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This study explores the integration of Science, Technology, and the Arts (IPTEKS) within an educational psychology framework to support the development of creativity, innovation, and collaboration among prospective Christian religious education teachers in West Java. Using a mixed-methods approach with a sequential explanatory design, the research combines quantitative and qualitative perspectives to obtain a comprehensive understanding of the phenomenon. Quantitative data were gathered through questionnaires distributed to prospective teachers, while qualitative data were obtained through in-depth interviews and participatory observations involving selected informants. The findings indicate that meaningful integration of IPTEKS contributes positively to the development of creative thinking, innovative teaching practices, and collaborative learning skills. Qualitative insights further reveal that institutional support, continuous professional development, and contextualized learning environments play a crucial role in optimizing the impact of IPTEKS integration. The study highlights the importance of aligning technological integration with psychological and pedagogical principles. It concludes that teacher education programs need to redesign curricula and training models that holistically integrate IPTEKS and educational psychology to foster relevant, transformative, and value-based learning in Christian education contexts.

This research explores the development of a participatory governance model for community based waste management systems, aiming to enhance both legal compliance and public social welfare outcomes. Community based waste management (CBWM) plays a critical role in addressing environmental and health challenges, yet its success is often hindered by weak governance structures, limited community involvement, and insufficient regulatory frameworks. The study introduces a governance model that integrates local community participation into decision making processes, encouraging ownership and responsibility among residents. The primary goal is to improve compliance with environmental regulations while promoting social welfare by fostering better public health and community cohesion. A review of literature highlights key theories of participatory governance, focusing on its ability to enhance legal adherence and increase social equity. Previous studies on CBWM demonstrate the potential of community involvement in overcoming barriers to legal compliance, such as weak enforcement and fragmented governance. However, challenges like inadequate infrastructure, socio economic factors, and cultural habits still impede full participation and compliance. The study utilizes a mixed methods approach, including stakeholder analysis, participatory workshops, and regulatory compliance assessments, to evaluate the effectiveness of the model. The results show that communities involved in participatory governance exhibit higher compliance with waste management laws, improved sanitation, and healthier living conditions. Furthermore, the model fosters social capital and community empowerment, contributing to long term sustainability. In comparison to centralized waste management systems, the participatory approach is found to be more adaptable, accountable, and socially accepted. While the model presents several benefits, challenges such as infrastructure limitations and cultural barriers remain. Future research should further investigate how to address these challenges, particularly through technological integration and cross sector collaborations, to ensure the scalability and sustainability of the participatory governance model.

This study explores the integration of customary law and government regulations in environmental protection, emphasizing the role of community perceptions in shaping effective legal frameworks. Marginal ecosystems, such as coastal areas, urban fringes, and sacred natural sites, often face vulnerability due to fragmented governance systems that fail to coordinate customary practices with formal legal structures. The research investigates how integrating local traditions and state regulations can enhance biodiversity conservation, improve community engagement, and ensure the long term sustainability of environmental management efforts. Findings reveal that when customary laws are formally recognized and incorporated into state regulations, they significantly enhance the legitimacy and effectiveness of conservation policies. Communities in regions like Bali, Indonesia, and Pacific Islands have shown that hybrid legal approaches, which respect traditional ecological knowledge, result in greater participation and trust in conservation activities. However, challenges such as administrative complexity, lack of standardized guidelines, and the need for adequate funding and support for community based governance hinder the full potential of this integration. The study highlights the importance of simplifying legal processes and fostering mutual understanding between customary practices and formal regulations to achieve successful ecosystem protection. This research emphasizes the need for policy reforms that ensure the inclusion of customary law in environmental governance frameworks, ultimately promoting a more inclusive, adaptive, and sustainable approach to managing marginal ecosystems.

L House is a house design that is shaped like the letter "L". This distinctive configuration offers flexibility in spatial arrangement and creates an interesting interaction between interior and exterior areas. L House by 022Studio is a work that combines modern aesthetics with traditional values and sustainability. Through a descriptive criticism method involving interviews with architects, literature studies, and analysis of design elements, this study aims to reveal the strengths and challenges in the application of modern design in a tropical context. L House successfully integrates space with nature through the use of local materials, flexible spatial layouts, and building orientations that optimize natural lighting and ventilation. In addition, this design also makes a significant contribution to the development of modern architecture in Indonesia by demonstrating that modern buildings can be adapted to local cultural and environmental contexts. L House is a good example of sustainable architecture that can inspire similar projects in the future.

