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The rapid development of artificial intelligence (AI) in the medical field has become an important part of the learning process and health services. Preparing medical students as future healthcare professionals to understand, use, and implement AI responsibly is a crucial aspect. This level of readiness can vary depending on their knowledge, abilities, perceptions, and ethics in using AI. This study aims to determine the readiness of young medical students in the Surabaya area in using artificial intelligence based on these four domains, and to compare scores between first-year professional students and undergraduate students. This study used a quantitative descriptive design with a cross-sectional approach. The instrument used was the Medical Artificial Intelligence Scale for Medical Students questionnaire, which consists of four domains: knowledge, abilities, perceptions, and ethics. The study sample was first-year and second-year professional students of the Faculty of Medicine, Ciputra University. Data analysis was performed using descriptive statistics including mean values, standard deviations, and frequency distributions for each domain. The results showed that the total readiness scores for DM1 (89.95 ± 11.84) and DM2 (88.38 ± 8.85) showed a positive picture, with minimal mean differences. The knowledge and skills domain showed almost uniform values ​​between the two groups, while the ethics domain had the highest stability with a very small mean difference. These findings indicate that the readiness of professional students at the Faculty of Medicine, Ciputra University, towards the use of AI shows a positive and relatively even picture at all levels.  

The high unemployment rate in Indonesia highlights the importance of enhancing work readiness among young people from an early educational stage. Work readiness is influenced by several factors, including learning motivation, communication skills, and parental support. This study aims to examine the relationship between learning motivation, communication skills, and parental support with work readiness among twelfth-grade students at SMAK Kasih Anugrah. This research employed a quantitative approach with a cross-sectional design. The population consisted of all 30 twelfth-grade students, and a saturated sampling technique was applied. Data were collected using structured questionnaires and analyzed through univariate and bivariate analysis using the Chi-Square test. The results indicate a significant relationship between learning motivation and work readiness (p-value = 0.021), communication skills and work readiness (p-value = 0.014), and parental support and work readiness (p-value = 0.005). These findings suggest that learning motivation, communication skills, and parental support play a crucial role in improving students’ readiness to enter the workforce. The results of this study are expected to provide practical implications for schools and parents in strengthening students’ preparation for the world of work

The Indonesia–European Union Comprehensive Economic Partnership Agreement (IEU-CEPA) signed in September 2025 opens significant economic opportunities through the elimination of 98% of tariffs and broader access to the European Union market. However, the implementation of this agreement poses serious challenges for Micro, Small, and Medium Enterprises (MSMEs), which contribute 60% of GDP and absorb 97% of the national workforce. This research analyzes the readiness of Indonesian national law in supporting MSME participation in facing IEU-CEPA implementation using normative juridical methods with statutory and conceptual approaches. The research findings show that although IEU-CEPA offers 0% tariffs for 95% of Indonesian products, MSMEs face barriers in meeting European Union technical standards such as Technical Barriers to Trade (TBT), Sanitary and Phytosanitary Measures (SPS), and European Union Deforestation Regulation (EUDR). National regulations such as Law Number 20 of 2008 and Government Regulation Number 7 of 2021 have not yet regulated mechanisms for assisting MSMEs in meeting international standards, traceability systems, and special legal protection. The research recommends comprehensive legal harmonization and reform strategies including regulatory revision, establishment of an IEU-CEPA Task Force for MSMEs, adequate budget allocation, capacity building programs, and strengthening legal protection mechanisms to ensure MSMEs optimally utilize IEU-CEPA opportunities.

