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The paradigmatic transformation of Christian Religious Education (CRE) in the digital era has become a crucial issue to be examined because the development of information technology, virtual culture, and globalization has brought significant changes to adolescents’ mindsets, behaviors, and character formation. These conditions have created various moral and spiritual challenges, such as identity crises, declining ethical sensitivity, and the increasing influence of individualistic and hedonistic values among young people. This study aims to analyze the paradigm transformation of Christian Religious Education in shaping adolescent character through a theological-pedagogical perspective that is relevant to the context of the digital era. The research employs a qualitative method using a library research approach and descriptive analysis of various scientific, theological, and pedagogical sources related to Christian education, teacher spirituality, and adolescent character development in the digital age. The findings indicate that the transformation of the CRE paradigm should be directed toward contextual, participatory, and transformative learning by positioning teachers as spiritual role models and facilitators of character formation. Furthermore, the integration of Christian values, the ethical use of technology, and collaboration among schools, families, and churches are important factors in shaping adolescents who possess strong character, integrity, and spiritual maturity amid increasingly complex digital challenges.

Package C equivalency education is a strategic non-formal education policy designed to provide senior secondary education access for citizens who are not served by the formal schooling system. This study evaluates the implementation of the Package C Equivalency Education Policy at the Non-Formal Education Unit Sanggar Kegiatan Belajar in Batudaa District, Gorontalo Regency, Indonesia. The study addresses the gap between the policy objective of expanding equitable access to secondary education and the practical constraints found in local implementation. Using a qualitative evaluative case study design, the research applies the Context, Input, Process, and Product evaluation model. Data were collected through in-depth interviews, observation, and document analysis involving program managers, tutors, learners, parents, alumni, and non-formal education supervisors. The findings show that the policy is contextually relevant to learners who face economic barriers, employment demands, age constraints, and limited access to formal schooling. However, input capacity remains insufficient due to limited tutor availability, inadequate andragogical competence, insufficient learning media, and learning modules that are not yet fully contextualized. The process dimension reveals inconsistent learning schedules, lecture-dominated instruction, weak adult-learning practices, and suboptimal monitoring. Product evaluation indicates positive outcomes in graduation, academic confidence, and access to administrative requirements for work or further study, but practical skills and socio-economic impacts remain limited. The study concludes that Package C policy implementation requires stronger socialization, tutor capacity development, contextual learning resources, flexible learning management, and local policy support to generate sustainable public value.

The keywords are required for computerization. Research and abstract title search made easy with these keywords. This study aims to determine the application of the entrepreneurship-based Project-Based Learning (PjBL) model to improve students' critical thinking and collaboration skills in Biology lessons at MAN 2 Tanjung Jabung Timur. This study used the Classroom Action Research (CAR) method, implemented in two cycles: Cycle I and Cycle II. Each cycle consisted of planning, implementation, observation, and reflection. Data collection techniques included observation, assessment, evaluation, reflection, and observation sheets for students' critical thinking and collaboration skills. The results showed that the implementation of the entrepreneurship-based PjBL model improved student learning outcomes, critical thinking skills, and collaboration. Assessment scores increased from 62 in Cycle I to 83 in Cycle II, representing a 33.87% increase. Evaluation scores increased from 73 to 93, representing a 27.40% increase, while reflection scores increased from 76 to 91, representing a 19.74% increase. Students' critical thinking skills also improved in the focus, reason, inference, situation, clarity, and overview indicators, which were dominated by categories 3 and 4 in Cycle II. Furthermore, students' collaborative skills improved across indicators of shared understanding, taking appropriate action, and team regulation. Based on the research results, it can be concluded that the implementation of the entrepreneurship-based Project-Based Learning (PjBL) model is effective in improving students' critical thinking and collaboration skills in Biology.

