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This study aims to develop a Puzzle Book learning media for the topic of angle measurement and to examine its validity, practicality, and effectiveness for third-grade elementary school students. The research employed a Research and Development (R&D) approach using the ADDIE model and involved 26 third-grade students as participants. Data were collected through expert validation sheets, student response questionnaires, and learning achievement tests, which were analyzed using descriptive quantitative and qualitative methods. The results showed that the Puzzle Book obtained a validity score of 98.0% from media experts and 100% from material experts, both categorized as highly valid. Student responses reached 100%, indicating that the media is highly practical and engaging. Furthermore, the analysis of learning outcomes revealed a gain score of 0.9187 in the high category, demonstrating that the Puzzle Book effectively improves students’ problem-solving abilities in angle measurement. Overall, the Puzzle Book learning media is highly feasible, practical, and effective for classroom implementation, as its interactive design and alignment with third-grade learning characteristics help students understand angle concepts more concretely, enjoyably, and meaningfully.

This study aims to analyze the strategic management evaluation of the Sundanese Language Subject Teacher Forum (MGMP) in improving teacher performance at public senior high schools in Tasikmalaya City. The study focuses on leadership management, member participation, institutional support, and program relevance to teachers’ professional development needs. This research employed a qualitative descriptive approach. Data were collected through observations, in-depth interviews, and documentation involving MGMP administrators, member teachers, school principals, and supervisors. Data analysis used the Miles and Huberman interactive model, including data reduction, data presentation, and conclusion drawing. The findings revealed that the MGMP management has generally functioned effectively as a professional learning community. Participatory leadership patterns encouraged collaboration among teachers in designing learning tools and solving classroom problems. However, several challenges were identified, including inconsistent program evaluation, limited technological integration, unequal member participation, and insufficient funding support. The study also found that MGMP programs significantly contributed to improving teachers’ pedagogical competence, especially in lesson planning and instructional implementation. Nevertheless, assessment and evaluation competencies still require further strengthening. This study concludes that strategic management, sustainable evaluation, and institutional support are essential in optimizing MGMP functions to improve teacher performance and the quality of Sundanese language learning.

This study focuses on examining the effectiveness of the metacognitive guidance approach in mathematics education using the Systematic Literature Review (SLR) method. Metacognitive strategies are considered a relevant approach in 21st-century education because they encourage students to plan, monitor, and evaluate their thinking processes independently. The literature search was conducted via Google Scholar using appropriate keywords and yielded 306 articles in the initial stage. Subsequently, the selection process followed the PRISMA flowchart, including the removal of duplicate articles, screening based on titles and abstracts, and eligibility assessment through full-text review. From these stages, 12 articles meeting the inclusion criteria were selected as the basis for analysis. The study’s findings indicate that metacognitive guidance has a positive impact on mathematics learning, particularly on students’ problem-solving skills, critical thinking, mathematical literacy, and learning outcomes. This approach also enhances metacognitive awareness, enabling students to be more focused in selecting strategies, monitoring the learning process, and evaluating the results. Thus, this strategy is worthy of integration by teachers to strengthen the quality of learning and higher-order thinking skills.

This study aims to analyze in depth the effectiveness of Realistic Mathematics Education (RME) and ethnomathematics in improving students’ mathematical abilities through a Systematic Literature Review (SLR) approach. This study is motivated by the low level of students’ conceptual understanding, mathematical literacy, and mathematical communication skills, which are still dominated by conventional teaching approaches. Data were collected from ten research articles relevant to the topics of RME and ethnomathematics. The analyzed articles employed various research methods, including experimental research, classroom action research, and research and development (R&D). The results of the review indicate that the implementation of RME is consistently effective in enhancing students’ mathematical abilities, such as critical thinking, problem-solving, mathematical communication, and mathematical literacy. The RME approach, which is based on real-life contexts, helps students understand mathematical concepts more deeply and meaningfully. In addition, the integration of culture through ethnomathematics strengthens the effectiveness of learning by providing contexts that are closely related to students’ daily lives, thereby increasing motivation, engagement, and active participation in the learning process.Furthermore, the findings reveal that the success of culture-based RME is influenced by instructional design, the selection of appropriate contexts, and the teacher’s role in managing the learning process. Therefore, culture-based RME can be considered an effective and relevant approach to improving the quality of mathematics education.