Perkembangan teknologi digital yang semakin pesat mendorong perubahan besar dalam dunia pendidikan, sehingga pembelajaran abad ke-21 tidak hanya menekankan pemahaman materi, tetapi juga menuntut penguatan empat kompetensi inti atau 4C, yaitu berpikir kritis, kreativitas, komunikasi, dan kolaborasi. Integrasi teknologi menjadi kebutuhan penting untuk menciptakan pengalaman belajar yang lebih interaktif, adaptif, dan berpusat pada peserta didik. Penelitian ini bertujuan mensintesis temuan dari sebelas artikel ilmiah yang membahas implementasi teknologi dalam mengembangkan keterampilan 4C pada pembelajaran modern. Metode yang digunakan adalah studi literatur dengan menelaah fokus, desain, serta hasil penelitian dari setiap artikel, kemudian mengintegrasikannya melalui analisis tematik untuk memperoleh gambaran yang lebih menyeluruh. Hasil kajian menunjukkan bahwa berbagai bentuk teknologi seperti platform pembelajaran digital, aplikasi mobile, media interaktif, kecerdasan buatan, serta perangkat kolaboratif mampu memberikan dampak signifikan terhadap peningkatan kemampuan peserta didik. Teknologi terbukti memperkuat kemampuan berpikir kritis melalui kegiatan analisis informasi dan pemecahan masalah berbasis digital; meningkatkan kreativitas melalui pembuatan konten multimedia dan eksplorasi ide; memperluas kemampuan komunikasi melalui diskusi virtual, presentasi digital, dan interaksi sinkron maupun asinkron; serta mendorong kolaborasi melalui proyek kelompok berbasis platform daring yang memudahkan koordinasi dan pembagian tugas. Secara keseluruhan, integrasi teknologi memberikan kontribusi besar terhadap pengembangan 4C, meskipun keberhasilannya tetap sangat dipengaruhi oleh kesiapan guru, dukungan sarana, serta desain pembelajaran yang tepat. Temuan ini menegaskan pentingnya peningkatan kompetensi digital pendidik dan penguatan lingkungan belajar berbasis teknologi agar keterampilan 4C dapat dioptimalkan dalam pembelajaran abad 21. Kata kunci: Pembelajaran Abad 21; Keterampilan 4C; Integrasi Teknologi; Pembelajaran Modern; Literasi Digital

This study aims to analyze the level of digital readiness and the development of digital promotion strategies at Florina Bouquet MSME as an effort to enhance competitiveness in the digital era. The research background arises from the limited optimi\zation of Instagram features and digital marketing strategies, resulting in low product visibility in the digital market. This study employs a qualitative descriptive approach with data collected through observation, in-depth interviews, and literature review. A scoring analysis was applied to evaluate three main components: digital readiness, digital marketing strategy and implementation, and their impact on competitiveness. The findings indicate that Florina Bouquet demonstrates a relatively high level of digital readiness in terms of infrastructure and basic platform utilization; however, weaknesses remain in strategic planning, content creation, feature optimization, and consistent monitoring. Despite these limitations, the uniqueness of the product and strong market potential contribute positively to competitiveness, especially in differentiation and brand perception. The results highlight the need for more structured, consistent, and data-driven digital promotion strategies to improve marketing effectiveness and expand market reach. This study provides practical implications and strategic recommendations for MSMEs to strengthen their digital marketing performance sustainably.

Digital transformation and advances in artificial intelligence (AI) have fundamentally changed the demands of the workplace, creating a gap between graduate competencies and industry needs. This study aims to evaluate the effectiveness of AI Agent-based career adaptability psychoeducation as a community empowerment strategy to improve the work readiness of high school/vocational school and university graduates. The study design used a descriptive-interventional approach with 27 participants who participated in a four-week online training. Data were collected through a pre-post survey using the Career Adapt-Abilities Scale (CAAS) and qualitative observations during the training. The results of the Wilcoxon Signed-Rank test showed a significant increase in career adaptability scores (Z = –4.543, p < .001), with all participants experiencing increased career adaptability. Observations showed that participants became more confident, reflective, and proactive in designing their career directions after interacting with the AI ​​Agent. These findings indicate that psychoeducational interventions integrated with intelligent technology can strengthen the adaptive capacity and work readiness of the younger generation. Theoretically, this study expands the application of the career adaptability concept in the context of AI-based learning; In practice, the results provide a relevant community empowerment model for educational and employment institutions in the era of digital disruption.