Parents act as early educators entrusted with guiding, nurturing, and caring for their children. Their influence is crucial from the outset, as they substantially shape their children's character and disposition. The way parents parent their children can significantly enhance their overall development, as their methods significantly influence their children's social and emotional maturity. To foster healthy maturation and ensure their children's social integration, parents need to thoroughly understand the intricacies of their children's social and emotional development. Parents are the first teachers responsible for teaching, nurturing, and raising their children. Parental involvement is crucial. This study aims to examine the significance of parenting strategies employed by mothers and fathers and the extent to which these strategies shape their children's social and emotional development. The results of this study identified three distinct categories of parenting tactics commonly employed by mothers and fathers in raising their children: indulgent, dictatorial, and collaborative. Each of these parenting approaches exerts a unique influence on children's social and emotional maturation. The main difference lies in the observation that dictatorial and indulgent parenting approaches typically produce less beneficial results than collaborative parenting approaches, which typically produce more beneficial results. Therefore, it is recommended that mothers and fathers adopt a collaborative parenting approach when raising their children.

The increasing integration of digital technology into the daily lives of Generation Alpha has contributed to reduced physical activity, highlighting the need to understand the factors shaping children’s movement behaviors. This study employed a quantitative correlational approach to examine the relationship between parental educational background and the physical activity levels of students aged 13–15 at SMP 1 Waru Sidoarjo. Data were collected through a parental education questionnaire and the PAQ-C instrument, which assesses children’s physical activity over the past seven days. A total of 45 respondents participated, and the data were analyzed using Pearson or Spearman correlation tests, depending on distribution. The findings revealed a positive and statistically significant—though weak—association between parental education and children’s physical activity levels. Parents with higher education tend to promote more active lifestyles by regulating screen time, providing access to sports facilities, and modeling healthy behaviors. These results underscore the essential role of families in developing healthy routines among Generation Alpha and the need for educational initiatives to enhance parental awareness of physical activity in an increasingly digital environment.

The paradigm of Islamic education requires the integration of Western learning theories with an Islamic perspective to create a holistic approach to education. With the rapid development of psychological theories in education, such as behaviorism, cognition, humanism, and constructivism, it is essential to examine their relevance within the context of Islamic education. This article aims to analyze the integration of these theories in Islamic learning, with a focus on their connection to key Islamic concepts such as reward-punishment (pahala-dosa), reflection (tafakkur), self-actualization, mutual assistance (ta'awun), and consultation (syura). This study uses a literature review method with a qualitative approach. Articles were gathered through Google Scholar and Publish or Perish with keywords "Behaviorism in Islamic Education" AND "Cognitive Learning in Islam" AND "Humanistic Approach in Islamic Education" AND "Constructivism in Islamic Education." Of the initial 40 articles obtained, a screening process resulted in 5 articles that met the publication criteria (2020–2025), relevance to the topic, and open access. The review results show that integrating these theories into Islamic education can enrich the learning process by linking moral, social, and spiritual elements that are essential in Islamic teachings. This literature synthesis reveals the importance of integrating psychological theories with the principles of Islamic education to create a more comprehensive and holistic educational system. Further research should develop empirical methodologies and more detailed and practical application models in Islamic education practice.

The main objective of the Citizenship Education (PKn) course in higher education is to develop students into individuals with nationalist, participatory, and critical characters towards national dynamics. Conventional learning approaches that are still dominant in higher education, such as one-way lectures and memorization of materials, are considered less able to encourage active participation and the development of critical thinking patterns of students in the Citizenship Education (PKn) course. This study aims to identify the effectiveness of the application of innovative learning methods in improving students' activeness and critical thinking skills. Using a descriptive qualitative approach, data were collected through classroom observations, interviews with lecturers and students, and analysis of lecture documents from three study programs at Merdeka University of Malang. The results of the study showed that the application of learning strategies such as Project Based Learning, role playing, utilization of interactive multimedia, collaborative discussions, and nationality-based simulations were able to significantly increase students' participation and critical understanding. This method is relevant to the needs of learning in the era of globalization that demands digital literacy, cross-disciplinary collaboration, and contextual problem solving. Based on these findings, this study recommends the integration of innovative methods into the Civics curriculum in higher education, pedagogical training for lecturers, and the provision of technological infrastructure that supports the implementation of competency-based learning in the era of globalization.

