the Society 5.0 era. This program emphasizes the importance of sustainable soft skills development as a foundation for community resilience in the Society 5.0 era.

The transition toward Society 5.0 demands a workforce capable of integrating technological proficiency with strong human-centered soft skills. This community engagement program aims to enhance the digital mindset and soft skills of PKK women in Boja District, Kendal Regency through a structured mentoring model rooted in human-centered learning principles. Using a needs assessment, experiential training sessions, and group mentoring, the program focused on increasing participants’ abilities in digital literacy, communication, collaboration, creativity, and community-based leadership. The mentoring activities revealed significant improvements in participants’ understanding of basic digital functions, such as the use of smartphones for communication, information access, and household economic opportunities. Engagement in interactive sessions—such as role play, guided discussions, and problem-solving simulations—strengthened participants’ confidence, interpersonal communication, and teamwork skills. Furthermore, several participants demonstrated emerging leadership abilities, particularly in facilitating peer learning and supporting other members during digital practice activities. These findings align with recent literature emphasizing the effectiveness of contextual digital training and experiential adult learning in promoting behavioral change and improving community readiness for technological transformation. Overall, the program successfully enhanced the participants’ readiness to face the challenges of Society 5.0 by fostering digital mindset growth, essential soft skills development, and strengthened leadership capacity. The results indicate that human-centered mentoring can serve as a sustainable approach to empowering local communities and improving their competitiveness in the digital era.  

This community service activity aims to improve the soft skills capacity of the Ibu-Ibu Mekar community in Semarang City to face the demands of the Society 5.0 era. The program was implemented through four stages: needs assessment, participatory planning, training, and mentoring. The methods used included interactive lectures, group discussions, role-play, and contextual practice. The results of the activity showed significant improvements in participants' communication, creativity, collaboration, and problem-solving skills. In addition, several participants began to demonstrate informal leadership roles and greater involvement in community activities. These findings indicate that the experience-based participatory mentoring approach is effective in strengthening women's empowerment and preparing communities for socio-technological change. The program also helped participants develop adaptability to change, increased self-confidence, and facilitated the formation of broader social networks in their communities. Empowering women through soft skills development is expected to create a more resilient community in facing the challenges posed by digital transformation in the Society 5.0 era. This program emphasizes the importance of sustainable soft skills development as a foundation for community resilience in the Society 5.0 era.

This community service addresses the critical struggle of students at SMP Taruna Islam Al-Kautsar (SMP TI Al-Kautsar) to understand the major psychological and emotional changes during adolescence. This lack of clarity often led to confusion and challenges in self-adjustment, pointing out a significant gap in the school's existing guidance support. The main goal was to solve this by creating and implementing an Integrative Mentoring Model (IMM). This model directly explained their developmental stages using three key psychological frameworks: Kohnstamm, Oswald Kroh, and Jean Piaget. We followed a hands-on Participatory Action Research (PAR) method, where 50 adolescent students actively joined six specialized, interactive workshops and group coaching sessions over two weeks. The activity showed clear success, as students displayed much stronger self-awareness regarding their cognitive and emotional growth after the program. They reported increased confidence and began using the developmental theories to better understand their peers and manage their own changes. The IMM effectively translated complex academic concepts into practical life knowledge. This success confirms the IMM as a valuable, theory-backed framework for enhancing student well-being and adaptation in other religious educational settings.

This study aims to improve the English speaking skills of students in class XI DPIB B at SMK Negeri 2 Malinau through the application of the Problem-Based Learning (PBL) model. The background of this research is the low speaking ability of students, which is characterized by limited vocabulary, lack of confidence, and low participation during English learning activities. The research employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, which was conducted in two cycles consisting of planning, action, observation, and reflection stages. The research subjects were 32 students of class XI DPIB B. Data were collected through speaking performance tests and observations of students’ learning behavior during the implementation of the PBL model. The collected data were analyzed using quantitative and qualitative techniques. The results showed a significant improvement in students’ speaking skills, as indicated by the increase in the average score from 64.00 in the pre-test to 68.75 in cycle I and 76.00 in cycle II. Furthermore, the percentage of learning completeness increased from 25% in the pre-test to 81.25% at the end of cycle II. Observational data also revealed positive changes in students’ learning behavior, including higher participation, increased motivation, and greater confidence in speaking English. These findings demonstrate that the Problem-Based Learning model is effective in improving students’ English speaking skills and learning engagement.

