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Gluten-free flour-based cookie products face a major challenge in producing physicochemical and sensory characteristics equivalent to wheat-based products due to the absence of gluten as a structural component. One common approach to address this issue is the addition of hydrocolloids, such as glucomannan and xanthan gum. This study aims to systematically examine the effect of the ratio of glucomannan and xanthan gum on the texture characteristics, spreadability, and sensory properties of gluten-free flour-based chocolate cookies using the Systematic Literature Review (SLR) method. The literature search process was carried out on several scientific databases using keywords related to gluten-free cookies, glucomannan, xanthan gum, texture, spreadability, and sensory properties. Selected articles were selected based on inclusion and exclusion criteria, then analyzed and synthesized narratively with reference to the PRISMA guidelines. The results of the study indicate that xanthan gum tends to increase the hardness and structural stability of cookies, but can decrease spreadability and crispiness at high concentrations. Conversely, glucomannan plays a role in enhancing softness and mouthfeel through its high water-binding capacity, although it can potentially limit spreadability if used excessively. The combination of glucomannan and xanthan gum exhibits a synergistic effect in balancing textural characteristics and enhancing sensory acceptability. In conclusion, optimizing the ratio of glucomannan to xanthan gum is a key factor in developing gluten-free chocolate cookies with optimal physicochemical and sensory characteristics.

Child grooming is a form of non-physical sexual abuse that involves gradual emotional manipulation, often making it difficult to detect. It typically begins with the abuser gaining the child’s trust and gradually introducing inappropriate behavior, with the goal of sexual exploitation. This study aims to explore the phenomenon of child grooming and the crucial role of guidance and counseling in preventing and managing such cases. The method employed is a literature review, analyzing various relevant scientific articles and research studies. The findings indicate that child grooming is influenced by several factors, including individual traits, family dynamics, and the use of digital media, which has become an increasingly prevalent platform for such abuse. Victims of grooming often experience significant psychological and social consequences, including trauma, emotional distress, and difficulty in forming healthy relationships. Guidance and counseling services are essential in the prevention, early detection, and intervention in grooming cases. These services provide support for both potential victims and their families, helping them understand and recognize the signs of grooming. Additionally, counseling plays a key role in victim recovery, offering psychological support to overcome the lasting impacts of abuse. This research underscores the need for proactive measures and comprehensive guidance and counseling strategies to address child grooming effectively.

This study aims to investigate curriculum development strategies in five countries—Finland, Indonesia, the United States, Japan, and Singapore—through a qualitative library research approach. Curriculum reform has become a global priority in response to rapid technological advancement, globalization, and changing educational demands. This study reviews 50 scholarly sources, consisting of 10 references for each country, including journal articles, policy documents, and official government reports. The analysis focuses on key aspects of curriculum development, namely governance structure, curriculum orientation, teacher autonomy, assessment practices, and technology integration. The findings indicate that while all five countries emphasize competency-based learning and the integration of technology to improve learning quality, they differ significantly in curriculum governance, flexibility, and implementation strategies. Finland and the United States demonstrate higher levels of decentralization and teacher autonomy, whereas Indonesia, Japan, and Singapore apply more centralized curriculum systems. Common challenges identified include ensuring educational equity, enhancing teacher readiness, and adapting curricula to rapid societal and technological changes. This study contributes to a comparative understanding of international curriculum strategies and provides insights for improving curriculum design through evidence-based and technology-supported approaches.

Bullying is a form of aggressive behavior that is intentionally and repeatedly carried out, characterized by an imbalance of power between the perpetrator and the victim. This phenomenon is not limited to childhood and adolescence but may also produce long term effects that extend into adulthood, including among university students. This study aims to explore the long term impact of bullying on victims’ mental health, with a particular focus on students who have experienced bullying in the past. The study employed a descriptive qualitative method using a literature review approach. Data were obtained through a comprehensive analysis of scientific articles, national and international journals, and previous studies related to bullying and mental health. The findings show that victims of bullying face a higher risk of psychological problems, such as depression, anxiety, post traumatic stress disorder or PTSD, low self esteem, and difficulties in social interactions. These effects influence not only emotional well-being but also academic functioning, including reduced concentration, decreased learning motivation, and lower academic performance. In addition, prolonged psychological stress resulting from bullying may lead to physical problems, such as sleep disturbances and somatic complaints. Factors including limited social support, maladaptive coping strategies, and high intensity or prolonged exposure to bullying were found to intensify the negative impacts experienced by victims. Therefore, this study emphasizes the importance of comprehensive prevention and intervention efforts in higher education settings, such as the provision of accessible counseling services, the implementation of strict anti bullying policies, and the strengthening of social support systems to minimize the long-term mental health effects of bullying among university students.  