 Education in the 21st century demands a paradigm shift from passive learning to collaborative and student-centered learning, in line with the Merdeka Curriculum’s emphasis on the value of mutual cooperation. However, challenges arise due to the younger generation’s heavy reliance on technology, which tends to foster individualism. This study aims to examine the implementation of cooperative learning strategies as a solution to foster social interaction and student engagement. Cooperative learning strategies constitute a conceptual framework for a series of learning activities within heterogeneous small groups to achieve shared goals. Through a literature review, it was found that the implementation of these strategies involves systematic steps ranging from group formation, problem-solving discussions, to group recognition. The results of the analysis indicate that cooperative strategies have significant advantages in enhancing students’ self-confidence, independence, responsibility, and academic achievement. Although they have limitations regarding time management and the need for specific skills among educators, these strategies are considered highly relevant for fostering students’ character to be inclusive, tolerant, and capable of collaborating amidst differences.

This study focuses on examining the effect of using the cooperative learning model type Teams Games Tournament (TGT) assisted by Kahoot in optimizing students’ problem-solving skills. The research method applied was Classroom Action Research (CAR), conducted through several cycles with stages including planning, action implementation, observation, and reflection. The subjects of this study were students of class X.B at SMA Negeri 2 Singaraja. The results of the study indicate a significant improvement in students’ problem-solving abilities after the implementation of the TGT model assisted by Kahoot. In cycle II, the students’ average score reached 88.15, with a learning mastery level of 84.21%. Therefore, it can be concluded that the majority of students had met the minimum learning mastery indicators. In addition, the learning process became more active, interactive, and enjoyable, which increased student engagement in the classroom. In conclusion, the cooperative learning model Teams Games Tournament (TGT) assisted by the Kahoot application has a positive impact on improving students’ problem-solving abilities. Therefore, the use of game-based digital learning models and media is recommended to enhance the quality of both the learning process and learning outcomes.

Vision+ pay television. This study uses a descriptive qualitative approach to gain an in-depth understanding of Public Relations practices at MNC Channels. Data collection techniques were carried out through observation, in-depth interviews, and documentation. Data analysis used the Miles and Huberman interactive model which includes data reduction, data presentation, and drawing conclusions. The results of the study indicate that the role of Public Relations is not yet fully optimized, especially in the strategic decision-making process. Public Relations functions more as a technical implementer of communication rather than as a management advisor. This condition has an impact on the less than optimal efforts to strengthen the Vision+ brand image. Therefore, it is necessary to strengthen the role of Public Relations as an expert prescriber, communication facilitator, problem-solving facilitator, and communication technician to support the company's communication strategy and improve brand image. In addition, this study also found that internal coordination, utilization of digital media, and consistency of communication messages are important factors in building positive public perception. The lack of integration between the Public Relations function and strategic management causes the messages delivered to be not fully aligned with brand positioning

This study aims to analyze students’ mathematical reasoning abilities in quadratic function material through the use of Desmos. The research employed a qualitative descriptive approach using a case study and usability testing method. Data were collected through post-tests and interviews involving students’ responses in solving quadratic function problems. The analysis focused on several indicators of mathematical reasoning, including procedural skills, conceptual understanding, and analytical ability. The results show that students generally demonstrate adequate procedural reasoning, particularly in substitution and computation tasks. They are also able to relate algebraic representations to geometric interpretations, such as determining intercept points and analyzing the direction of parabolas. However, limitations were found in conceptual understanding, especially in identifying graph characteristics without relying on procedural steps. The use of Desmos significantly supports the development of students’ mathematical reasoning by providing real-time visualization, facilitating exploration of function parameters, and enabling verification of results. Overall, Desmos contributes to enhancing procedural, conceptual, and analytical dimensions of mathematical reasoning, although its effectiveness depends on proper instructional design.

Christian Religious Education (PAK) learning is undergoing significant changes in the Digital 5.0 era with the utilization of technology as the main support. This study explores the challenges in Christian learning and explores technological solutions that can improve student engagement and material comprehension. Through the literature study, the main challenges identified include the limitations of traditional learning resources and the lack of attractiveness of the materials. Solutions are proposed by integrating E-Learning, Virtual Reality, Augmented Reality, and mobile applications in the curriculum. Teacher training and support from the community and church are key in implementing this approach. Continuous evaluation and problem solving are the focus to ensure success and sustainability. The results show that technology contributes significantly to creating an interactive and relevant learning environment, building a solid foundation for increased student engagement and understanding of Christian teachings. By stepping with technology, this article presents a foundation for enhancing Christian Religious Education learning amidst the dynamics of the digital world