This  study explores the motivational factors that encourage students from Kudus who are studying at UIN Walisongo Semarang to join KMKS (Keluarga Mahasiswa Kudus Semarang), a regional student community that serves as a social and emotional support system for migrant students. Increased mobility in higher education often places migrant students in situations requiring significant academic, social, and cultural adjustment, making social support and a sense of belonging critical. Guided by McClelland’s theory of needs, this research aims to identify how the need for achievement, affiliation, and power is reflected in students’ experiences as members of KMKS. This study employs a qualitative phenomenological approach involving five participants selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings reveal that students primarily join KMKS to fulfill strong affiliative needs, such as seeking social connectedness, emotional comfort, familiarity, and a supportive environment among peers from the same region. Additionally, participation in KMKS contributes to personal development, including increased confidence, improved communication skills, and readiness to take organizational responsibilities. The needs for achievement and power appear indirectly through involvement in committees, leadership roles, and contributions to organizational development. KMKS also functions as a crucial coping resource, helping students reduce stress, loneliness, and adaptation difficulties. The implications of this study highlight the importance of regional student communities as a meaningful support system for migrant students, emphasizing their role in facilitating adaptation, strengthening social identity, and fostering personal growth.

Dancing as an outdoor activity significantly impacts the social and emotional skills of young children. They learn to express their emotions, work together in groups, and increase their self-confidence and empathy through dance activities. Several studies have shown that participating in dance activities can also help children manage their emotions, enhance social interactions, and improve their communication skills. Developmentally appropriate dance programs can positively impact their social and emotional development. Early children's ability to manage their own emotions is part of their emotional developmental maturation during the transition from the preoperational to the concrete operational stage. Early children's ability to manage their emotions is part of their emotional developmental maturation during the transition from the preoperational to the concrete operational stage. The ability to manage their own emotions can be seen in their ability to utilize their emotions positively, regulate their emotions according to their circumstances, and appropriately protect themselves from experiencing unhealthy emotions.

Adolescent drug abuse remains a major public health concern with adverse consequences for health, social functioning, and educational attainment. Limited knowledge and poor refusal skills in the face of environmental pressure are key risk factors. This study assessed the outcomes of a school-based Participatory Action Research (PAR) intervention aimed at improving students’ knowledge and preventive attitudes toward drug abuse. The program was implemented at Madrasah Aliyah Manaratul Islam, Jakarta (August 2025), involving 57 students. The educational intervention combined interactive counseling, small-group discussions, and role-play simulations, followed by pre–post evaluation using the same questionnaire and quantitative analysis with the Wilcoxon signed-rank test. Results demonstrated a statistically significant improvement in post-test scores compared with pre-test scores (Z = −3.506; p < 0.001; r = 0.46), with a mean paired difference (pre–post) of −0.877 indicating a positive shift after the intervention. Descriptively, the proportion of students classified with high awareness increased to 87.7% after the program, while mean knowledge scores rose from 63.2% to 85.5%. Qualitative feedback further suggested better understanding of physical and psychological harms, increased confidence to refuse illicit substances, and more active communication with peers and teachers. Overall, the PAR-based school intervention effectively strengthened students’ drug-abuse prevention literacy and readiness and may be scalable to similar school settings.

This study examines the role of the Pustaka Prima Community Reading Park (TBM) as an alternative learning space that provides non-formal educational experiences for children and adolescents, especially in communities with limited access to educational facilities. Through a descriptive qualitative approach, this study explores the contribution of TBM in developing creativity, literacy skills, self-expression, and independent learning of participants. Data was collected through participant observations, semi-structured interviews with managers and participants, and documentation of program activities. The results of the study show that TBM Pustaka Prima plays a significant role in strengthening cognitive, social, and emotional development through various activities such as reading literacy, storytelling, basic entrepreneurship training, and other creative activities. These programs have been proven to increase reading motivation, the ability to understand texts, confidence in communication, technology awareness, and the ability to innovate. An inclusive and collaborative learning environment allows participants to explore knowledge, work together, and optimize their potential. These findings confirm that TBM not only functions as a provider of reading materials, but also as a community-based education center that provides meaningful learning experiences outside the formal education system. The implications of the research emphasize the importance of strengthening collaboration, developing sustainable programs, and improving resources and infrastructure to maximize the role of TBM in community empowerment.

Literary works are not only created for entertainment, but also to describe human life, which is full of values and moral issues. William Shakespeare's play ‘Timon of Athens’, which shows how a person is tested when betrayed by wealth, power, and friendship. This study aims to examine how morality is depicted in the play using Friedrich Nietzsche's theory of ‘master morality’ and ‘slave morality’. This study uses a descriptive qualitative method by analysing excerpts from the dialogue in the play “Timon of Athens” that demonstrate moral values. The results show that this play mostly depicts slave morality (65%), as Timon transforms from a kind and proud figure into someone filled with hatred and resentment after being betrayed. Meanwhile, master morality (35%) appears at the beginning of the story when he is still strong, confident, and generous. According to Nietzsche, master morality reflects strength, pride, independence, and the ability to create one’s own values, while slave morality emerges from weakness, suffering, and resentment as a reaction to disappointment or oppression. Overall, Timon of Athens illustrates how life changes and deep betrayal can cause a shift from the confidence and generosity of master morality to the bitterness and hatred found in slave morality.  