The phenomenon of adolescent suicide is a significant and increasing mental health problem in various countries, including Indonesia, influenced by complex social, psychological, and economic pressures. This study aims to analyze the relevance of Pancasila Education in efforts to prevent adolescent suicide cases. The method used is a literature review by analyzing and synthesizing national and international scientific articles published from 2021 to 2025. This study is not yet applied; it only aims to build a theoretical construct regarding the contribution of Pancasila values ​​to adolescent mental health. The results of the study indicate that Pancasila values, namely the values ​​of divinity, humanity, unity, deliberation, and social justice, can build spirituality, empathy, social bonds, communication skills, and a sense of justice in adolescents. The implementation of these values ​​in the character learning process can foster mental resilience, social awareness, and life expectancy, thus Pancasila Education has relevance as a preventive strategy in supporting the prevention of suicide cases in adolescents.

The increasing use of facial cosmetics among adolescents and young adults is not always accompanied by adequate cosmetic literacy, potentially leading to skin health problems. Many consumers choose products based on trends without understanding their skin type, ingredients, and safety aspects, which can lead to skin barrier damage, irritation, and long-term dermatological disorders. This study aims to analyze the influence of cosmetic choices on facial skin health through a literature review. The method used was a qualitative literature study with a purposive sampling technique of scientific articles published between 2015 and 2025 that were relevant to the behavior of adolescents and young adults and the impact of cosmetic ingredients on the skin. Data were analyzed using content analysis to identify the relationship between knowledge, attitudes, and cosmetic choices. The results show that cosmetic knowledge tends to be high, but is not always followed by appropriate selection behavior, with varying correlation strengths. These findings confirm that cosmetic literacy contributes to the tendency to choose more appropriate products, but is not the sole determining factor. Therefore, education is needed that emphasizes cognitive aspects while fostering critical attitudes in choosing cosmetics safely and responsibly.

Pedagogical challenges faced by elementary school teachers remain a critical issue in classroom instruction. Teachers are expected to implement student-centered learning while addressing diverse student characteristics, increasing curriculum demands, limited instructional resources, and various classroom constraints. This study aims to understand and describe the pedagogical challenges experienced by elementary school teachers in classroom instruction through a qualitative library research approach. Data were collected from peer-reviewed journal articles published within the last five years and relevant academic books published within the last ten years. The selected literature was analyzed thematically to identify recurring patterns and key issues related to pedagogical practices. The findings indicate that major challenges include classroom management difficulties, the implementation of differentiated instruction, curriculum adaptation, technology integration, and limited opportunities for professional development. These challenges reveal a persistent gap between pedagogical theories and classroom realities. The study concludes that addressing pedagogical challenges requires not only teacher competence but also strong institutional support, flexible curriculum implementation, and continuous professional development.

Bullying in school environments is a crucial issue that causes physical and emotional harm to victims and perpetuates cycles of aggression, with peer pressure identified as one of the main predictors. This study aims to address gaps in the literature regarding the specific role of peer pressure in shaping bullying behavior in Indonesian schools through a Systematic Literature Review (SLR) approach, analyzing 21 research articles published between 2021 and 2026 from Google Scholar. The findings indicate that adolescents with high peer pressure are 3.48 times more likely to engage in bullying, and high peer conformity contributes to 44.4% of bullying cases. However, peer influence is dual-sided—positive interactions based on empathy and mutual respect can reduce bullying behavior. The impacts of bullying include depression, anxiety, and declining academic performance in victims, as well as legal issues and difficulties in interpersonal relationships in perpetrators. The study concludes that collaboration among various stakeholders is essential to manage peer group norms and dynamics as part of culturally contextual bullying prevention efforts in Indonesia.

This study aims to investigate the skill gaps experienced by bachelor’s degree graduates in Indonesia when facing the dual demands of Industry 4.0 and Society 5.0. The method applied in this research is a systematic literature review, synthesizing findings from 21 scientific articles focusing on the dynamics of skill gaps and the effectiveness of higher education interventions in Indonesia. The study findings reveal two main categories of competency gaps. In the context of Industry 4.0, the most significant deficiencies are observed in specific hard skills, particularly data literacy, artificial intelligence proficiency, and automation across various sectors. Meanwhile, within the Society 5.0 dimension, deeper gaps emerge in soft skills and human-centered competencies, including complex problem-solving, emotional intelligence, creativity, and environmentally sustainable skills. These human-centered skill gaps play a critical role in enhancing graduate value as AI technologies increasingly replace routine tasks. Although the Merdeka Belajar Kampus Merdeka program shows positive outcomes in improving sustainability skills and digital certification, it has not fully succeeded in driving fundamental transformation of higher education learning outcomes, limiting alignment with sustainability principles and the Society 5.0 approach. It can be concluded that Indonesian higher education faces the challenge of undertaking fundamental curriculum reform to integrate human-centered competencies as a foundation for preparing future human resources.