Digital transformation and advances in artificial intelligence (AI) have fundamentally changed the demands of the workplace, creating a gap between graduate competencies and industry needs. This study aims to evaluate the effectiveness of AI Agent-based career adaptability psychoeducation as a community empowerment strategy to improve the work readiness of high school/vocational school and university graduates. The study design used a descriptive-interventional approach with 27 participants who participated in a four-week online training. Data were collected through a pre-post survey using the Career Adapt-Abilities Scale (CAAS) and qualitative observations during the training. The results of the Wilcoxon Signed-Rank test showed a significant increase in career adaptability scores (Z = –4.543, p < .001), with all participants experiencing increased career adaptability. Observations showed that participants became more confident, reflective, and proactive in designing their career directions after interacting with the AI ​​Agent. These findings indicate that psychoeducational interventions integrated with intelligent technology can strengthen the adaptive capacity and work readiness of the younger generation. Theoretically, this study expands the application of the career adaptability concept in the context of AI-based learning; In practice, the results provide a relevant community empowerment model for educational and employment institutions in the era of digital disruption.

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Program pengabdian ini menjawab kesenjangan kapasitas UMKM di Desa Plelen sebagai desa penyangga Kawasan Industri Terpadu Batang (KITB), khususnya pada aspek kualitas produk, keterampilan manajerial, dan kelembagaan ekonomi masyarakat. Tujuan utama kegiatan adalah meningkatkan kesiapan UMKM dalam memanfaatkan peluang ekonomi industri melalui: (1) peningkatan kualitas produk dan kemasan; (2) pelatihan manajemen usaha dan penyusunan business plan; serta (3) fasilitasi pembentukan Koperasi Merah Putih sebagai wadah ekonomi kolektif. Pendekatan Pembelajaran Berbasis Partisipatif diterapkan untuk memastikan keterlibatan masyarakat dalam seluruh tahapan program. Hasil pendampingan menunjukkan peningkatan signifikan pada diversifikasi produk, standar higienitas produksi, literasi bisnis, serta terbentuknya koperasi yang berfungsi mendukung pemasaran dan keberlanjutan usaha. Dengan demikian, model pemberdayaan terintegrasi yang menguatkan aspek teknis, manajerial, dan kelembagaan terbukti efektif dalam mempersiapkan desa penyangga menuju transformasi sosial-ekonomi yang inklusif dan adaptif terhadap industrialisasi.

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.  

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.  

With the advancement of technology and globalization, technical skills alone are no longer sufficient to face the increasingly complex challenges of the workplace. Students are expected to possess soft skills such as communication, leadership, teamwork, and critical thinking and problem-solving skills frequently encountered in the professional world. This study aims to analyze the level of achievement, experience, work motivation, and competency on work readiness among students at Gunadarma University, Karawaci Region. The analysis method used quantitative primary data, with the following testing stages: convergent validity, discriminant validity, reliability, r-square, q-square, f-square, and path coefficients. The instrument used was a questionnaire, and valid data was collected from 250 respondents. The sampling method in this study was non-probability sampling with a purposive sampling technique. The testing tool used was SmartPLS. The results of this study indicate that the variables of achievement level, experience, work motivation, and competence influence work readiness among Gunadarma University students in the Karawaci region.

Perang siber adalah suatu kondisi konflik dengan menggunakan perkembangan teknologi informasi dan komunikas dimana menjadi sebuah fenomena sosial dalam relasi internasional yang menjadi masalah serius bagi bangsa-bangsa di dunia dalam membangun stabilitas internasional. Mmenghadapi variasi bentuk perang siber, dibutuhkan adanya proses pembangunan nasional berbasis keamanan siber/cyber security sebagaimana telah dilakukan oleh beberapa bangsa-bangsa di dunia. Perang siber sesungguhnya merupakan bentuk dari perang dunia ketiga yang sudah terjadi. Kekosongan dalam literatur hukum internasional membuat model serangan siber semakin menunjukkan kesiapannya untuk terlibat dalam konflik bersenjata. Konflik siber, yang melibatkan serangan terhadap sistem komputer dan jaringan digital, menimbulkan pertanyaan kompleks mengenai bagaimana prinsip-prinsip hukum humaniter yang ada dapat diterapkan dalam konteks konflik ini. Menggunakan metode penelitian yuridis normatif (legal  study  research) yang bersifat kualitatif dengan pendekatan perundang-undangan, konseptual dan kasus dari bahan primer dan sekunder. Tantangan HHi dalam mengatur konflik siber mulai dari definisi, pelacakan pelaku, perlindungan masyarakat, sampai penyesuaian hukum dengan teknologi baru. Diperlukan pembaruan hukum, peningkatan kerja sama antar negara, dan penguatan cara penegakan hukum agar perlindungan kemanusiaan tetap terjaga di zaman digital. HHI dapat diterapkan pada konflik siber tetapi perlu adaptasi melalui instrumen baru atau interpretasi progresif sebagaimana Kasus Rusia-Ukraina yang menjadi bukti urgensi penyesuaian hukum.