This study analyzes pronunciation learning activities in the English class at SDN 060877 through direct classroom observation techniques. The research aims to understand how teachers organize pronunciation instruction, the strategies applied during learning sessions, and the level of student participation in practicing correct sounds, stress patterns, and intonation. Using a qualitative descriptive approach, data were collected through on-site observations focusing on teaching procedures, interaction patterns, learning media, and students’ responses. The findings indicate that pronunciation learning is integrated into reading and speaking activities, where the teacher models sound, guides repetition drills, and provides corrective feedback. Students demonstrate varied levels of confidence, with some actively engaging in pronunciation tasks while others rely heavily on teacher prompts. Environmental factors, such as limited audio-media tools and large class size, affect the intensity and effectiveness of practice sessions. Despite these challenges, classroom interactions show that learners gradually improve their sound accuracy and rhythm through continuous modeling and peer practice. This study concludes that direct observation provides comprehensive insights into real classroom dynamics, revealing both the strengths and areas needing improvement in pronunciation teaching. Recommendations are offered to enhance instructional techniques, learning materials, and student engagement.

This study explores the role of English in supporting the academic and professional development of management students, based on the lecturer’s reflections as both lecturer and researcher. As English becomes increasingly important in global education and employment, many students are required to read academic materials, complete assignments, and communicate using English. This study focuses on how English for Specific Purposes (ESP), especially Business English, helps students build discipline-related skills and prepare for real workplace communication. Using an autoethnographic approach, the researcher collected data from self-interviews, reflective teaching journals, and informal student feedback over one semester. Thematic analysis was used to identify patterns in the lecturer’s experiences and observations. The findings show that English supports students’ academic growth by helping them understand textbooks, research articles, and business case studies. Students gained confidence in reading and presenting academic information after completing guided tasks. The results also indicate that ESP based on activities such as email writing, meeting simulations, and presentations strengthened students’ employability skills. These tasks helped students feel more prepared for internships and early career responsibilities. Additionally, the study highlights the importance of reflective teaching. By analyzing classroom challenges and student needs, the lecturer was able to improve teaching strategies, select more authentic materials, and provide better support for learners. This research shows that integrating ESP with employability goals can create meaningful learning experiences for management students. When English teaching is connected to real professional contexts, students develop both language proficiency and practical communication skills. The study also encourages lecturers to use reflection as a tool to enhance teaching quality and better support students’ academic and career preparation.

This study aims to analyze the reaction of the Indonesian capital market to the establishment of the Danantara Investment Management Agency (BPI) as a new financial institution formed by the government in 2025. Using a quantitative approach through the event study method, this study measures the abnormal return of the Composite Stock Price Index (JCI) around the date of the announcement of Danantara's establishment, namely in the observation period from January 31 to April 17, 2025. The analysis results show that the market reacted significantly negatively on the day of the announcement (t₀) with an abnormal return of -0.78 percent and a p-value of 0.05, while on other days around the event, no significant reaction was found. This indicates that the market responds quickly to public information, but the impact is temporary. In the long term, the cumulative abnormal return (CAR) shows a significant negative trend, reflecting market pressure and investor caution regarding Danantara's existence. These findings are in line with the semi-strong form of market efficiency theory and show that investor confidence is highly dependent on the transparency and governance of state financial institutions. Overall, the results of this study confirm that the establishment of Danantara has not had a sustainable positive impact on the Indonesian capital market.

This study aims to systematically review the determinants of innovative work behavior in MSMEs in the digital era in Indonesia. The research method uses Systematic Literature Review (SLR) with the design of the PRISMA framework. The data sources used were obtained from various databases of quality scientific publications including emerald, taylor and francis, springerlink, and sciencedirect, with a time range from 2020 to 2025. A total of 15 international scientific articles published in the period were analyzed for further identification of the main trends, main topics, and research directions. The results of the study show that the results of the study show that three main components consist of Innovative Work Behavior Determinants (PKI) in Micro, Small, and Medium Enterprises (MSMEs) in the modern era: Organizational/Interpersonal Factors, Leadership Factors, and Individual Factors. This Systematic Review serves as a comprehensive summary of evidence that collectively corroborates individual findings, increases confidence in applicable practices, and directs MSME strategies to ensure survival and competitive advantage amid the challenges of the digital age.