This community service activity aims to improve lecturers' competence in supervising master's student thesis proposals through interactive workshops and intensive mentoring at the Adias Institute of Technology and Business, Pemalang. The activity was carried out in two online sessions via Zoom Meeting on April 11 and May 21, 2026, involving 24 participants consisting of 12 active supervisors and 12 master's students. The approach used refers to Kolb's experiential learning model, including socialization of needs, workshops on academic standards and feedback techniques, mentoring simulations, and formative evaluations based on competency rubrics. The results of the activity showed a significant increase in all indicators of mentoring competence with an average increase of 51.7 percent. All 12 lecturers successfully developed structured mentoring plans, and 24 student proposals reached the seminar-ready stage. Theoretically, these findings strengthen the relevance of the experiential learning approach in developing lecturers' academic competence. Practically, this program provides a replicable intervention model for private universities in standardizing the quality of thesis supervision at the master's level.

This study aims to analyze the effect of the implementation of the Flipped Classroom model with a Deep Learning approach on the critical thinking and collaboration skills of Phase F XI students on the digestive system material. The study used a mixed methods with an embedded experimental design type. The research sample consisted of one experimental class that received Flipped Classroom learning with a Deep Learning approach and one control class that received Problem Based Learning (PBL) learning. Data on critical thinking skills were collected through essay tests, while collaboration skills were obtained through observation sheets. Quantitative data analysis used One-Way MANCOVA and qualitative analysis was carried out through data reduction, data presentation, and drawing conclusions assisted by NVivo. The results showed a simultaneous significant effect between the learning model on students' critical thinking and collaboration skills after controlling for initial abilities with a significance value of 0.002 (p<0.05). The average posttest critical thinking of the experimental group was 71.69 higher than the control group at 62.53. Meanwhile, the collaboration skills of both groups showed a relatively balanced increase. The ANCOVA results showed that the Flipped Classroom model with a Deep Learning approach significantly impacted critical thinking skills, but did not show a significant difference in collaboration skills. The research findings indicate that the integration of Flipped Classroom and Deep Learning is effective in improving students' critical thinking skills and supporting 21st-century learning.

Misconceptions on the topic of waves are a systemic problem in high school physics learning that requires a comprehensive diagnostic instrument. Conventional diagnostic instruments up to the four-tier generation have limitations in revealing the conceptual structure behind students' thinking errors. This study aims to develop a five-tier multi-representation diagnostic instrument on the topic of waves using the 4D model (Define, Design, Develop, Disseminate). The main innovation of this instrument lies in the integration of multi-representations (verbal, pictures, graphics, mathematical) in Tier 1 and the addition of a paraphrase tier (Tier 5) that asks students to rewrite their understanding in their own words. The development process includes needs analysis, designing a grid of 16 questions, validation by two experts, and a limited trial on 34 grade XI students of SMAN 13 Kota Jambi. The results of expert validation showed an average percentage of 91.25% (Very Good) from both validators. Content validity was met with a percentage of False Positive (FP) of 6.80% and False Negative (FN) of 4.41%, both below the 10% threshold. Construct validity was confirmed through a significant Product Moment correlation (r = 0.342–0.348; sig. < 0.05) and factor analysis with six significant factors (eigenvalue > 1). The instrument's reliability was high, with a Cronbach's Alpha of 0.726. This instrument is expected to help physics teachers diagnose students' misconceptions more precisely and thoroughly on the topic of waves.

This study investigates the development of Indonesian language literacy among third-grade elementary school students. The primary problems identified were acute classroom passivity and low reading comprehension, evidenced by an initial learning mastery of only 45.16%, which were largely driven by conventional teacher-centered pedagogy. The objective of this research is to enhance early-grade reading literacy and active participation through an innovative instructional intervention. The proposed method employed a two-cycle Classroom Action Research (CAR) design at SDN Jrebeng Kulon 1, integrating the Problem-Based Learning (PBL) model assisted by serial picture media. This approach utilizes chronological visual scaffolding to facilitate narrative comprehension for students in the concrete operational stage. The results demonstrated a highly significant academic progression: classical learning mastery increased to 70.97% (mean score: 80.80) in Cycle I and culminated in an absolute 100% mastery rate (mean score: 94.51) by the end of Cycle II. The synthesis of these findings reveals that transitioning from static visual aids to serial visual stimuli within a problem-oriented framework effectively mitigates cognitive dissonance and eradicates classroom passivity. In conclusion, the integration of the PBL model with serial picture media serves as a comprehensive pedagogical solution that not only maximizes cognitive reading comprehension but also reconstructs students' verbal articulation and social-collaborative skills, offering a highly scalable strategy for early primary education.