The Myers-Briggs Type Indicator (MBTI) is one of the personality assessment tools that is often used to identify individual psychological tendencies, including in the context of higher education. In the student environment, MBTI is widely used as a means of self-introduction, adjustment of learning styles, increasing the effectiveness of group work, and career planning. This article aims to examine the relevance of the application of MBTI among students using a literature study approach. The research method used is in the form of a review of various literature sources, such as scientific journals, books, and academic articles that discuss the basic concept of MBTI, its implementation in the field of education, and critical views regarding its limitations. The results of the study show that MBTI has a fairly relevant role as a non-diagnostic instrument in helping students understand their potential, learning preferences, and social and academic interaction patterns. In addition, the appropriate use of MBTI can support improved learning quality, teamwork effectiveness, and academic counseling services. However, a number of literature highlights the limitations of MBTI, especially regarding aspects of validity and reliability, so it is not recommended to be used as the sole basis for academic or psychological decision-making. Thus, MBTI remains relevant for students if used wisely, contextually, and based on a strong scientific foundation to support students' academic and personality development.

The campus atmosphere significantly affects students' motivation for learning, influencing their academic experiences, mental health, and social relationships. This study explores how the campus environment impacts students' learning motivation through a literature review approach. The campus atmosphere is a multifaceted concept that includes physical, educational, and social aspects. A conducive physical environment, with well-maintained facilities and adequate learning spaces, enhances students' comfort and focus. The educational environment, particularly the interaction between lecturers and students, teaching methods, and institutional support, plays a key role in students' motivation and involvement. Additionally, the social environment, which includes friendships and a sense of belonging to the campus community, fosters intrinsic motivation and positive learning attitudes. Using a literature review approach, this study analyzes academic sources such as peer-reviewed journals, theses, and scholarly articles on the campus environment and student motivation. The findings indicate that a supportive campus atmosphere enhances students' motivation to learn, while a negative atmosphere can lead to decreased motivation and poor academic involvement. Universities should focus on creating and maintaining a supportive campus atmosphere to improve students' learning motivation and academic success.

Social media is one form of technological advancement that has become an integral part of students’ lives, including university students. Its use is not limited to communication and information sharing, but it may also generate psychological effects that influence both physical and mental health. The purpose of this review is to identify and explain the psychological impacts of social media use through appropriate theoretical approaches, which serve as a foundation for discussing the research findings. This study employs a literature review method by examining various academic books and relevant scientific articles. The findings indicate that excessive use of social media has the potential to cause psychological problems among university students, such as social comparison behavior, cyberbullying, decreased sleep quality, and reduced learning productivity. These issues are influenced by several factors, including the intensity of social media use, the type of content accessed, and individuals’ ability to manage emotions and time. Furthermore, uncontrolled social media use may lead to difficulties in social relationships, increased procrastination, poor time management, and reduced self-control in using social networking platforms. Therefore, students are encouraged to develop healthier patterns of social media use to reduce the risk of psychological disturbances. This review is also expected to assist healthcare professionals in understanding the relationship between the intensity of social media use and the occurrence of depressive symptoms among university students.

21st-century skills are a crucial aspect that students must master, equipping them to face the challenges of modern development. In history learning, the use of Problem-Based Learning (PBL) is considered a powerful tool for transforming learning from rote memorization to active, problem-solving-based learning. This study aims to analyze the role of PBL in enhancing 21st-century skills in history learning through the Problem-Based Learning (SLR) approach. The research method used in this study is the SLR with a prism procedure. The data were obtained from a search of scientific articles through Google Scholar using the keywords Problem-Based Learning, 21st-Century Skills, and history learning. From the initial 2,540 articles obtained, after screening based on relevance, quality, and year range, six key articles were obtained. The study results indicate that PBL is effective in enhancing 21st-century skills through discussions, historical source analysis, and contextual problem-solving. This approach is considered appropriate for the curriculum because it encourages student-centered learning, rather than teacher-centered learning. Although PBL still faces several challenges in its implementation, it remains a relevant and effective learning strategy for developing 21st-century skills.