The rapid growth of online transportation services has significantly transformed urban mobility patterns, including in Abepura District, Jayapura City. This study is grounded in the concept of smart mobility, which emphasizes technological integration, efficiency, and accessibility within the smart city framework. The theoretical foundation draws on consumer preference theory and the Customer Satisfaction Index (CSI) model. A quantitative approach was applied through questionnaires distributed to 100 respondents, supported by secondary data on digital infrastructure and local transport regulations. The analytical methods included conjoint analysis to identify user preferences, CSI analysis to assess smart mobility readiness, and spatial analysis to map infrastructure support. The findings indicate that fare and safety are the most influential attributes shaping user preferences, followed by application usability, transport mode, and travel time. Maxim emerged as the most widely used application, followed by Grab and Gojek. The CSI score reached 77.60%, categorized as “highly ready,” though gaps remain in intermodal integration and waiting time efficiency. Spatial analysis confirmed that the coverage of 16 BTS towers in Abepura adequately supports online transportation operations. In conclusion, online transportation services in Abepura District demonstrate strong readiness to support the implementation of smart mobility, yet further improvements are needed in modal integration and operational efficiency to ensure sustainable and inclusive urban mobility.

This study aims to analyze the influence of academic achievement, internship experience, competence, and work motivation on the work readiness of Gunadarma University Management students in the Depok region. The research employed a quantitative method using primary data collected through questionnaires. A total of 250 valid responses were obtained using a non-probability sampling technique with purposive sampling. Data analysis was conducted using Smart PLS 4 software with several testing stages, including convergent validity, Average Variance Extracted (AVE), composite reliability, Cronbach’s alpha, discriminant validity, R-square test, predictive relevance (Q²), and hypothesis testing. The results indicate that academic achievement, internship experience, competence, and work motivation significantly influence students’ work readiness, both directly and indirectly. These findings highlight the importance of enhancing practical experience and internal motivation among students to better prepare them for the increasingly competitive job market.

The digital transformation era requires university students to develop digital literacy competencies that not only support academic activities but also serve as essential capital for entering the workforce and pursuing entrepreneurship. One relevant professional platform to enhance career readiness is LinkedIn, which serves as a medium for both personal branding and professional networking. This community service aimed to improve students’ digital literacy and career readiness through mentoring sessions on LinkedIn account optimization. The program involved the students from the English Education (TBI) and Physics Education (TFS) study programs at the Faculty of Tarbiyah and Teacher Training, UIN Palangka Raya, comprising prospective teachers and professionals across various disciplines. The implementation was carried out through tutorials and direct mentoring in two sessions, covering account creation, developing professional headlines and summaries, adding skills and experiences, and uploading simple portfolios. The results indicated that all participants successfully created or improved their LinkedIn profiles, actively engaged in the activities, and demonstrated a greater awareness of the importance of a professional digital identity, which can be seen from the students’ participation, the quality of the profiles produced, and their commitment to continuously developing their LinkedIn accounts. The program highlights LinkedIn’s strategic role in strengthening digital literacy and career readiness among university students in the global era.

Sharia-based Micro, Small, and Medium Enterprises (MSMEs) play a strategic role in supporting national economic growth and developing a competitive halal value chain, yet they still face challenges such as limited digital literacy, restricted access to halal certification, and insufficient marketing strategies aligned with sharia principles. This study aims to analyze the readiness of Sharia MSMEs in utilizing e-commerce platforms as a medium for halal product marketing through a systematic literature review of 50 articles from accredited national journals and reputable international publications. The findings reveal that Sharia MSME readiness is influenced by internal factors, including digital literacy, halal certification, branding strategies, and sharia compliance, as well as external factors such as government policies, digital ecosystem support, and consumer trust. The study highlights the importance of accelerating halal certification, strengthening human resource capacity, and implementing value-based marketing strategies to enhance competitiveness. The implications suggest that synergy among MSMEs, government, and digital platform providers is essential to create an inclusive and sustainable halal ecosystem, enabling Sharia MSMEs to compete effectively in both local and global markets.

