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In addition to the positive findings regarding the effectiveness of instructional videos in enhancing reading skills, this study also highlights the importance of integrating technology into early childhood education. The use of instructional videos provides an engaging and interactive learning experience for children, making the learning process more enjoyable and effective. Children at TK Irama Jaya were able to visualize and connect sounds with letters and words, which is a crucial aspect of developing reading skills at an early age. Furthermore, the study reveals that instructional videos cater to different learning styles, allowing children to absorb information through auditory and visual channels. This multisensory approach enhances retention and understanding, especially for young learners who are just beginning to master reading. The videos also offer repetition and consistency, allowing children to revisit lessons at their own pace, thus reinforcing their learning process. The improvement observed in the post-test scores suggests that instructional videos can serve as a valuable tool in early childhood education, complementing traditional teaching methods. However, the study also indicates that while instructional videos are beneficial, they should be used in conjunction with other pedagogical techniques, such as interactive reading activities and teacher-guided lessons, to maximize learning outcomes. It is recommended that other schools, particularly those in remote or underserved areas, consider incorporating instructional videos into their teaching practices. The accessibility and cost-effectiveness of these videos make them an ideal resource for improving the quality of education in early childhood settings. Further research could explore the long-term effects of instructional videos on reading fluency and other areas of early literacy development.

The use of technology in early childhood and elementary education is becoming increasingly important in the digital era. This study aims to evaluate the effectiveness of educational games as an interactive learning medium to increase the interest and motivation of elementary school students. This activity was carried out by the KKM group 95 team from Bina Bangsa University on 43 fourth-grade students at Bayak Public Elementary School. The research method used a descriptive quantitative approach through a pre-test and post-test using a Google Form questionnaire. The educational games were developed through the Educaplay platform, which provides various features such as interactive quizzes, crosswords, and picture-matching games. Prior to the intervention, observations were conducted on student learning behavior in the classroom. The results of the initial observations indicated that most students showed little interest in conventional, monotonous learning methods. Therefore, a more engaging approach involving active student participation was needed to rekindle their enthusiasm for learning. During the activity, students were very enthusiastic in participating in the educational games presented. The classroom atmosphere became more lively, and students were seen working together and showing a high curiosity about the material presented through the games. After using the educational games for several sessions, a post-test was conducted to measure changes in students' interest and motivation to learn. Preliminary data analysis results indicate an increase in student interest and motivation scores after participating in educational game-based learning. This indicates that interactive, technology-based approaches have strong potential to improve learning effectiveness at the elementary school level. This study recommends that teachers actively integrate interactive technology into the teaching and learning process. In addition to increasing student engagement, the use of media such as Educaplay can also adapt learning to the digital-native characteristics of today's generation of students.

Creativity is the fundamental trait a teacher has to have.  Creative teachers can be recognized by their capacity to use several approaches and modify instructional methods to fit other learning environments.  This study intends to investigate the imaginative techniques used by Islamic Religious Education (PAI) teachers to inspire students' enthusiasm in memorizing short surahs at the elementary school level, also to know the supporting factors of it.  To capture the lived experiences of participants, a qualitative research design using a phenomenological method was applied.  In-depth interviews with Islamic Religious Education teachers, three students, and two parents yielded primary data.  These interviews aimed to collect ideas on the teachers' inventiveness in creating interesting memorizing exercises, their strategies for inspiring pupils, and the obstacles they face. The results show that students' motivation is much improved by the regular application of the muraja'ah (revision) technique in weekly memorization exercises.  Encouraging students' desire to memorize brief surahs was the inventiveness of PAI teachers.  The study also emphasizes, therefore, that the effectiveness of these memorization exercises at SDN Gulun 3 is significantly influenced by parental support and good rivalry among students.  These elements working together produce a synergistic environment that motivates pupils to be more dedicated and eager in learning brief surahs. Keywords: Creativity, Islamic Religious Education (PAI), Muraja’ah Method.