Biology learning in Indonesia is still predominantly teacher-centered, limiting students’ opportunities to actively develop critical thinking, creativity, collaboration, and other 21st-century competencies. Students often receive information passively, resulting in low engagement and limited ability to apply concepts in real-life contexts. Therefore, innovative learning models are needed to support more meaningful and student-centered learning. This study aims to review the implementation of Project-Based Learning (PjBL) in Biology education and analyze its contribution to the development of students’ 21st-century skills. The study employed a literature review method by analyzing 20 research articles published between 2022 and 2026. Articles were obtained through Google Scholar searches and selected based on relevance to Biology education, focus on PjBL implementation, and open-access availability. Data collection involved identification, screening, selection, and documentation of related studies, while data analysis used a qualitative descriptive approach. The findings indicate that PjBL effectively improves students’ cognitive achievement, conceptual understanding, scientific literacy, creativity, and critical thinking skills. In addition, PjBL enhances collaboration, communication, problem-solving abilities, learning motivation, and life skills through contextual and authentic project activities. Students become more actively involved in investigating real-world problems, designing solutions, and producing meaningful learning outputs. Furthermore, the integration of STEM approaches, digital media, blended learning, and Culturally Responsive Teaching (CRT) strengthens the effectiveness of PjBL in Biology learning. Overall, PjBL is highly relevant for supporting the Merdeka Curriculum and improving the quality of Biology education in developing 21st-century competencies.

This study aims to analyse the difficulties experienced by students in learning about flat-sided three-dimensional shapes. The research method employed is descriptive with a qualitative approach. The data collected in this study were obtained from students’ difficulty tests and interview results. The research subjects were Year 8 pupils at SMP Negeri 2 Ponelo Kepulauan in the 2024/2025 academic year. The interviews were conducted by selecting three questions related to difficulties in learning mathematics, with one student chosen as a respondent to be interviewed on 26 August 2025. The indicators used to assess students’ learning difficulties were: facts, principles, concepts, and operations. The research results indicate that students with the lowest marks demonstrated limitations in mastering all the indicators measured when solving mathematics problems on the topic of flat-sided three-dimensional shapes. During the interview, students with the lowest marks experienced difficulties despite the use of effective teaching methods. This was because they paid insufficient attention to what the teacher was explaining.

The rapid development of artificial intelligence (AI) has brought significant changes to higher education, particularly in the way students think and learn. AI no longer functions merely as a learning support tool but also influences students’ cognitive processes, including critical thinking, problem-solving abilities, and creativity. This study aims to examine the impact of AI usage on the thinking patterns of university students. The research method employed is a literature review, analyzing various accredited national journals and relevant conference proceedings. The findings indicate that AI offers several positive impacts, such as improving learning efficiency, expanding access to information, and supporting the development of creative ideas. However, excessive reliance on AI may also lead to negative effects, including a decline in critical thinking skills and an increased tendency for students to depend on AI-generated outputs without in-depth analysis. Therefore, the role of educators is crucial in guiding students to use AI wisely and responsibly. AI should be utilized as a supportive tool in the learning process rather than a replacement for human thinking. This study is expected to contribute to the development of effective and ethical strategies for integrating AI in higher education.

The tourism industry's rapid growth has intensified competition in the accommodation sector, making human resource (HR) quality a decisive factor in guest house service excellence. This study examines the competitive HR characteristics of Rumah Tamu Romana in Kewapante District, Sikka Regency, based on direct field observation. Five key indicators were assessed: competence, adaptability to change, innovation and creativity, integrity and work ethics, and communication skills. Results indicate that staff demonstrate adequate operational knowledge and consistent adherence to standard operating procedures. However, gaps remain in digital technology adoption, particularly online booking systems. Adaptability is satisfactory, supported by open internal communication. Innovation potential exists in room decoration and independent problem-solving. Integrity and discipline stand out as the strongest indicators, with high attendance and guest privacy protection. Communication skills are effective for domestic guests, with basic English competency for international visitors. The study recommends structured training programs, innovation forums, mentoring, and institutional partnerships to develop more competitive HR capabilities.