This research is motivated by the low critical thinking skills of third-grade students in learning Pancasila symbols and the limited use of interesting, interactive learning media in the classroom. The purpose of this study is to develop the Magic Letter Spinwheel learning media, determine its feasibility, and examine the improvement of students’ critical thinking skills after using the media. This study employed a Research and Development (R&D) method with the ADDIE development model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The research subjects were third-grade students of SDN Sumber 02, Blitar Regency. Data were collected through observation, interviews, validation questionnaires from media and material experts, as well as pretests and posttests. The data were analyzed descriptively using qualitative and quantitative approaches, including feasibility percentages and the N-Gain test. The development results show that the Magic Letter Spinwheel is an interactive learning medium in the form of a spinning wheel containing Pancasila symbols, questions, and learning activities that encourage students to think critically. This medium is designed with an attractive display and is supported by light features and an automatic rotation button to increase students’ learning interest. Based on expert validation, the media is declared feasible for classroom use. The implementation of the Magic Letter Spinwheel can improve students’ critical thinking skills through active, enjoyable, and student-centered learning activities. Therefore, this media is suitable for use in Pancasila Education learning to support the development of critical thinking skills among third-grade elementary school students.

This study aims to determine the leadership competency of Catholic religious education teachers in creating a conducive learning environment at SMP Negeri 4 Nubatukan. This research used a qualitative approach with a case study approach. Data collection was conducted through observation, interviews, and documentation involving Catholic religious education teachers, students, and school officials. The results indicate that Catholic religious education teachers have demonstrated leadership competency through their ability to manage the classroom, provide good role models, build positive relationships with students, and provide motivation during the learning process. Teachers also strive to create a safe, comfortable, and orderly learning environment to encourage students to be more active in learning. Furthermore, several supporting factors exist, such as collaboration between teachers and the school, parental support, and the application of religious values ​​in the school environment. However, this study also identified several obstacles, such as limited learning facilities, lack of student participation, and limited learning time. Based on the results, it can be concluded that the leadership competency of Catholic religious education teachers plays a crucial role in creating a conducive learning environment and supporting student development, both academically and spiritually.

This study investigates the implementation of the Gradient Boosting Machine (GBM) algorithm for network intrusion detection using the CICIDS2017 dataset within the CRISP-DM framework. The process encompasses Business Understanding, Data Understanding, and Data Preparation including data cleaning, categorical feature encoding, normalization, and data split (80 % training, 20 % testing). In the Modeling phase, GBM Hyperparameters (learning_rate = 0.1; max_depth = 5; n_estimators = 150) were optimized via Grid Search with 2-fold Cross Validation, and F1-Score  was selected as the primary metric due to class imbalance. Evaluation on the test set yielded accuracy of 99.99 %, precision of 100 %, Recall of 99.98 %, and F1-Score  of 99.99 %, demonstrating exceptional detection capability with minimal false negatives and false positives. Compared to previous studies, this GBM model outperforms in accuracy and stability without overfitting. These findings confirm GBM’s effectiveness for modern Intrusion Detection Systems and its suitability for Deployment in resource-constrained operational environments.

