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In today's digital era, technology plays a crucial role in supporting innovative, interactive, and engaging learning processes. Education is no longer limited to the use of conventional textbooks and whiteboards, but has been transformed through the integration of various digital media. In this context, digital literacy has become a key competency that students must possess. Digital literacy encompasses not only the ability to access and understand information from various digital sources but also involves critical thinking and collaborative skills, as well as the wise, ethical, and responsible use of technology. Studies show that the appropriate and targeted use of digital media can increase students' interest in reading materials and other learning activities. Interactive and visually appealing digital media can stimulate students' curiosity, enrich the learning experience, and increase their motivation. Furthermore, the use of digital technology also provides opportunities to develop creativity, communication skills, and problem-solving skills. Technology-based learning enables more effective learning differentiation, allowing students to learn at their own pace and learning style. This is highly relevant in the context of 21st-century education, which demands information literacy, technology literacy, and media literacy. As learning facilitators, teachers are required not only to be proficient in using technology but also to design learning that integrates curriculum content with available digital potential. Therefore, optimal use of digital technology can be a strategic solution in creating a generation that is digitally literate, creative, innovative, and able to adapt to increasingly dynamic and complex developments. To achieve this goal, collaboration between schools, the government, and parents is essential in providing adequate access to and training in sustainable educational technology.

This study explores the key determinants of field engineer efficiency in the field service industry by analyzing the impact of self-efficacy, resource management, and time management on operational performance. Employing a quantitative research approach, data were collected using saturated sampling from 102 field engineers and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4.0. The measurement model showed robust psychometric properties, satisfying the thresholds for convergent validity, discriminant validity, and internal consistency reliability. The structural model results indicate that all three independent variables significantly influence field engineer efficiency. Self-efficacy was found to have the strongest effect (β = 0.421, p < 0.001), followed by resource management (β = 0.347, p < 0.001) and time management (β = 0.289, p < 0.001). The model accounts for 68.7% of the variance in field engineer efficiency, reflecting strong explanatory power and predictive accuracy. Among these variables, self-efficacy emerged as the most dominant factor, suggesting that field engineers' belief in their ability to perform tasks is a critical driver of operational success. High self-efficacy enhances motivation, resilience, and effective problem-solving under pressure, making it essential in dynamic and unpredictable field environments. Resource and time management also play crucial roles in supporting engineers' ability to complete tasks efficiently by ensuring optimal allocation of tools, equipment, and time. The findings provide practical implications for field service organizations aiming to improve workforce performance. Investing in training programs that strengthen self-efficacy, combined with systematic improvements in resource and time management practices, can significantly enhance operational outcomes. By prioritizing these factors, organizations can boost engineer efficiency, reduce operational costs, and improve service delivery, ultimately gaining a stronger competitive advantage in the industry.

This study aims to compare the effectiveness of the Deep Learning and Differentiated Instruction models in improving junior high school students’ mathematical problem-solving and reasoning abilities. The background of this research stems from the low level of mathematical literacy among Indonesian students, which demands innovative and reflective learning approaches. A quasi-experimental method was used with a Nonequivalent Control Group Design. The sample consisted of two eighth-grade classes at SMP Negeri Satu Atap 01 Ciseeng, each receiving different instructional treatments: one class was taught using the Deep Learning approach, and the other using the Differentiated Instruction approach. The instruments employed included mathematical problem-solving tests, observation sheets, and student perception questionnaires. The data analysis results indicated that the class taught with the Deep Learning model experienced a more significant improvement in mathematical reasoning ability compared to the class using Differentiated Instruction. These findings suggest that Deep Learning-based instruction is more effective in promoting students’ higher-order thinking skills. It encourages deeper engagement with mathematical concepts, fosters critical and analytical thinking, and allows students to construct knowledge through meaningful learning experiences. However, Differentiated Instruction remains relevant in providing learning comfort and addressing diverse student needs, making it beneficial in inclusive classroom settings. The theoretical and practical implications of this research highlight the importance of integrating both depth of thinking (Deep Learning) and flexibility in learning (Differentiation) within mathematics instruction. Such integration could offer a balanced learning environment that supports both cognitive development and emotional engagement, leading to more effective and equitable mathematics education. In conclusion, this study recommends educators and curriculum developers to consider incorporating Deep Learning strategies to enhance students’ mathematical reasoning while maintaining the adaptive and student-centered principles of Differentiated Instruction. Future research could explore hybrid learning models that combine the strengths of both approaches to maximize student outcomes in mathematics learning.