Indonesia is undergoing a transformative era in vocational education, pushed by the integration of technology-driven, project-based learning (PJBL) methodologies and Learning Management Systems (LMS). This comprehensive study examines the implementation and effectiveness of technology-driven project-based learning at SMK Cut Nya' Dien, utilizing a quasi-experimental design with 35 students divided into experimental and control groups. Using SPSS statistical analysis, the research demonstrates significant improvements in student learning outcomes, creativity measures, and engagement levels in the experimental group that utilized Google Classroom LMS with project-based learning approaches. This study is contributing to the growing body of literature supporting the efficacy of technology-integrated pedagogical methods in vocational education settings, providing empirical evidence for policy makers and educational practitioners seeking to enhance graduate employability and industry alignment. Results revealed statistically significant differences between groups (t (33) = 4.852, p = 0.0003) with a very large effect size (Cohen's d = 1.67), indicating substantial practical significance for educational implementation.

Virgin Coconut Oil (VCO) is a processed coconut product with high economic and health value. VCO production is known to be relatively easy, inexpensive, and capable of producing high-quality oil rich in benefits, including as a traditional medicine and natural ingredient for beauty and health. This community service activity aims to provide students of the Biology Education Study Program at Buton Muslim University with an understanding and practical skills regarding the VCO production process as a form of utilization of local natural resources, especially coconuts. The methods used in this activity include lectures or delivery of theoretical material, interactive discussions on the content and benefits of VCO, and direct practice in making virgin coconut oil using the settling method. This method was chosen because it does not require complicated equipment, does not use excessive heating, and is able to maintain the natural quality of the resulting oil. During the implementation, students are invited to observe and follow the entire process, from selecting good coconut raw materials, the grating process, squeezing coconut milk, natural fermentation through settling, to the process of separating oil from sediment and filtering. The results of this activity demonstrated that students not only understood the concept and theory of VCO production but also produced 1,500 ml of virgin coconut oil packaged in five 300 ml bottles. The VCO was then sold to the public for approximately Rp 30,000 per bottle. Through this activity, students not only gained contextual learning experiences but also developed insights into sustainable, locally-based entrepreneurship.

In addition to the main aspects of teacher competency, the study also emphasizes the importance of leadership and institutional support in the effective implementation of policies. The school leadership plays a crucial role in creating a conducive environment for professional development, fostering a culture of collaboration among teachers, and ensuring the implementation of competency-based assessments. It was found that the active involvement of the principal in monitoring and providing feedback to teachers significantly contributes to the continuous improvement of teaching practices. The study also highlights the importance of aligning teacher competency development with the school's educational goals and objectives. While some teachers have demonstrated significant improvement in their teaching methods and student engagement, others still require more support to fully integrate the competencies into their daily practices. The continuous professional development of teachers is therefore vital to ensure that the competencies are not only understood but also consistently applied in the classroom. Moreover, the study recognizes the critical role of community and parental involvement in enhancing the quality of education. Collaboration between the school, parents, and the local community can create a more supportive learning environment, ensuring that students receive the necessary resources and encouragement both at school and at home. In conclusion, the research suggests that while the implementation of teacher competency policies at SDN 2 Lubuk Seberuk has shown positive results, the process should be supported with more training opportunities, resource allocation, and consistent monitoring to overcome existing challenges.

This study aims to improve the learning outcomes of underhand passing skills through the application of play-based methods to fifth and sixth grade students at SDN 1 Bumijawa. This study used a quantitative approach with a One Group Pretest and Posttest experimental design. The sample in this study was 15 students. Data were collected through underhand passing skills tests conducted before and after treatment. The results showed a significant increase in underhand passing skills after students participated in learning using the play-based method. This method has been proven to be able to increase students' interest, active participation, and understanding of basic volleyball techniques. In addition, the application of the play-based method also creates a more enjoyable learning atmosphere and reduces student boredom. This method directly involves students in practical activities, so that students not only understand the theory but also can apply it in real games. Play activities carried out in small groups allow students to learn from each other and increase self-confidence. Improvement in underhand passing skills also shows that the play-based method is effective in developing fine motor skills needed in volleyball. Therefore, the play-based method can be used as an alternative strategy in learning Physical Education, especially volleyball material in elementary schools. This study suggests that Physical Education teachers implement play-based methods more widely to maximize student learning and learning outcomes, as well as increase their motivation and enthusiasm for sports. Furthermore, implementing play-based methods can also improve teamwork among students, a crucial aspect of volleyball. With a more fun and interactive approach, students are more motivated to practice and master the skills taught.