Sea cucumbers (Holothuroidea) are marine organisms of high ecological and economic value, yet their populations in many tropical regions have declined due to exploitation pressures. This study aimed to analyze the density and distribution patterns of sea cucumbers in the coastal waters of Tuhaha, Saparua Island, Central Maluku Regency. A quantitative descriptive survey was conducted using 1 × 1 m quadrat transects along eight transect lines perpendicular to the shoreline. Density was calculated based on the number of individuals per unit area, while distribution patterns were determined using Morisita’s index. Four species of sea cucumbers were identified, namely Holothuria scabra, Holothuria atra, Bohadschia vitiensis, and Bohadschia marmorata, with a total of 33 individuals and an overall density of 0.19 ind/m². Species H. scabra exhibited the highest density (0.11 ind/m²), whereas H. atra and B. vitiensis had the lowest (0.01 ind/m²). The population distribution was aggregated (Id = 6.11), indicating a strong association with specific microhabitats, particularly muddy-sand substrates. Environmental parameters (temperature 30°C, salinity 30 ‰, pH 6.90) remained within the optimal tolerance range for sea cucumbers. These findings indicate that Tuhaha waters continue to support Holothuroidea populations; however, the aggregated distribution pattern reflects vulnerability to overexploitation. Therefore, ecosystem-based management through habitat conservation, catch restrictions, and the integration of aquaculture and restocking is essential to ensure the sustainability of sea cucumber resources in Central Maluku.

This study explores the integration of financial numeracy with local wisdom in mathematics education in Indonesia. By incorporating real-life financial scenarios, such as budgeting, saving, and investment calculations, into mathematics lessons, the research aims to enhance students' understanding of mathematical concepts while simultaneously improving their financial literacy. The study also emphasizes the importance of using local cultural and economic knowledge as a context for learning, making abstract mathematical concepts more relevant and accessible. The findings suggest that contextualizing mathematics education through local wisdom significantly improves student engagement, understanding, and practical application of mathematical knowledge. The integration of financial numeracy helps students make informed financial decisions and prepares them for future financial challenges. This research contributes to the development of a mathematics curriculum that combines financial literacy with local context, offering a more inclusive, relevant, and practical approach to education. The study’s findings contribute to the ongoing development of more inclusive, relevant, and practical educational frameworks that incorporate financial literacy into the mathematics curriculum.

This study aims to explore students' experiences, reflections, and perceptions of innovative learning in drama studies through digital performance. This qualitative descriptive research utilized a case study approach with 36 students enrolled in the Drama Studies course (2025/2026) within the Indonesian Language and Literature Education program at Universitas Singaperbangsa Karawang. Primary data consisted of students' written reflections and digital performance artifacts, supported by secondary data from literature on constructivism, dual coding/multisensory theory, and emotional intelligence, as well as curriculum documents. Data collection involved documentation, participatory observation, and semi-structured interviews. Data analysis employed thematic analysis through systematic steps including reading, coding, categorization, interpretation, and presentation. Data validity was ensured through source triangulation, member checking, and peer debriefing. The findings indicate that digital performance provides positive learning experiences, strengthens the integration of theory and practice, fosters problem-solving skills, and develops collaboration, empathy, and students' emotional intelligence. These results affirm that digital performance-based drama learning is a pedagogical innovation relevant to 21st-century competencies and can serve as a model for project-based curriculum development in literature education.

This study aims to explore the integration of financial literacy into context-based mathematics education at the elementary school level by emphasizing the use of local knowledge in learning activities. Employing a qualitative descriptive approach, this research investigates the experiences and perceptions of students and teachers involved in mathematics learning that connects mathematical concepts with real-life financial situations, such as budgeting, saving, and personal financial management. Data were collected through interviews, classroom observations, and documentation analysis to obtain a comprehensive understanding of the learning process and its outcomes. The findings indicate that integrating financial literacy into context-based mathematics learning enhances the relevance of mathematical content and facilitates students’ conceptual understanding. Students reported increased interest and engagement in mathematics lessons, as well as greater confidence in applying mathematical skills to manage personal finances. The use of familiar financial contexts enabled students to perceive mathematics as meaningful and applicable to their daily lives. Teachers identified limited instructional time and difficulties in explaining abstract concepts as key obstacles in the implementation process. Overall, the results suggest that context-based mathematics learning integrated with financial literacy has strong potential to improve students’ mathematical understanding and financial awareness while fostering practical life skills. Nevertheless, effective implementation requires careful instructional planning, adequate time allocation, and appropriate pedagogical strategies to address complex financial concepts. This study contributes to the growing body of research on contextualized mathematics education by highlighting the importance of integrating local context and financial literacy to enhance the quality and relevance of elementary mathematics education.