This study aims to improve the critical thinking skills of fourth-grade elementary school students in understanding the concept of fractions through the application of the Problem Based Learning (PBL) model. The background of this study focuses on students' still low abilities in: (1) analyzing mathematical problems; (2) planning solution strategies; (3) drawing logical conclusions when working on fraction problems. This study uses the Classroom Action Research (CAR) design model Kemmis & McTaggart which was implemented at SD Negeri 2 Tahunan during the even semester of the 2024/2025 academic year. The research subjects consisted of 23 fourth-grade students who were selected purposively based on the results of the initial diagnosis. Data collection techniques were carried out by triangulation through: (1) formative evaluation tests; (2) participatory observation sheets; (3) learning video documentation; and (4) field notes. Data were analyzed quantitatively and qualitatively with a comparative descriptive approach. The results showed that the application of the PBL model was proven to be effective in improving: (1) students' critical thinking skills on average from 39.13 (low category) to 92.61 (very good category); (2) classical completeness from 8.7% to 91.3%; and (3) learning activities became more meaningful. Statistical analysis of paired sample t-test showed a significant difference (t=19.09; p<0.05) between before and after treatment. Other important findings include: (1) an increase in students' questioning skills by 78%; (2) an increase in the ability to provide arguments by 82%; (3) an increase in problem-solving skills by 85%. In addition, there was an increase in the following aspects: (1) group cooperation; (2) self-confidence; and (3) active involvement in class discussions.

This research focuses on exploring the mathematical reasoning abilities of Madrasah Aliyah students in solving problems that integrate mathematical concepts with the Islamic science of faraidh (inheritance law), specifically within the topic of fractions. The study employs a qualitative approach with a case study design and was conducted among 11th-grade students enrolled in the Religious Program at MA Raudlatul Ulum Putri. Data collection techniques included written tests, semi-structured interviews, and classroom observations, focusing on three selected students who represented high, moderate, and low levels of mathematical ability. The analysis centers on several key indicators of mathematical reasoning: identifying problems, formulating hypotheses, presenting logical arguments, and drawing conclusions. The results show that most students fall into the moderate reasoning category, while a smaller number are categorized as high or low. Students in the high category demonstrate a strong capacity to approach problems systematically and accurately, combining mathematical logic with a proper understanding of Sharia-based inheritance rules. In contrast, students in the low category struggle with interpreting problem contexts and executing fraction calculations correctly, which indicates gaps in both conceptual understanding and application skills. These findings underscore the importance of contextual and integrative learning, particularly the combination of mathematics with Islamic values, to enhance deeper comprehension. By embedding religious relevance into mathematical instruction—especially through real-life contexts such as inheritance laws—educators can support the development of more meaningful reasoning abilities. The study suggests that integrating mathematics and Islamic teachings can significantly benefit student learning outcomes and foster stronger conceptual foundations.

Penelitian ini bertujuan untuk mengetahui pengaruh kWh meter yang bermasalah terhadap efektivitas kWh Jual. Penggambilan data pemakaian kWh meter bermasalah pelanggan di PT. PLN (Persero) ULP Muara Enim. Metode yang digunakan ACMT (Aplikasi Catat Meter Terpusat) dan anlisa RCPS (Root Cause Problem Solving). Hasil penelitian ini Terdapat peningkatan nilai kWh setelah dilakukan penggantian pada kWh meter bermasalah, yang sebelumnya rata-rata pemakaian hanya 3.282 kWh setelah di lakukan penggantian rata-rata pemakaian meningkat menjadi 4.011 kWh   maka terdapat selisih rata-rata pemakaian sebesar 729 kWh. Penggantian kWh meter macet dan buram meningkatkan efektifitas kWh   jual sebesar 24,97 %. Terdapat selisih biaya yang merupakan kerugian yang selama ini ditanggung oleh PT. PLN sebesar Rp.824.560,-/bulan. Dengan dilakukannya penggantian kWh meter bermasalah ini diharapkan akan meminimalisir kesalahan yang dapat menimbulkan kerugian pada PT. PLN (Persero).

The rapid advancement of information technology demands higher education graduates to possess strong digital competencies, particularly algorithmic literacy. This form of literacy involves understanding data structures, programming logic, and computational thinking in problem-solving. This community service program aimed to strengthen algorithmic literacy among students as a foundational skill for building a professional career in the field of information technology. Conducted at the Information Technology Study Program of Universitas ‘Aisyiyah Yogyakarta, the program included need assessment, instructional material development, interactive training sessions, case-based group work, and evaluation through student presentations. The results showed significant improvement in students’ understanding of algorithms and their ability to design efficient and systematic solutions. By applying a problem-based and collaborative learning approach, students also developed essential 21st-century skills such as communication and teamwork. The case presentation-based evaluation provided comprehensive insights into their critical and logical thinking abilities. This program successfully contributed to preparing students not only as technology users but also as future innovators in the digital era.