This study aims to assess the effect of PSAK 57 implementation on the quality of financial statements in Indonesian public companies. PSAK 57 is significant because it facilitates the presentation of uncertain liabilities and assets in an honest, relevant, and transparent manner, which ultimately strengthens stakeholder confidence in these financial statements. This study applies a descriptive quantitative approach using secondary data, namely annual reports and financial statements from public companies listed on the Indonesia Stock Exchange (IDX) within a certain period. The evaluation was conducted to measure the degree of compliance with PSAK 57 and its relationship with financial statement quality parameters, such as relevance, reliability, and comparability. The research findings indicate that the implementation of PSAK 57 has a positive impact on the quality of financial statements, as entities that consistently adopt this standard demonstrate higher levels of transparency and accountability. This conclusion conveys a crucial message to practitioners and regulators to continue to deepen their understanding and implementation of PSAK 57 in order to strengthen the quality and integrity of financial reporting in Indonesia.

This study examines the stock market reaction to the Christmas and New Year holidays by analyzing abnormal return and trading volume activity for companies consistently listed in the LQ45 Index during 2021–2023. Using a quantitative causal approach and an event study design, the research observes market behavior within a 10 day estimation window and a 10 8day event window surrounding the holiday period. The findings show that abnormal return exhibits limited but notable reactions, with a significant decline observed before the holiday, indicating that investors tend to reduce risk exposure prior to market closure. After the holiday, significant movements still appear, but they remain negative, suggesting that investor activity and confidence have not fully recovered. In contrast, trading volume activity does not show significant differences either before or after the holiday, implying that changes in prices are influenced more by sentiment and price adjustments rather than shifts in trading intensity. These results indicate that the Indonesian capital market demonstrates characteristics of a semi-strong form efficiency, where public information such as national holidays is largely anticipated and absorbed by the market.

The educational transformation driven by Industry 4.0 and Society 5.0 requires teachers’ digital pedagogical competence. Preliminary observations at SMP Negeri 2 Galesong Selatan, Takalar Regency, South Sulawesi, Indonesia, revealed a skills gap: conventional practices dominate while digital platforms remain underutilized. This community engagement program sought to bridge the gap through intensive training on Canva for visual learning media and Quizizz for gamified assessment. Conducted in August 2025 with 10 teachers across subjects, the program employed a participatory, four-stage procedure: preparation; socialization and pretest; training and coaching; and evaluation and posttest. Data were collected via observation, questionnaires, and knowledge tests, and analyzed descriptively and comparatively. Results indicate a marked improvement in teachers’ digital competence: the average score increased from 45 (pretest) to 85 (posttest), an 88.9% gain. By indicator, improvements reached 112.5% for understanding Canva features, 95.5% for digital learning media creation, and 64% for using Quizizz. Qualitatively, teachers produced engaging posters/infographics and slide presentations and designed interactive quizzes with instant feedback, fostering more varied and participatory classroom dynamics. The training effectively enhanced teachers’ digital literacy and confidence and supported a role shift from content deliverers to creative facilitators within student-centered learning. Replication and sustained coaching are recommended to consolidate a school-wide digital learning ecosystem.  

This study aims to analyze in depth the role of drumband extracurricular activities in developing motor and cognitive abilities of early childhood at Aisyiyah Bustanul Athfal 50 Kindergarten, Surabaya. This study uses a qualitative approach with data collection methods through direct observation, in-depth interviews, and the distribution of questionnaires involving teachers, parents, and students as research subjects. The results show that drumband activities provide a positive contribution to the development of gross and fine motor skills of children, especially through rhythmic movement exercises, hand-eye coordination, and body control when playing musical instruments. In addition to motor aspects, drumband activities also play a role in improving children's cognitive abilities, such as concentration, memory, the ability to follow instructions, and understanding musical patterns and rhythms. Children's active participation in drumband activities also helps shape discipline, the ability to work together in groups, and increases children's self-confidence. Thus, drumband extracurricular activities can be used as an effective and enjoyable learning medium to support the motor and cognitive development of early childhood holistically and sustainably.  

This study aims to analyze the influence of parental communication skills on the self-confidence of kindergarten children using a quantitative approach. The background of this research is rooted in the essential role of effective parental communication in shaping the psychosocial development of children, particularly in fostering self-confidence, which is crucial for children's social and academic success. The research sample consisted of parents and kindergarten children selected through purposive sampling. Data were collected using questionnaires designed to measure parental communication patterns and children's levels of self-confidence. Data analysis involved descriptive and inferential statistics, including simple linear regression to examine the relationship and effect of parental communication skills on children's self-confidence. The results reveal that positive, supportive communication skills characterized by democratic communication patterns have a significant positive effect on increasing children's self-confidence. Effective and empathetic communication creates a conducive environment for children to express themselves, boosting their self-esteem and social-emotional potential. The study concludes that enhancing parental communication skills is a vital strategy for family guidance and early childhood education to optimally support the development of children's self-confidence.