This corpus-based study explores the acquisition patterns of English modal verbs by Indonesian EFL (English as a Foreign Language) learners through a comprehensive analysis of learner language data. The study utilizes a specialized learner corpus consisting of 2.5 million words drawn from both written and spoken productions of 450 Indonesian learners, covering various proficiency levels. The research focuses on examining the frequency patterns, semantic distributions, and error types associated with modal verb usage across the learner corpus. The study employs a combination of quantitative corpus linguistic methods and qualitative error analysis to uncover developmental trends and persistent difficulties in acquiring English modals. The findings highlight a significant underuse of epistemic modality, which expresses degrees of certainty, and an overreliance on core modals like "can," "will," and "must." Additionally, learners systematically avoid more complex modal constructions that are semantically nuanced and less frequent in their linguistic output. The analysis also reveals notable cross-linguistic influences from Indonesian, particularly in the areas of politeness marking and the expression of certainty. These interference patterns suggest that Indonesian learners may transfer modal expressions from their native language, leading to specific errors in the usage of English modals. Based on the findings, the study proposes a usage-based pedagogical framework that integrates corpus-informed instruction with explicit semantic mapping of modal meanings. This framework encourages teachers to address modal verb acquisition by emphasizing frequency-based approaches, contrastive semantic analysis, and corpus-driven awareness-raising activities. The research suggests that by focusing on the form-meaning-function relationships of modals in authentic contexts, learners can better understand and produce English modals accurately and appropriately. The findings have significant implications for enhancing modal verb instruction in EFL classrooms, especially for Indonesian learners.

This study focuses on the development of an interactive web-based learning platform for Proportional-Integral-Derivative (PID) control systems, aimed at addressing the conceptual challenges faced by electrical engineering students when learning PID through conventional teaching methods. Despite its foundational role in control theory, PID remains difficult to grasp without practical visualization and hands-on experimentation. To bridge this gap, the research introduces a practical and accessible platform that enhances conceptual understanding through real-time simulations and physical interaction. The proposed system integrates key hardware components including an ESP-32 microcontroller, DC motor, rotary encoder, BTS 7960 motor driver, and I2C LCD. The platform’s web interface is built using HTML, Tailwind CSS, and JavaScript, enabling intuitive user interaction. Motor response data is captured via the ESP-32 and transmitted to the web interface using the WebSocket protocol, allowing users to instantly visualize system behavior as PID parameters (Kp, Ki, Kd) are adjusted. This dynamic feedback mechanism enables students to observe changes in system characteristics such as rise time, overshoot, and settling time in real time. To evaluate the platform’s feasibility, practicality, and educational effectiveness, beta testing was conducted among electrical engineering students using Likert-scale questionnaires. The results demonstrated that users were able to successfully interpret the impact of PID tuning on system performance. The average evaluation score reached 75.13%, indicating strong agreement regarding the platform’s educational value and its effectiveness in enhancing learning outcomes. In conclusion, the study affirms that the developed web-based platform offers a feasible, engaging, and pedagogically effective alternative to traditional learning approaches. By combining interactive simulations with physical experimentation, the platform significantly improves students’ understanding of PID control systems.

Generation Alpha is growing up in an era dominated by rapid technological advancement and digital interaction, which necessitates the development of innovative, engaging, and interactive learning strategies. This need extends to Christian Religious Education (CRE), where traditional methods may no longer fully capture the attention or meet the learning styles of today's children. One promising approach is the adaptation of Labubu dolls as a learning medium within the CRE curriculum. With their distinctive, expressive features, Labubu dolls can serve as an effective pedagogical tool to convey Christian values in a manner that is both relatable and captivating for young learners. This article explores the integration of Labubu dolls into Christian Religious Education as a medium to enhance student engagement, comprehension, and internalization of core religious values. Using a qualitative research design with a constructivist approach, the study investigates how puppetry, particularly through Labubu dolls, can transform abstract theological ideas into concrete, child-friendly learning experiences. Data was collected through observation, interviews, and reflective practices involving teachers and students in early education settings. Findings indicate that the incorporation of storytelling, character interaction, and reflective dialogue facilitated by Labubu dolls significantly improves children's understanding of Christian principles. The dolls create a dynamic learning environment that encourages emotional connection, moral reasoning, and active participation. Furthermore, the playful yet structured nature of puppet-based instruction aligns well with the cognitive and emotional development of Generation Alpha, making it a highly relevant educational innovation. In conclusion, the use of Labubu dolls within the Christian Religious Education curriculum represents a strategic response to contemporary educational challenges. It not only enhances pedagogical effectiveness but also supports the formation of Christian character and faith from an early age, positioning Labubu dolls as a transformative medium for religious instruction in the digital age.