Education is a conscious and planned effort to create a learning atmosphere and process to enable students to actively develop their potential to possess strength, spirituality/religion, self-control, personality, intelligence, noble character, and the skills they possess for themselves, the community, the nation, and the state. Critical thinking is a cognitive process undertaken by students to systematically and thoroughly analyze a problem, carefully distinguish the problem, and identify and evaluate information in order to formulate problem-solving strategies. This study aims to analyze students' critical thinking abilities. The subjects of the research are fifth-grade students of SDN 1 Bandung, totaling 19 students. Data collection techniques include tests, interviews, and documentation. The data is analyzed using individual qualitative descriptive methods and per indicator. The research results show that students' critical thinking abilities are categorized into high, medium, and low levels. There are 47.38% of students in the high critical thinking category, 26.31% in the medium critical thinking category, and 26.31% in the low critical thinking category.

This journal discusses guidance and counseling service models as well as BK support activities to improve the quality of education. This research aims to build an integrated Guidance and Counseling (BK) service model, which combines mediation, consultation and advocacy methods, supported by additional BK activities to improve the quality of education in schools. So far, BK services have largely focused on individual approaches without any integration of strategic functions that can strengthen the entire education ecosystem. The model created in this study is aimed at strengthening the role of guidance and counseling teachers in handling student dynamics and building collaboration with the school, parents and the community. The research methodology uses a Research and Development (R&D) approach which includes needs analysis steps, model design, validation by experts, and limited trials in a secondary school environment. Research findings show that this integrated guidance and counseling service model is feasible to implement and effective in increasing the involvement of all parties in solving student problems and creating a school atmosphere that is more supportive of improving the quality of learning. The impact of this model opens up opportunities to increase the strategic role of guidance and counseling services in the education system as a whole.

This study explores the influence of locus of control on junior high school students’ creative mathematical thinking and its implications for instructional strategies. Using a quantitative approach with a descriptive correlational method, 16 eighth-grade students from various Jakarta schools participated. The research instruments consisted of a questionnaire and a creative thinking test. The Shapiro-Wilk normality test indicated that the data were not normally distributed, prompting the use of the Wilcoxon non-parametric test. The findings revealed a significant relationship between locus of control and students’ creative thinking abilities (p = 0.013 < 0.05). These results highlight the importance of strengthening internal control beliefs to foster creativity in mathematical problem-solving.

This research investigates how habits of mind contribute to the success of students' mathematical problem-solving strategies. Using a quantitative method with a correlational survey approach, data were gathered from 76 junior high school students selected via purposive sampling. The instrument used was a questionnaire that focused on two aspects: students' habits of mind and mathematical problem-solving approaches. The analysis using simple linear regression revealed a notable correlation between habits of mind and students' problem-solving strategy effectiveness. The coefficient of determination (R²) was 0.719, indicating that 71.9% of the variation in effectiveness can be explained by habits of mind. These results emphasize the importance of integrating habits of mind into mathematics education to help students think more critically, reflectively, and systematically.

This study aims to examine the role of Project-Based Learning (PjBL) in fostering creativity among elementary school students, particularly in the respiratory system topic within Natural Science (IPA) learning. Creativity, as one of the essential 21st-century competencies, needs to be developed from an early age through learning approaches that are active, contextual, and student-centered. This research employs a qualitative method with a library research approach, utilizing various sources such as accredited scientific journal articles, relevant books, and previous research reports published between 2017 and 2025. Data were analyzed using the Miles and Huberman model, which consists of data reduction, data display, and conclusion drawing. The results show that the implementation of PjBL in the respiratory system topic effectively enhances student creativity through exploratory activities such as creating lung models, organizing clean air campaigns, and conducting simple experiments. PjBL also supports the development of collaborative skills, problem-solving abilities, and learning responsibility. In conclusion, PjBL is an effective and relevant instructional strategy to increase creativity and create meaningful learning experiences at the elementary school level, especially in science education.