The rapid development of digital technology and its increasing number of users have led to increased use of online games among adolescents. A frequently encountered behavioral problem is aggressive behavior resulting from online gaming. The research method used was a literature review by examining various previous research articles relevant to the research topic. The sources used were scientific journals discussing aggressive behavior due to online gaming in adolescents. The collected data were then analyzed descriptively to obtain an overview of the level of tendency for aggressive behavior to emerge, which is influenced by the intensity of online gaming. The results of the study showed a significant relationship between aggressive behavior and the intensity of online gaming. Therefore, the implication is that guidance and counseling should not only focus on behavioral management but also efforts to detect early and prevent it through assessment, early screening of risky behavior, information services, psychoeducation on digital literacy, play time management, and emotional management. Collaboration between guidance counselors, teachers, and parents is crucial in integrating students' behavioral development sustainably, so that guidance and counseling services become a system that plays a role in reducing the risk of aggressive behavior due to online gaming in adolescents.

The healthcare sector is increasingly confronted with a VUCA environment (Volatility, Uncertainty, Complexity, and Ambiguity), requiring hospitals to adopt adaptive, resilient, and innovative strategies. This study aims to systematically review the evidence on smart hospital strategies in responding to uncertainty, particularly in improving service quality, operational efficiency, and patient satisfaction. A systematic literature review was conducted using major academic databases, including Scopus-indexed sources, Google Scholar, and Semantic Scholar, covering publications from 2020 to 2026. Articles were selected based on predefined inclusion criteria focusing on hospital management strategies in dynamic and uncertain environments. A total of 10–15 relevant studies were included and analyzed using thematic synthesis. The findings indicate that key strategies in addressing VUCA challenges include digital transformation (e.g., electronic medical records and telemedicine), adaptive and transformational leadership, agile management approaches, and patient-centered care. Digital technologies significantly improve efficiency and decision-making processes, while agile and adaptive leadership enhances organizational responsiveness and resilience. However, several studies highlight that technological advancement alone is insufficient without integrating humanistic values such as empathy, communication, and trust. In conclusion, the most effective hospital strategies in a VUCA world are those that integrate technological innovation with human-centered care. Hospitals must develop flexible, data-driven, and patient-oriented systems to ensure sustainability and competitiveness in uncertain environments. Future research should focus on longitudinal and experimental designs to strengthen causal evidence and explore the integration of digital systems with humanistic healthcare values.

The quality of educational research is strongly influenced by the accuracy in defining the research population and selecting appropriate sampling procedures. Proper determination of population and sample is essential to ensure that research findings are valid and can be generalized to a broader context. However, many educational studies still provide limited and unsystematic explanations regarding how populations are defined, how samples are selected, and how sample sizes are determined in the research design. This lack of methodological clarity may reduce the credibility and reliability of research results. This study aims to examine the concepts of population and sample, various sampling techniques, and their implications for improving the quality of educational research. The study employed a literature review approach by synthesizing scientific articles and methodological references published within the last ten years that discuss population and sampling in educational research. The results of the review indicate that clearly defining the research population, including both target and accessible populations, is a fundamental step in designing a study. Furthermore, the use of appropriate sampling techniques, such as simple random sampling, stratified sampling, and cluster sampling, plays an important role in obtaining representative samples. Determining an adequate sample size and implementing systematic sampling procedures can also reduce potential research bias and enhance data validity. Therefore, accurate population identification and appropriate sampling design are essential factors in strengthening the reliability and generalizability of educational research findings.

This study examines inclusive education for children with emotional and behavioral disorders (EBD), who often experience significant challenges in social interaction and academic adaptation. The primary objective is to evaluate existing educational approaches and strategies implemented in Indonesia, while also identifying gaps in current research and practice. This study employs a literature review method, analyzing 20 relevant scientific articles to synthesize key findings and trends. The results indicate that structured approaches such as Positive Behavioral Interventions and Supports (PBIS) and Social-Emotional Learning (SEL) have proven effective in improving students’ behavioral outcomes, emotional regulation, and academic performance. These approaches emphasize proactive strategies, skill development, and supportive learning environments. However, several persistent challenges hinder optimal implementation, including limited teacher knowledge and training in inclusive practices, insufficient institutional support, and a lack of access to professional psychological services. Additionally, inconsistencies in policy implementation across regions contribute to unequal educational experiences for children with EBD. Based on these findings, the study highlights the importance of strengthening teacher capacity through continuous professional development and increasing access to multidisciplinary support systems. Furthermore, effective collaboration among teachers, parents, schools, and the wider community is essential to foster inclusive, adaptive, and responsive educational environments that can meet the diverse needs of all learners.