Malware represents an evolving cybersecurity threat that demands more effective detection methods. Conventional signature-based detection systems have limitations in identifying new variants, driving the development of deep learning-based approaches. This research implements and evaluates four variants of the YOLOv11 algorithm (n, s, m, l) for malware classification based on visual image representation. The dataset consists of 22,056 malware and benign images, divided into 70% training, 15% validation, and 15% testing across 8 classes (adware, backdoor, benign, downloader, spyware, trojan, virus, worm). Each model was trained for 100 epochs with batch size 32 using Google Colab with GPU support. Results demonstrate that all variants achieve high accuracy (97.8%-98.1%) with YOLOv11m as the best performer (98.1%). YOLOv11n offers optimal balance between accuracy (97.9%) and efficiency (1.5M parameters, 0.3 ms/img inference) ideal for real-time applications. This research surpasses previous methods such as K-NN (97.18%) and hybrid CNN (96.55%) with superior inference speed (0.3-0.9 ms/img vs tens to hundreds of ms/img), proving the effectiveness of YOLOv11 for fast, accurate, and scalable malware detection.

Batik motif classification has attracted growing attention in visual computing due to its role in cultural heritage preservation, textile informatics, museum documentation, and automated cataloging. Although many studies report high classification accuracy, robustness under real-world acquisition conditions remains insufficiently understood. Batik images are frequently affected by illumination variation, blur, folds, watermark overlays, wearable deformation, scale inconsistency, and background clutter, creating challenges that extend beyond conventional image-noise assumptions. Existing studies largely focus on improving classification performance, while the interactions among acquisition variability, feature representation, evaluation practice, and deployment constraints remain fragmented. This systematic literature review addresses this gap by synthesizing batik classification research through a robustness-aware perspective. Using query expansion, backward and forward citation chaining, relevance screening, and thematic coding, 116 candidate records were identified, resulting in 50 highly relevant studies for detailed analysis. The review reveals that robustness is shaped less by denoising alone than by the combined effects of acquisition conditions, representation design, evaluation realism, and deployment context. Handcrafted descriptors remain competitive for small datasets and structured motifs due to their data efficiency and interpretability, whereas deep learning models achieve the highest reported accuracy when supported by sufficient data diversity and realistic augmentation. Hybrid representations emerge as the most consistently balanced approach, combining local texture stability with higher-level abstraction across heterogeneous acquisition settings. The review further identifies recurring robustness failure patterns, including background dependency, illumination instability, motif-scale inconsistency, wearable deformation, and source-shift vulnerability. Based on these findings, a robustness-oriented research agenda is proposed, emphasizing cross-acquisition evaluation, representation-stability analysis, batik-specific robustness benchmarks, acquisition-aware augmentation, and deployable lightweight or hybrid architectures. The study contributes a domain-specific synthesis that reframes batik motif classification from an accuracy-centric task toward a robustness-aware visual recognition problem.

This study analyzes the integration of aesthetics and ethics in cosmetology education and its implications for strengthening the professionalism of cosmetology teachers. Cosmetology is often viewed as an applied field that primarily produces visual beauty through make-up, skin care, hair care, and cosmetic services. However, professional cosmetology practice also involves moral responsibility because it deals directly with the human body, personal identity, safety, comfort, and client trust. This article uses a normative qualitative method with conceptual and philosophical approaches through library research. The analysis is organized through three dimensions of philosophy of science: ontology, epistemology, and axiology. The findings show that, ontologically, cosmetology studies beauty and the human body not merely as physical objects, but as subjects with value, dignity, and diverse meanings. Epistemologically, cosmetology knowledge is constructed through the integration of scientific theory, practical skills, professional experience, sanitation principles, occupational safety, and service standards. Axiologically, cosmetology contains ethical values that guide beauty practices so that they remain honest, safe, responsible, and respectful of human dignity. The integration of aesthetics and ethics strengthens the role of cosmetology teachers as educators, professional models, and character builders in vocational education. Therefore, cosmetology learning should not only emphasize technical competence and visual results, but also internalize ethical awareness, reflective judgment, and responsibility in every stage of professional practice.