In the era of globalization and the Industrial Revolution 4.0 in the 21st century, critical thinking skills become a crucial competence that students must master. However, based on preliminary observations and previous research, it was found that many high school students lacked the ability to think critically in the learning process, especially in Islamic Education subjects. This research aims to find out how the problem solving method affects the critical thinking skills of students in PAI subjects in class XI of Purwakarta State High School 3. This research uses a quantitative approach with the one group pre-test post-test pre-experimental method. The research results showed that the average pre-test and post-test scores increased by 29.4%, the wilxocon hypothesis test also showed a significant influence from the application of problem solving methods in improving students' critical thinking skills. However, the results of the N-Gain calculation show that the effectiveness of the increase is in a low category. This indicates that although the problem solving method has a significant impact, the magnitude of the impact or effectiveness is still not optimal.

This research aimed to know how does puzzle game conduct in developing children cognitive in age 5 to 6 years old at TK Negeri Pembina of Sorong Regency. The result of this research indicated that there was an influence on puzzle game toward cognitive development of before and after using puzzle game. It meant that the use puzzle game can help to stimulate the childrens’ cognitive development, especially on the ability if problem solving for students in age 5 to 6 years old. For this research had function to describe the effectiveness of puzzle game ini increasing childrens’ cognitive development in age 5 to 6 years old. To collect the data, this researcy used observation sheet, interview and documentation. The result of observation sheets and interview, the research applied puzzle game to be able improve cognitive development of students class B in age 5 to 6 years old.

The Hungarian method is a mathematical optimization algorithm used to solve assignment problems by finding the optimal allocation of resources to tasks. This research examines the application of the Hungarian method for both balanced and unbalanced maximization assignment problems. The balanced assignment problem involves an equal number of workers and jobs, while the unbalanced problem deals with unequal numbers. The study aims to analyze the effectiveness of the Hungarian method in solving maximization problems through mathematical modeling and algorithmic implementation. The research methodology includes literature review, mathematical analysis, and computational testing using various case scenarios. Results demonstrate that the Hungarian method can effectively solve both balanced and unbalanced maximization assignment problems by converting them into minimization problems through matrix transformation. The balanced cases show direct application of the classical Hungarian algorithm, while unbalanced cases require the addition of dummy variables to achieve matrix balance. The method proves to be efficient with polynomial time complexity O(n³), making it suitable for real-world applications. The research concludes that the Hungarian method provides optimal solutions for resource allocation problems in various organizational contexts, contributing to improved operational efficiency and cost-effectiveness in decision-making processes.  

The purpose of this study is to determine the construction and existence of Islamic educational management science. The research conducted is descriptive in nature where researchers collect words not in the form of a series of numbers for this study which in essence these words can provide a description or present existing problems and problem solving. The data analysis used is by analyzing the content, where the analysis emphasizes more on describing the contents of various existing propositions that are born from various theories and previous analyses conducted by other researchers. The results of the study indicate that the construction of science or the order of science is certainly related to several understandings about how someone seeks knowledge. The construction of the Islamic education system refers to the process of planning, organizing, and implementing various components and strategies of education based on the principles and values of Islamic teachings. The existence of Islamic Education Management shows that Islamic Education Management really exists and its existence is recognized in real terms by society. Existence Islamic educational management science focuses on governance actions that are considered not yet fully implemented by Islamic educational institutions, for example the concept of transparency and integrity. Theoretically, the discussion can be shifted to Islamic education science or to Islamic studies rather than directly to holy verses that can be dogmatic

Biology education requires a learning strategy that can improve conceptual understanding while developing students' critical thinking skills. This study aims to analyze the influence of the Project-Based Learning (PjBL) learning model on the learning outcomes of class X students on biodiversity materials at SMA Negeri 1 Melonguane. The research uses a quasi-experimental method with a Pretest-Posttest Control Group Design, involving two classes, namely the X-A experimental class taught using the PjBL model with a mini ecosystem project, and the X-D control class. The control class is taught conventionally. The analysis results showed a significant increase in the posttest score of the experimental class with an average of 79.33 compared to the control class with an average of 73.39. These findings indicate that applying the PjBL model effectively creates active learning, increases student engagement, and develops problem-solving skills and creativity. The lower variability of scores in the experimental class showed that PjBL could accommodate differences in students' abilities. Project-based learning also arouses students' motivation and confidence, making Biology learning more contextual and meaningful. The implications of this study show that applying the PjBL model can be an alternative to Biology learning strategies to improve learning outcomes while supporting the development of 21st century skills. This research enriches the literature on Biology learning innovations. It opens opportunities for further studies related to the application of PjBL to other materials or long-term impact analysis on students' academic achievements.