Academic procrastination is the behavior of deliberately delaying the completion of tasks even though individuals are aware of the negative consequences for their learning outcomes. This phenomenon is commonly found among students at various educational levels, ranging from secondary school to higher education, and often results in decreased academic achievement, lower quality of completed assignments, and increased levels of academic stress among students. This condition indicates that academic procrastination has become an important issue that requires attention within the educational process. This study aims to examine self-regulation as an indicator for the early detection of academic procrastination in the context of guidance and counseling services in educational settings. The method used in this study is a literature review by analyzing various scientific journal articles relevant to the research topic. The results of the review show a consistent negative relationship between self-regulation and academic procrastination. Students who possess a high level of self-regulation tend to be more capable of managing their time, emotions, and learning motivation effectively, enabling them to be more disciplined in completing academic tasks. Conversely, low levels of self-regulation contribute to an increased tendency to delay academic tasks. These findings confirm that self-regulation can serve as a strategic indicator for early detection as well as a target for preventive interventions through guidance and counseling services in schools.

Thei swifti advancementi ofi technologyi hasi madei iti simpleri fori individualsi toi accessi informationi viai sociali mediai platforms.i Nonetheless,i thisi cani alsoi leadi toi offenses,i includingi abusivei languagei ori expressionsi ofi animosityi towardsi othersi online.i Suchi actionsi falli underi Articlesi 310i andi 311i ofi thei Criminali Code,i whichi governi insultsi andi defamation,i alongi withi thei Informationi andi Electronici Transactionsi Lawi Numberi 11i Oct 2008.i Thisi lawi wasi revisedi toi includei Articlei 27i Paragraphi (3)i ini thei thei 2024i Informationi andi Electronici Transactionsi Law,i whichi tacklesi thei issuei ofi defamation.i Thei methodologyi appliedi ini thisi studyi isi normativei juridicali research,i emphasizingi ai legali approachi thati incorporatesi libraryi sources,i statutes,i regulations,i andi relevanti legali theoriesi andi concepts.i Thei obstaclesi ini applyingi thei lawi againsti defamationi crimesi oni sociali mediai encompassi legali issues,i technicali barriers,i andi culturali asi welli asi sociali factors.i Toi tacklei thesei obstacles,i i iti other essentiali toi enhancei thei skillsi ofi lawi enforcementi personneli andi boosti publici awarenessi abouti digitali literacy.i Thei processi ofi lawi enforcementi concerningi defamationi crimesi oni sociali mediai adheresi toi thei proceduresi outlinedi ini thei Criminali Procedurei Code,i focusingi oni electronici evidence.i Articlesi 310i andi 311i ofi thei Criminali Code,i togetheri withi Articlei 27i Paragraphi (3)i ofi thei Informationi andi Electronici Transactionsi Lawi asi amendedi ini Lawi Numberi 1i ofi 2024,i providei thei legali foundationi fori addressingi crimesi oni sociali media,i ini linei withi thei proceduresi seti forthi ini thei Criminali Procedurei Code.  

Background: Suboptimal breast milk production during the postpartum period remains a major barrier to successful exclusive breastfeeding. Various non-pharmacological interventions have been developed to address this issue, including oxytocin massage, which is believed to stimulate the release of the oxytocin hormone and facilitate milk ejection. However, findings regarding its effectiveness remain varied, highlighting the need for a comprehensive synthesis of scientific evidence. Objective: This study aims to review and synthesize evidence on the effectiveness of oxytocin massage in increasing breast milk production among postpartum mothers. Methods: A literature review with a narrative review approach was conducted using articles from Google Scholar, PubMed, and Garuda databases published between 2021 and 2025. Keywords included oxytocin massage, breast milk production, and postpartum mothers. Inclusion criteria were original research articles involving postpartum mothers receiving oxytocin massage interventions with full-text access. Article selection followed the PRISMA flow, resulting in 12 eligible studies analyzed narratively. Results: Most studies reported that oxytocin massage improves breast milk production and milk flow, indicated by increased milk volume, improved let-down reflex, higher breastfeeding frequency, and adequate infant intake. The effect is associated with parasympathetic stimulation that promotes oxytocin release and maternal relaxation. Conclusion: Oxytocin massage is a safe and practical complementary intervention to support breast milk production, although further studies with stronger experimental designs are needed.