This study aims to examine in depth the effectiveness of the application of the Children Learning in Science (CLIS) learning model in the Natural Science (Science) learning process. The background of this study stems from the problem of low active student participation in class, which is largely caused by difficulties in understanding abstract science concepts. The CLIS model offers a learning approach that emphasizes active student involvement through a series of systematic learning stages. The method used is a literature review with a qualitative descriptive approach. Analysis was conducted on 25 articles from national and international publications. Each article was reviewed based on relevance, research methods, main findings, and the suitability of CLIS application in various science learning contexts. The results of the study indicate that CLIS has proven effective in improving students' understanding of science concepts, developing science process skills such as observation, classification, measurement, and hypothesis testing, and encouraging active student participation during the learning process. In addition, this model is also able to improve critical thinking skills through exploration activities, experiments, group discussions, and reflection on learning outcomes. The CLIS stages, which include exploring students' prior knowledge, introducing new concepts through experiments, strengthening understanding through discussions, and strengthening concepts through reflection, enable students to construct knowledge independently and meaningfully. Based on these findings, CLIS is considered relevant and can be an effective alternative learning model to improve the quality of science learning at various levels of education.

The topic of Differentiated Instruction (DI) has recently been studied by researchers and practitioners due to its importance and potential to improve student learning. In this regard, the current study aims to provide a concise overview of DI in the context of EFL to illustrate the need for its implementation in the classroom to foster successful language learning. Since differentiated instruction is designed to place students at the centre of the teaching and learning process, promote equity and academic success, as well as recognize diversity among students, it enables teachers to address a student’s unique needs, interests, abilities, English proficiency, and preferred learning strategies. While challenges such as increased workload and implementation pressure in DI may arise, the potential benefits of this approach to students' learning processes, attitudes toward learning, and long-term success are notable. Therefore, the learning process is maximized when teachers are committed to differentiated instruction. SMA ISLAM PLUS ADZKIA (SIPA) is one of the most popular spotlight of school in Medan which the school was succeed in graduating their Alumni to Kedinasan and private university both inside and outside the country with scholarship. This school becomes the spot or role model for many other schools in Medan, therefore, the researcher intended to investigate further about the teaching model applied in this school, especially in EFL classroom in studying English. Some problems need to be answered after applying this study, such as how the English teachers manage the class to apply the DI, how is the students’ understanding about the subject after they applied DI

In today's era of rapid globalization and modernization, each generation in Indonesia has distinct characteristics, particularly in their ways of thinking, interacting, and facing life's challenges. Generation Y (millennials) and Generation Z, who are now entering the world of education, have very different mindsets and adaptation methods compared to previous generations. One of the major challenges faced by educators is how to address these differences, particularly in teaching Islamic religious values and shaping students' religious character amidst the rapid development of technology and social dynamics. The transition from Generation Y to Generation Z brings significant changes in the world of education, particularly for Islamic Religious Education (PAI) teachers. Generation Z, more familiar with digital technology and the internet, often has a more interactive and visual learning style. They tend to prioritize fast and easily accessible information, and are more open to global cultural influences. This phenomenon presents new challenges for PAI teachers in delivering Islamic religious learning materials that are contextual, relevant, and easily understood by students. The transformation of PAI teachers in shaping students' religious character in this transitional era requires a deep understanding of existing social, technological, and cultural changes. Islamic Religious Education teachers are not only required to possess in-depth knowledge of religious teachings but also to be able to adapt teaching methods to suit the needs of today's students. For example, the use of digital technology in Islamic religious education can facilitate students' access to various relevant information sources, such as Islamic preaching videos, Islamic learning apps, or e-books that can enhance their understanding.  