This study examines the effectiveness of interactive digital platforms in improving student academic outcomes. The integration of digital platforms in education is becoming increasingly important, but challenges arise regarding educators' adaptation of technology. This study analyzes the effectiveness of platforms such as Kahoot and Padlet through a systematic literature review. The study identifies gaps in previous research that focused more on platform features than on learning outcomes and educator adaptation. Using a systematic literature review of 45 peer-reviewed articles (2019-2024), this study explores the relationship between platform interactivity, educator technology proficiency, and measurable academic improvement. Data analysis uses thematic coding to identify patterns in successful digital learning implementation. The results show that interactive platforms can improve academic performance by 15-25% if educators have adequate technological skills, but success rates decline without proper training. This study proposes a comprehensive framework that integrates platform effectiveness metrics with educator development strategies. Recommendations include structured technology training programs and standardized assessment protocols to measure the effectiveness of digital learning.

The integration of artificial intelligence chatbots as virtual teaching assistants (VTAs) represents a transformative shift in student support services within higher education. This study investigates the implementation, effectiveness, and impact of AI-powered chatbots in providing academic support, administrative assistance, and personalized guidance to university students. Employing a longitudinal mixed-methods approach over 18 months, this research analyzed data from 2,347 students across 15 universities that deployed VTA systems, examining interaction patterns, student satisfaction, learning outcomes, and cost-effectiveness. Quantitative analysis of 487,392 chatbot interactions revealed that VTAs successfully handled 78.4% of student queries without human intervention, with response times averaging 3.2 seconds compared to 4.7 hours for traditional support channels. Qualitative findings from focus groups and interviews highlighted students' appreciation for 24/7 availability, immediate responses, and non-judgmental interactions, while also revealing concerns about empathy limitations, complex query handling, and the desire for human connection in critical situations. The study demonstrates that VTAs significantly improve support service accessibility and efficiency while reducing operational costs by an average of 43%. However, optimal implementation requires careful integration with human support staff, continuous training of AI systems, and attention to equity issues in digital access. This research contributes to understanding how AI can augment rather than replace human educators, offering evidence-based recommendations for implementing VTA systems that enhance student success while maintaining the human elements essential to quality education.

The emergence of ChatGPT and other large language models has introduced unprecedented opportunities and challenges in educational settings. This study examines the dual nature of ChatGPT's integration into classroom environments, analyzing both its potential as an educational tool and the ethical concerns it raises regarding academic integrity. Through a mixed-methods approach combining surveys, interviews, and content analysis, this research investigates how educators and students perceive and utilize ChatGPT, the implications for learning outcomes, and the effectiveness of current academic integrity policies. Results indicate that while ChatGPT offers significant pedagogical benefits including personalized learning support and enhanced accessibility, it simultaneously poses risks to traditional assessment methods and raises questions about authorship and original thought. The study proposes a framework for responsible AI integration in education that balances innovation with academic integrity, emphasizing the need for updated policies, enhanced digital literacy, and redesigned assessment strategies. These findings contribute to the ongoing discourse on AI in education and provide practical recommendations for educators, administrators, and policymakers navigating this transformative technology.

This study examines the implementation of RoRo ship services in Indonesia, highlighting the implementation of RoRo ships and the current national logistics framework potential strategies, particularly in the 3T region. This research employs a qualitative descriptive methodology that includes a literature review. It utilizes secondary data from previous studies, comprising books and original scientific reports published in articles or journals. The findings indicated 1) The use of RoRo ships has gone through progressive developments, like the government's initiative on “Sea Toll” designed to support the logistics sector, particularly in 3T regions. 2) Enhancing the logistics framework through the integration of National Logistic EcosIstem (NLE) alongside the Internet of Things (IoT) to increase logistics efficiency that is rapid, effective, and clear. Nevertheless, these initiatives faces challenges. Consequently. The proposed strategies focus on improving growth center development through logistics integration (shipping, port management, and intermodal) and implementing digitalization in logistics document processing.

