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This study aims to identify and classify factors that influence the work readiness of vocational school graduates, analyze the contribution of each factor, and provide evidence-based recommendations for policy development and learning practices in vocational schools. The method used in this study is Systematic Literature Review (SLR), which analyzes articles related to factors affecting the work readiness of vocational school graduates from ScienceDirect. The results of the review show that the Work Readiness of vocational school graduates is influenced by three main categories of factors: individual (technical competence, soft skills, self-efficacy), institutional (curriculum, industrial practice experience), and external (industrial environment, local job opportunities, government policies). All three interact with each other and contribute significantly to work readiness. Strengthening work readiness can be achieved by adapting the curriculum that is relevant to labor market needs, increasing industrial practice experience, and strengthening institutional support and cooperation with the business world. Recommendations for vocational education policy development include improving curriculum quality, strengthening soft skills, and providing wider internship and career development opportunities.  

This study aims to explore and analyze the values ​​of the integration of Islamic Religious Education (PAI) with science in learning in Senior High Schools (SMA) in the Riau Islands. In the era of globalization and rapid technological advances, it is important for education to integrate religious knowledge and science in order to create students who are not only intellectually intelligent but also have strong characters. The research approach used is qualitative descriptive with a case study method involving in-depth interviews, observations, and documentation studies in several high schools in the Riau Islands. This study found that despite major challenges in terms of limited infrastructure, human resources, and access to technology, the integration of PAI and science can enrich students' understanding of the relationship between religion and science. By integrating science into Islamic teachings, students not only learn scientific knowledge but are also trained to think critically in the context of religion and morals. On the other hand, geographical challenges and limited facilities in the Riau Islands cause gaps in the implementation of this integration. Therefore, this study suggests the need for more adaptive learning strategies, improved teacher training, and the use of mobile technology to overcome these challenges. This research is expected to contribute to the development of a more inclusive and relevant education curriculum, especially in remote areas such as the Riau Islands.

This study aims to identify and analyze the challenges faced by schools in the Riau Archipelago in implementing their vision and mission. School vision and mission are crucial guidelines in the educational process, as they reflect the goals and direction that the educational institution seeks to achieve. However, the challenges in their implementation often affect the effectiveness of achieving those goals. This study focuses on local factors that may influence the implementation of school vision and mission in the Riau Archipelago, such as limited resources, infrastructure issues, and cultural and social barriers in the archipelago region. The methodology used in this study is descriptive qualitative, with data collection techniques through in-depth interviews, field observations, and documentation studies. The results of the study indicate that, although the vision and mission of schools in the Riau Archipelago are clear and well-defined, the main challenges lie in the lack of adequate facilities and resources, as well as difficulties in reaching remote and isolated areas. Additionally, local cultural factors and public perceptions of education also affect effective implementation. This study suggests the need for improved access to educational resources, training for teachers and school principals, as well as the utilization of technology to overcome geographical and social barriers. Therefore, this study is expected to contribute to the improvement of the education system in the Riau Archipelago and other remote areas

The purpose of this study is to describe the effect of Outdoor Learning Math using GPS-based mobile technology-assisted math traces on students' problem solving and mathematical communication skills, describe the effect of Outdoor Learning Math using GPS-based mobile technology-assisted math traces on problem solving skills, and describe the effect of Outdoor Learning Math using GPS-based mobile technology-assisted math traces on students' mathematical communication skills. This type of research is Quasi Experimental using Nonequivalent Control Group Design. This research was conducted at SMP Negeri 1 Malinau, North Kalimantan City with 60 students from two 9th grade classes. The instruments used in this study were descriptive test questions of problem solving ability, mathematical communication and observation sheets for the implementation of Outdoor Learning Math learning activities using GPS-based mobile technology-assisted math traces. The results showed that there was an effect of Outdoor Learning Math using GPS-based mobile technology-assisted math traces on students' problem solving and mathematical communication skills together, there was no effect of Outdoor Learning Math using mobile technology-assisted math traces on problem solving skills, and there was no effect of Outdoor Learning Math using GPS-based mobile technology-assisted math traces on mathematical communication skills. Therefore, for future researchers to expand the scope of materials such as geometry, statistics and probability, algebra, arithmetic and add student motivation variables.