This study is motivated by the need for an Islamic education model that can integrate religious values and intellectual intelligence amid the challenges of globalization and modernization in education. The pesantren system has excelled in shaping religious character through the instillation of values, role models, and spiritual life, while modern schools excel in developing critical thinking, scientific literacy, and adaptive skills in technology. This study aims to identify the main elements of religious and intellectual education, analyze the opportunities for synthesis between the two, and evaluate the supporting factors and obstacles in their application in the context of Indonesian education. The research method used was library research with a descriptive qualitative approach through content analysis of various scientific sources, journals, books, and educational policy documents from 2020 to 2025. The results of the study show that the synthesis of Islamic boarding schools and modern schools can be realized through the integration of curriculum, learning methods, and institutional culture that balances the spiritual and intellectual dimensions of students. This integrative education model emphasizes the importance of teachers with dual competencies, institutional management support, and adaptive curriculum policies. The implications of this study are theoretical and practical: theoretically, it enriches the concept of holistic Islamic character education, while practically, it provides direction for Islamic educational institutions to develop learning models that produce graduates who are faithful, knowledgeable, and have noble character.

Anemia in pregnancy remains a public health problem in Indonesia, with a prevalence of 48.9% (Riskesdas, 2018). Low adherence to iron and folic acid tablet (TTD) consumption is one of the main causes of high anemia rates among pregnant women. This community service activity aimed to improve TTD consumption compliance among pregnant women through interactive educational media at Sarfina Sembiring Clinic in 2025. The implementation method applied a participatory learning approach, consisting of preparation, education delivery, evaluation, and follow-up. A total of 30 pregnant women participated in the activity. Pre-test and post-test evaluations showed an increase in knowledge scores from 62.5 to 85.3 (+36.4%), while compliance with TTD consumption increased from 46.7% to 83.3% (+36.6%). Additionally, 90% of participants stated that interactive media was easier to understand compared to conventional lecture methods. These findings indicate that interactive educational media effectively improves knowledge and compliance with TTD consumption among pregnant women, making it a viable alternative for health education to support anemia prevention programs in Indonesia.

The application of proper cough etiquette is an essential part of Clean and Healthy Living Behavior (PHBS) and serves as a preventive measure in reducing the transmission of respiratory infectious diseases from an early age. Health education for young children is crucial, as this stage represents the formative period where foundational habits are developed, potentially influencing long-term individual and environmental health. This community service activity was conducted on May 9, 2025, at Stella Maris Kindergarten in Tangerang City, involving 29 Nursery group children. The main objective of the program was to enhance the knowledge and skills of early childhood students in practicing correct cough etiquette and to instill healthy behaviors that they can apply in their daily lives at home and school. The implementation of the activity followed the POAC approach (Planning, Organizing, Actuating, Controlling) in a structured manner. Activities included storytelling (using engaging illustrations), screening of age-appropriate educational videos, practical simulations of cough etiquette, and fun, interactive games. These methods were designed to encourage active participation and ensure that children could understand and retain the health messages through enjoyable learning experiences. The results showed a notable improvement in the children's understanding and active involvement in practicing healthy coughing techniques, such as covering their mouths with a tissue or the inside of their elbows when coughing. Visual education combined with hands-on practice proved to be highly effective in conveying health messages to young children. The teachers responded positively to the program, emphasizing that the approach used was appropriate and should be widely implemented in other early childhood education institutions. They recognized it as a valuable promotive effort and a long-term health investment for children, laying the groundwork for healthier habits and environments in the future.

This study aims to analyze the influence of the school environment and family environment on the learning interest of 8th-grade students at SMPN 1 Pangkalanbaru. Learning interest plays a crucial role in shaping students' academic performance and motivation. A conducive environment, both at school and at home, is believed to significantly contribute to the development of students' enthusiasm for learning. This research employed a quantitative method with a descriptive approach and utilized multiple regression analysis techniques to test the hypotheses. Data were collected through structured questionnaires distributed to 149 students from the 8th grade. The findings indicate that both the school and family environments have a positive and significant impact on students' interest in learning. The school environment's influence was confirmed by a simple linear regression coefficient of 0.229, while the family environment showed a stronger effect with a regression coefficient of 0.355. When tested simultaneously, both variables contributed to a combined effect on students' learning interest, with an R² value of 0.263, indicating that 26.3% of the variance in learning interest can be explained by these two factors. The remaining 73.7% is influenced by other variables not examined in this study, such as peer influence, personal motivation, teaching methods, and access to learning resources. These results underscore the importance of providing a supportive and engaging environment at both school and home to enhance students’ academic motivation. It is recommended that schools foster a positive atmosphere through effective teacher-student interactions, while families are encouraged to actively support their children's learning routines and emotional well-being. Further research is needed to explore other contributing factors and to develop holistic strategies that promote learning interest among junior high school students.