This study was conducted to analyze the relationship between students’ critical thinking skills and mathematical problem-solving abilities through a literature review approach. The study is based on the importance of mastering higher-order thinking skills in the mathematics learning process, particularly when students are faced with complex problems related to real-life situations. The method used in this research was a literature review by examining various relevant scientific journals and academic books published between 2021 and 2026. The data analysis process was carried out through stages of identification, classification, evaluation, and synthesis of the collected sources. The findings revealed a significant and positive relationship between critical thinking skills and students’ mathematical problem-solving abilities. Critical thinking skills play an important role in helping students understand problems, process and analyze information, select appropriate solution strategies, and systematically review the results obtained. Students with strong critical thinking skills generally demonstrate more optimal mathematical problem-solving abilities. In addition, the implementation of learning models such as Problem-Based Learning and contextual approaches has been considered effective in improving both abilities. Therefore, critical thinking skills are regarded as an essential aspect that needs to be developed in mathematics learning in order to enhance students’ mathematical problem-solving abilities.

This study aims to develop and evaluate the feasibility of Teknoran, a website-based digital learning medium developed through the Canva application for the Office Technology subject in Grade X at SMKN 31 Jakarta. The study was motivated by learning activities that were still dominated by lecture methods and limited learning media. Teknoran was designed to facilitate learning through integrated features such as learning materials, assignments, and educational games within a single platform. This research employed the Research and Development (R&D) method using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. Data were collected through observation, needs analysis questionnaires, validation sheets from material and media experts, and student response questionnaires during one-to-one and small group trials. Data were analyzed using descriptive quantitative and qualitative techniques. The results showed that the Teknoran website achieved a feasibility score of 95% from material experts and 93.33% from media experts, both categorized as “Very Feasible.” Student responses also indicated a very high level of acceptance, with an average score of 95.68%. These findings demonstrate that Teknoran is highly feasible as a digital learning medium and can support more interactive, flexible, and independent learning in Office Technology subjects at SMKN 31 Jakarta.

In the Education 4.0 era, schools face unprecedented challenges in managing teacher performance effectively. Traditional top-down performance management systems have proven inadequate for fostering continuous professional growth, intrinsic motivation, and adaptive teaching competencies required in increasingly technology-driven learning environments. This study aims to develop, validate, and assess the effectiveness of a School-Based Performance Management (SBPM) model designed to enhance teacher effectiveness across cognitive, affective, and pedagogical dimensions. Using a Research and Development (R&D) design following the ADDIE framework, the study was conducted in three phases: needs analysis, model development, and model validation. Participants included 12 school principals, 186 teachers, and 8 education experts from 24 public secondary schools in [Province, Country]. Validation by experts yielded a content validity index (CVI) of 0.91. Implementation resulted in statistically significant improvements in teacher effectiveness scores (t = 8.74, p < 0.001, Cohen's d = 1.23), digital pedagogy competency (mean increase = 22.4%), and student learning outcomes (mean improvement = 17.8%). The SBPM model provides a contextually responsive, evidence-based framework that empowers schools to manage teacher performance collaboratively, fostering professional accountability and sustainable instructional quality in Education 4.0.

This study was conducted to examine the integration of spiritual intelligence into Islamic Religious Education (PAI) learning as an effort to strengthen students’ character. At MA Al-Amien Bugih Pamekasan, some students still demonstrate a lack of discipline, responsibility, and honesty in the learning process. To address these issues, PAI teachers integrate spiritual values through religious activities and the cultivation of positive habits during classroom instruction. This study aims to describe the implementation of spiritual intelligence integration, the strategies used by teachers, and its implications for students’ character development. This research employed a descriptive qualitative approach. Data were collected through observations, interviews, and documentation involving purposively selected informants, namely PAI teachers and students. Data analysis followed the Miles, Huberman, and Saldana model, including data reduction, data display, and conclusion drawing. The validity of the findings was ensured through source and technique triangulation. The results indicate that the integration of spiritual intelligence in PAI learning has been implemented systematically through planning, implementation, and evaluation stages. Teachers incorporate spiritual values through religious practices, role modeling, learning reflections, discussions of moral values, and character assessments. These strategies contribute positively to the development of students’ character, particularly in fostering discipline, responsibility, honesty, cooperation, empathy, and independence. Although several challenges remain, including differences in students’ backgrounds, limited instructional time, and external environmental influences, the integration of spiritual values continues to support sustainable character development among students. The findings highlight the important role of spiritual intelligence in creating meaningful learning experiences and promoting positive character formation in Islamic educational settings.