The purpose of the research is to analyze the influence of technology readiness and entrepreneurial motivation on the success of digital marketing through management support in MSMEs (Micro, Small, and Medium Enterprises) of footwear craftsmen in East Java. The research method uses a quantitative approach with a survey method. The population includes all MSME footwear craftsmen in East Java. A sample of 69 MSME footwear craftsmen in East Java was obtained through accidental sampling. Data were processed using SEM PLS 4. The results of the study show that Technology Readiness does not affect Management Support, Entrepreneurial Motivation affects Management Support, Management Support affects the success of Digital Marketing, Technology Readiness does not affect the success of Digital Marketing, Entrepreneurial Motivation affects the success of Digital Marketing, and Technology Readiness does not affect the success of Digital Marketing and Entrepreneurial motivation affects the success of digital marketing through management support in small and medium enterprises (SMEs) of shoe craftsmen in East Java. This finding is expected to provide strategic recommendations for shoe craftsman SMEs to enhance the effectiveness of their digital marketing.

This study is grounded in the importance of equipping prospective teachers with professional competencies required in the digital era. The Kampus Mengajar program provides students with practical teaching experiences through direct involvement in schools, while mastery of TPACK is essential for designing instruction that aligns with contemporary educational demands. The purpose of this research is to examine the influence of participation in the Kampus Mengajar program and TPACK mastery on the teaching readiness of students in the Faculty of Pedagogy and Psychology at Universitas PGRI Wiranegara. The study adopts the TPACK framework, which integrates content, pedagogy, and technology. Using a quantitative associative design, the research involved 86 respondents from cohorts 5 to 8 of Kampus Mengajar participants. Data were analyzed through multiple linear regression. The findings indicate that participation in the Kampus Mengajar program has a positive and significant effect on teaching readiness (t = 3.132 > t-table 1.989; sig. = 0.002). Likewise, TPACK mastery significantly influences teaching readiness (t = 8.520; sig. = 0.000). Simultaneously, both variables show a significant effect on teaching readiness (F = 103.752 > F-table 3.105; sig. = 0.000). The study concludes that engagement in Kampus Mengajar and TPACK competence, both individually and jointly, contribute to preparing students for the teaching profession. These results highlight the need for higher education institutions to strengthen practical programs and foster the integration of pedagogy and technology in teacher education.

Kondisi lembaga pemasyarakatan di Indonesia masih menghadapi tantangan serius, seperti overcrowding dan tingginya angka residivisme. Program pembimbingan klien pemasyarakatan menjadi salah satu upaya strategis untuk menekan residivisme dan mendukung reintegrasi sosial, namun implementasinya dinilai belum optimal. Penelitian ini bertujuan untuk menganalisis efektivitas, hambatan, dan praktik terbaik dalam pembimbingan klien pemasyarakatan melalui pendekatan Systematic Literature Review (SLR). Sebanyak 27 artikel ilmiah (2018–2023) dipilih dari 512 artikel awal melalui proses PRISMA dengan tahap penyaringan berbasis kerangka PICO(C) dan quality assessment. Hasil kajian menunjukkan bahwa pembimbingan berbasis keterampilan vokasional, kewajiban lapor, dan pendekatan restorative justice secara signifikan mendukung kesiapan sosial dan ekonomi klien pasca bebas. Selain itu, pelibatan keluarga dan masyarakat mempercepat reintegrasi dan menekan potensi pengulangan tindak pidana. Namun demikian, masih terdapat hambatan struktural (minimnya SDM dan infrastruktur), sosial (stigma dan diskriminasi), serta individual (motivasi rendah dan gangguan psikososial). Penelitian ini merekomendasikan penguatan kapasitas petugas Pembimbing Kemasyarakatan (PK), penerapan pendekatan Risk-Need-Responsivity (RNR), serta kolaborasi lintas sektor sebagai langkah strategis. Temuan ini diharapkan menjadi rujukan dalam pengembangan kebijakan pembimbingan klien pemasyarakatan yang lebih efektif dan berkelanjutan di Indonesia.