Background: Anxiety before childbirth is a psychological disorder often experienced by pregnant women, especially in the third trimester of pregnancy. Fear of pain, worry about the condition of the fetus, and uncertainty about the delivery process are the main triggering factors. If not handled properly, this anxiety can have serious consequences, such as increased stress hormones (cortisol), sleep disorders, high blood pressure, and even labor complications. Therefore, interventions are needed that not only focus on physical aspects, but also support mental and emotional balance. Objective: The purpose of this activity is to provide education and practical training to pregnant women on anxiety management before childbirth through the application of complementary therapies, and to evaluate the effectiveness of this approach in increasing the readiness and calmness of participants. Method: The activity was carried out at PMB Lismarini, Tulungagung, involving 20 pregnant women in their third trimester. Education was carried out interactively using visual media and group discussions. Next, participants participated in the practice of three types of complementary therapies: (1) deep breathing relaxation with diaphragmatic breathing techniques, (2) aromatherapy using lavender as a relaxation agent, and (3) classical music with a slow rhythm played during the session. Results: This activity showed positive results. Eighty-five percent of participants experienced an increase in knowledge scores after the educational session, and 60% showed a significant decrease in anxiety levels based on questionnaire results. Most participants also reported feeling calmer, more prepared, and more confident in facing childbirth. The satisfaction rate with the activity reached 90%, indicating that the methods implemented were well-received by participants. Conclusion: Complementary therapy combined with education is effective in helping pregnant women manage anxiety before childbirth. This activity emphasizes the importance of a holistic approach to antenatal care.

This study aims to analyze the role of the Tahfidzul Qur’an teacher in improving the quality of Qur’an memorization among students at SMP-T Darul ‘Amal. The background of this research highlights the importance of tahfidz education as an integral part of Islamic character development, which emphasizes not only the quantity of memorization but also the quality of internalizing Qur’anic values in students’ daily lives. The objective is to examine how tahfidz teachers carry out their roles in the Qur’an learning process and how this impacts students’ memorization abilities and religious attitudes.  The research employs a qualitative approach using a case study design, with data collected through direct observation, in-depth interviews, and documentation of teaching activities. The findings reveal that the role of tahfidz teachers is highly significant in guiding students through methods such as talaqqi (direct transmission), structured muraja’ah (review), discipline development, and spiritual motivation. The learning environment created by these teachers also fosters a conducive and religious atmosphere. The study concludes that the success of improving Qur’an memorization quality greatly depends on the teacher’s competence, emotional connection with students, and the teaching strategies applied. These elements collectively contribute to shaping a generation that loves the Qur’an, upholds strong morals, and demonstrates a sense of responsibility.    

This community service initiative was designed to improve the digital competence of the PKK (Family Welfare Empowerment) group in Simogirang Village, Prambon Sub-district, Sidoarjo Regency, with a focus on utilizing social media and internet-based tools to optimize the branding of local UMKM (Micro, Small, and Medium Enterprises) products. The program adopted an andragogical approach that emphasizes adult learning, integrating methods such as direct instruction, hands-on demonstrations, and guided simulations. Key digital platforms including Instagram, WhatsApp Business, Google Docs, and Google Drive were introduced and practiced during the sessions. A total of 40 participants took part in the training. Evaluation results indicated that 85% of the participants successfully mastered the digital branding techniques, achieving over 85% accuracy in practical exercises. This achievement was evidenced by the creation of functioning business accounts, digital catalogs, and various forms of promotional content tailored to their UMKM products. The implementation of these digital tools led to a noticeable increase in consumer engagement and demand for village products, particularly cassava chips and handmade crafts, signifying a positive impact on local economic activities. To ensure long-term benefits and continuous improvement, a dedicated WhatsApp group was established as a support forum for participants to share experiences, ask questions, and receive guidance post-training. Despite its success, the initiative faced challenges related to unstable internet infrastructure in certain areas of the village, highlighting the need for improved digital access. In conclusion, this initiative not only enhanced the digital literacy of rural women but also contributed to their economic empowerment, aligning with broader efforts to promote smart village development and digital transformation in rural Indonesia.