This study examines the effectiveness of the Problem-Based Learning (PBL) model in improving elementary school students’ learning outcomes by reviewing 15 national journal articles published between 2018 and 2024. The results show that PBL significantly enhances students’ abilities in cognitive, affective, and psychomotor domains, with improvements ranging from 7.1% to 83.3%. PBL encourages students to think critically, participate more actively in learning, and develop problem-solving skills through real and relevant situations. However, its implementation still faces several challenges, such as limited teacher training, inadequate facilities, and difficulties in shifting from conventional methods to this new approach. Based on the analysis, three main factors determine the success of PBL: appropriate learning design, the teacher’s ability to guide the PBL process, and the availability of supporting learning resources. The most significant positive impacts are seen among fifth-grade students and in schools located in the Java region. In conclusion, PBL is highly effective when supported by proper teacher training and adaptation to field conditions. Therefore, further teacher development programs and additional research on the long-term effects of implementing this model are strongly recommended.

ABSTRAK Tujuan penelitian ini untuk mengetahui bentuk kegiatan yang dilakukan ekstrakurikuler KIR SMK Negeri 1 Mojosongo yang dapat menguatkan kreativitas dan berpikir kritis pada anggota KIR. Penelitian ini menggunakan metode penelitian deskriptif kualitatif. Strategi penelitian ini menggunakan pendekatan studi analisis. Subjek penelitian ini adalah waka kesiswaan, pembina, dan anggota ekstrakurikuler kelompok ilmiah remaja. Teknik pengumpulan data meliputi observasi, wawancara dan dokumentasi. Uji keabsahannya menggunakan triangulasi sumber dan triangulasi metode. Data penelitian dianalisis menggunakan teknik deskriptif kualitatif dengan model analisis interaktif. Hasil penelitian ini dapat disimpulkan bahwa bentuk kegiatan yang dilakukan di ekstrakurikuler KIR meliputi kegiatan penelitian dan perlombaan. Dalam tahapan kegiatan penelitian telah memuat kelima indikator penguatan berpikir kritis yaitu ketrampilan menganalisis pada kegiatan pengujian, ketrampilan mensintesis/menggabungkan pada kegiatan perolehan informasi dari jurnal, ketrampilan memecahkan masalah, ketrampilan menyimpulkan serta ketrampilan mengevalusi pada setiap tahapan penelitian. Selain itu kreativitas para anggota selalu diasah dengan kegiatan penemuan ide/tema penelitian yang akan dilakukan. Kata Kunci : Kreativitas, Berpikir Kritis, Kelompok Ilmiah Remaja ABSTRACT The purpose of this study was to determine the form of extracurricular activities carried out by SMK N 1 Mojosongo KIR which can strengthen creativity and critical thinking in KIR members. This research method was a qualitative descriptive method. The research strategy used was an analysis study. The subjects of this study were the vice principal of student affairs, the supervisor, and members of the extracurricular youth scientific group. Data collection techniques include observation, interviews and documentation. The validity test of the data used was by using source triangulation and method triangulation. The research data was analyzed using qualitative descriptive techniques with an interactive analysis model. The results of this study could be concluded that the forms of activities carried out in the KIR extracurricular were research and competition activities. In the research activity stage, there are 5 indicators of strengthening critical thinking such as analytical skills in testing activities, synthesis skills/combining information acquisition activities from journals, problem-solving skills, conclusion skills and evaluation skills for each stage of the research. In addition, the creativity of the members is always honed through activities to find ideas/themes for research to be carried out. Keywords : Creativity, Critical Thinking, Youth Scientific Group

This study examined the effectiveness of applying the Logan Avenue Problem Solving (LAPS-Heuristic) learning model on mathematics learning outcomes among Class VII students at Wusto Imam An-Nasai Gowa using a one-group pretest–posttest design. The population consisted of all seventh-grade students enrolled in the even semester of the 2024/2025 academic year. A learning outcome test was employed as the primary research instrument to measure students’ performance before and after the implementation of the learning model. The data analysis involved descriptive statistical methods combined with gain tests to assess the extent of improvement. The findings revealed that students’ mathematics achievement fell predominantly within the very high category, with 53.85% of learners classified in this range, indicating a notable increase in category levels compared to their pretest performance. Furthermore, the percentage of students who successfully met the required minimum competency standards after the application of the LAPS-Heuristic model reached 96.15%. This outcome clearly illustrates that the vast majority of students—over 85%—achieved or exceeded the established passing threshold, suggesting that the integration of the LAPS-Heuristic approach was highly effective in enhancing mathematics learning outcomes. Overall, the results underscore that the LAPS-Heuristic learning model can serve as a practical and impactful strategy to improve student engagement, comprehension, and mastery of mathematical concepts in junior high school settings.