This study aims to describe the application of deep learning based tolerance values with a pedagogical approach in supporting classroom management in grade VI of SDN Beji 01 East Ungaran. The deep learning approach is understood as a pedagogical strategy that emphasizes the cognitive, affective, and social engagement of students through meaningful learning experiences. This study uses a descriptive qualitative approach with data collection techniques in the form of semi-structured interviews, observations, and documentation. The research subjects include grade VI teachers, principals, and students with diverse social and cultural backgrounds. The results of the study show that the application of tolerance values through deep learning strategies is able to create an inclusive, safe, and conducive classroom climate. The implementation is reflected through the practice of random seating arrangements, a culture of sharing learning media, deliberation in conflict resolution, fair study timing, and strengthening mutual respect between students. These findings confirm that the integration of deep learning-based tolerance values contributes significantly to the effectiveness of classroom management and the strengthening of the social character of elementary school students.

This study aims to analyze the effect of the implementation of the Intelligent Tutoring Sistem (ITS) based on Artificial Intelligence (AI) on improving the understanding of mathematical concepts, especially in fractional and basic geometry materials, in Class V students of SD Negeri 2 Badran, Temanggung Regency. The research method used was a quasiexperimental experiment with a Non-equivalent Control Group Design. The research sample consisted of 48 students who were divided into two groups, namely the experimental group (n=24) who received learning with the help of AI-based ITS, and the control group (n=24) who received conventional learning with lecture methods and practice questions. The research instrument is in the form of a test of understanding of mathematical concepts that has been validated by experts and tested for reliability. Data were analyzed using parametric statistical tests of the Independent Sample t-test and N-Gain Score to measure the improvement. The results showed that there was a significant difference in understanding of mathematical concepts between the experimental group and the control group. The average post-test score of the experimental group (82.45) was significantly higher than that of the control group (70.12) with a p< value of 0.05. N-Gain analysis showed that the improvement in conceptual understanding in the experimental group was in the "moderate" category (g=0.56), while the control group was in the "low" category (g=0.32). These findings indicate that AI-based ITS is effective in improving students' understanding of mathematical concepts. The advantages of the system lie in its ability to provide instant feedback, personalize materials according to learning pace, and present interactive materials, thus helping to better construct students' conceptual understanding. It is recommended that schools consider the integration of ITS technology as a supplementary tool in mathematics learning at the elementary level.

Reading literacy among 6th grade elementary students is often superficial, limiting their ability to analyze implicit meanings and connect texts to real-world contexts. This review examines the potential of deep learning as a pedagogical approach to enhance in-depth text comprehension. Deep learning emphasizes active engagement, reflection, and the construction of meaningful knowledge, aiming to foster critical thinking and improve comprehension. Recent studies highlight implementation strategies such as reflective journaling and interactive discussions, which have demonstrated significant improvements in students' critical thinking and comprehension scores (p < 0.05). These findings suggest that deep learning methods surpass traditional approaches by promoting higher-order cognitive skills, enabling students to analyze and interpret texts more effectively. However, challenges such as inadequate teacher training persist, which may hinder the full integration of deep learning techniques. To address these challenges, further research is needed to explore scalable digital tools that can support deep learning in diverse classroom settings. By examining the potential for digital integration, future studies could provide insights into how technology can facilitate the widespread adoption of deep learning strategies, making them more accessible and effective for a broader range of students. Ultimately, this review underscores the promise of deep learning in enhancing reading literacy and suggests that addressing the barriers to its implementation could have significant educational benefits.

The integration of Artificial Intelligence (AI) in higher education has led to the increasing use of AI-powered adaptive learning models that support personalized and data-driven learning. However, studies examining preservice teachers’ perceptions of these models remain limited, despite their important role in future classroom implementation. This study aims to explore preservice teachers’ perceptions of AI-powered adaptive learning in higher education, focusing on perceived usefulness, learning adaptivity, learning experience, and perceived concerns. A descriptive qualitative research design was employed involving 53 preservice teachers from various universities. Data were collected using a Likert-scale questionnaire and open-ended questions. Quantitative data were analyzed descriptively using percentage distributions, while qualitative data were examined through simple thematic analysis. The findings reveal that preservice teachers generally demonstrate positive perceptions of AIpowered adaptive learning, particularly in terms of learning effectiveness, adaptability, and engagement. Nevertheless, concerns related to over-reliance on AI, ethical issues, and data privacy were also identified. These results indicate that preservice teachers show readiness to engage with AI-supported learning, while highlighting the need for teacher education programs to promote responsible and pedagogically informed AI integration.