Abstract: Detecting chili leaf diseases remains challenging due to the non-uniform manifestation of symptoms, local discoloration, small lesion regions, and visual similarity between disease patterns and natural leaf background variations. Although YOLO-based detectors provide favorable computational efficiency, lightweight variants often struggle to distinguish subtle lesion characteristics, while conventional attention mechanisms such as CBAM primarily rely on global feature aggregation and may overlook regional activation variability. To address these limitations, this study proposes a YOLOv9s-based detection framework integrated with a Region-Dispersion Channel Spatial Attention (RDCSA) module. The proposed module incorporates regional dispersion statistics, namely mean, standard deviation, and range, as channel descriptors to capture inter-region feature variability before applying spatial attention refinement. Experiments were conducted on the COLD dataset containing 532 original images from five chili leaf condition categories using a split-before-augmentation protocol to ensure objective evaluation. RDCSA was integrated at the P5 feature level and evaluated through attention placement analysis, component-wise ablation, sensitivity analysis, stability assessment, and comparison with modern attention mechanisms. The proposed YOLOv9s + RDCSA model achieved an mAP@50 of 0.894, mAP@50–95 of 0.773, precision of 0.858, recall of 0.861, and an F1-score of 0.859 with only a marginal increase in model parameters. The results suggest that regional dispersion-based attention improves feature discrimination while preserving computational efficiency, particularly for disease symptoms characterized by heterogeneous spatial patterns. Nevertheless, performance remains influenced by visually ambiguous symptom categories, indicating that further validation across multiple datasets and field conditions is required. Overall, the proposed RDCSA module enhances detection capability without substantially increasing computational overhead, making it a promising attention mechanism for lightweight plant disease detection systems.

Indonesia’s multicultural diversity poses serious challenges in maintaining social harmony, marked by increasing cases of intolerance driven by differences in ethnicity, religion, and culture. Education, particularly civics (PPKn), plays a strategic role in instilling tolerance values from an early age. This study aims to analyze the strategies used by elementary school teachers in cultivating tolerance attitudes through PPKn  learning, identify the implementation of tolerance values in classroom activities and student social interactions, and reveal the challenges faced by teachers along with effective and contextual learning strategies. This study employed a qualitative descriptive approach based on library research, collecting data from accredited scientific journals published between 2021 and 2025, sourced from databases including google scholar, DOAJ, and sinta- indexed journals. Data were analyzed using descriptive qualitative analysis through stages of data reduction, data presentation, and conclusion drawing, with source triangulation appliet to ensure validity. The findings reveal that affective teachers employ a holistic approach encompassing cognitive, affective, and psychomotor domains, consistent with Bloom’s revised taxonomy. Teachers serve not only as knowledge transmitters but also as moral role models, as supported by Bandura’s Social Learning Theory. Implementation is carried out through three channels: intracurricular, co-curricular, and extracurricular activities. Key challenges include dominance of cognitive approaches, limited understanding of multicultural education, and negative influencesof social media. This study implies the urgent need for continuous professional training for PPKn teachers, differentiated and inclusive learning design, and active collaboration between schools and families to strengthen the internalization of tolerance values in elementary school students.

The acceleration of digitalization in recent years has shaped a new socio-economic landscape in Indonesia. Access to app-based financial services and online entertainment has increased rapidly, but at the same time, illegal online lending and digital gambling, targeting adolescents, have flourished. This paper explores a Community Service intervention model that combines preventative digital literacy and artificial intelligence (AI) optimization within the La Tansa Islamic Boarding School in Palembang. The research was conducted using a qualitative approach with participant observation, in-depth interviews, focus group discussions, and written reflection analysis. Findings indicate that strengthening digital literacy based on critical awareness not only improves risk understanding but also deepens self-control integrated with religious values. AI training for educators also encourages changes in learning practices to be more adaptive and reflective of the dynamics of the digital era. This model offers a digital resilience approach that can be replicated in other educational institutions with similar characteristics.