History learning plays a strategic role in developing students’ critical, analytical, and reflective thinking skills. However, instructional practices that still emphasize memorization of facts often fail to foster higher-order thinking abilities. This article aims to examine the implementation of Higher Order Thinking Skills (HOTS)-based history learning as an effort to support the achievement of Sustainable Development Goal (SDG) 4, namely quality education. The HOTS approach in history learning emphasizes students’ abilities to analyze, evaluate, and create through activities such as interpreting historical sources, solving contextual problems, and engaging in critical discussions of past events. The method used in this study is a literature review by analyzing various sources related to HOTS-based learning strategies and their implementation in history education. The findings indicate that the application of HOTS enhances student engagement, deepens conceptual understanding, and fosters historical awareness relevant to contemporary life. In addition, HOTS-based learning encourages students to develop reflective thinking and make better-informed decisions. The implementation of HOTS in history learning aligns with the principles of SDG 4, which emphasize inclusive, equitable, and quality education. Therefore, integrating HOTS into history instruction not only improves the quality of the learning process but also contributes to the development of a generation that is critical, creative, and adaptive in facing global challenges.

This study analyzes junior high school students' errors in solving mathematics problems involving integers. This study was conducted through a systematic literature review of 12 related research articles published between 2021 and 2026. The analysis shows that students' errors in integers include contextual, procedural, and technical (calculation) errors. The most common conceptualization errors were found in the understanding of positive and negative signs and the rules for mixed operations. The main causes of errors are a lack of in-depth conceptual understanding, the habit of memorizing without understanding, and a lack of practice using concrete media. Internal factors such as learning motivation and external factors such as learning methods and media also contribute. This study recommends that the mathematics learning process emphasize meaningful conceptual understanding, the use of concrete media, and learning strategies that engage students' mathematical connection skills. Thus, difficulties in learning integers can be minimized sustainably.

Being able to solve problems is a key part of learning math. Many students still haven't fully understood this skill, especially when it comes to Statistics. This happens because the teaching methods haven't fully supported students in being more involved, and technology isn't being used as effectively as it could be in the lessons. So, this study was done to look at how using the Discovery Learning method along with the Photomath app affects students' ability to solve math problems. The study took place at SMPN 2 Gondangwetan during the 2024/2025 school year. It used a quasi-experimental method with a nonequivalent control group setup. The study included two groups of eighth-grade students, with each group having 30 students. Class VIII-A was the control group, and Class VIII-B was the experimental group. Data was gathered using written exams given before and after the teaching program. The pretests showed that the data followed a normal distribution but had unequal variances, so the Mann–Whitney U test was chosen to check the hypothesis. The analysis found a significance level of 0.003, which is below 0.05, showing there was a true difference between the two groups. The biggest progress was seen in the experimental group, especially in the areas of evaluating and making conclusions, which went up from 3% to 81%. So, it's clear that using the Discovery Learning model along with the Photomath app has a big positive impact on helping students improve their math problem-solving skills.  

This study aims to examine in depth Problem Based Learning (PBL) as a highly relevant solution for history learning in the 21st century. In the ever-evolving landscape of digital education, history learning is increasingly required to adopt innovative approaches in order to effectively improve student engagement and conceptual understanding. To achieve this goal, this study relies entirely on a systematic literature review method. This article carefully outlines the basic concepts of Problem Based Learning (PBL) from various theoretical and practical perspectives found in scientific literature. Furthermore, it specifically highlights the strong relevance of PBL to the essential characteristics of 21st century history learning, which emphasizes not only mastery of facts but also the development of critical thinking, collaboration skills, and problem-solving abilities. Based on an extensive analysis of various publications, the results of PBL implementation in the context of existing history learning are also discussed, showing the significant potential of this method in developing students' analytical and interpretive abilities. However, the literature review also identified that the implementation of PBL still faces a number of challenges that need to be overcome. In response to these findings, a comprehensive strategy is proposed, based on best practices and recommendations from previous research, to address these challenges.

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.

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 criterion for students who have been able to think critically is when they can think systematically, besides having awareness in thinking, then they can see the difference between mistakes and truths. The purpose of this research is to measure the extent of students' ability to think critically on the completion of Higher Order Thinking Skill (HOTS) questions, especially in the subject of mathematics and social arithmetic material for grade VII students. This research is classified as qualitative descriptive research. The subjects involved were 6 students in grade VII D SMPN 3 Ngawi. The method used is qualitative descriptive with data analysis techniques using models from Miles & Huberman. Meanwhile, at the time of data collection, the instrument was in the form of 2 HOTS questions that were in accordance with the research subject. In data collection using tests and interviews, tests are used to measure cognitive competence while interviews are used as a follow-up to explore in depth related to students' answers. Based on a series of research processes, it can be proven that the students studied are divided into 3 categories of ability, namely low, medium, and high.