This study aims to examine the influence of reward strategies, management behavior, and remuneration on the work motivation of Madrasah Aliyah Negeri (MAN) teachers in Jambi Province, both partially and simultaneously, as well as directly or indirectly. Using a quantitative approach with a survey method of 145 teachers and analyzed by path analysis, this study shows that the three independent variables have a significant effect on teachers' work motivation. Key findings include the direct influence of reward strategies and management behaviors on remuneration and work motivation, as well as indirect influences through remuneration. Overall, the results indicate that the better the reward strategy, management behavior, and remuneration, the higher the teacher's motivation to work.  

This study explores the visionary leadership strategies of Kyai in enhancing the quality of Islamic education at Pondok Pesantren Daaru Attauhid, Raudhatul Mujawwidin, and Al Jauharen in Jambi Province, Indonesia. Employing a qualitative approach with a multi-site design, the study collected data through in-depth interviews, participant observations, and document analysis. Findings reveal that visionary Kyai leadership is characterized by strong vision, educational innovation, integration of diniyah and general curricula, and collaboration with external stakeholders. Key challenges include limited human resources, insufficient infrastructure, and lack of stakeholder engagement. The study recommends leadership training, institutional capacity development, and technological integration to address these challenges and support sustainable Islamic education.      

Principal management plays a crucial role in the development of teachers, significantly influencing their professional competence and performance in carrying out educational responsibilities. This study aims to describe and analyze (1) principal management strategies in teacher development, (2) obstacles encountered during the implementation of these strategies, and (3) solutions to overcome the identified obstacles. The research was conducted at SMA Muhammadiyah 8 Palembang using a qualitative descriptive method. Data collection techniques included interviews with school leaders and teachers, direct observations of school activities, and document analysis related to teacher development programs. Data were analyzed using an interactive model consisting of data collection, data reduction, data presentation, and conclusion drawing. The findings show that principal management in teacher development involves structured planning, implementation of professional training, performance evaluation, mentoring programs, and the establishment of collaborative work teams aligned with the school's vision and mission. However, several obstacles were identified in the implementation process, such as limited human and financial resources, differences in teacher readiness and motivation, resistance to new policies or changes, and difficulties in maintaining consistent monitoring and supervision. To address these challenges, school leaders have adopted various strategies, including intensifying teacher training and mentoring, promoting teamwork among staff, utilizing digital technology to support learning and supervision, and building partnerships with external education stakeholders. Additionally, regular evaluations and feedback mechanisms are conducted to ensure that teacher development programs remain responsive to current needs. This research emphasizes the importance of effective leadership and adaptive strategies in fostering continuous professional growth for teachers within the school environment.

This research aims to analyse the effectiveness of differentiated instruction implementation in enhancing critical thinking character in Islamic Elementary School students in Makassar. The research employed a mixed-method approach with an embedded experimental design. The research sample consisted of 68 fourth and fifth-grade students from three Islamic Elementary Schools in Makassar, selected through purposive sampling. Data were collected through observation, critical thinking ability tests, interviews, and documentation. Differentiated instruction was implemented for 12 weeks, considering variations in students' learning readiness, interests, and learning profiles. The results showed that: (1) the implementation of differentiated instruction was effective with an implementation rate of 87.5%; (2) there was a significant improvement in students' critical thinking abilities with an effect size of 0.82 (high category); (3) the three aspects of critical thinking that experienced the highest improvement were analyzing arguments, evaluating information, and drawing conclusions based on evidence; (4) success supporting factors included comprehensive lesson planning, school leadership support, teacher competence, and integration of Islamic values in the learning process. This research recommends the implementation of differentiated instruction as a strategy to develop students' critical thinking abilities while considering individual learning characteristics and needs.

The principal is the highest leader in an educational unit who has the task and responsibility to manage the educational unit, therefore this study aims to describe and analyze the Principal's strategy in implementing educational management and the factors that hinder and support the implementation of the Principal's strategy in implementing educational management and the efforts made by the Principal in overcoming obstacles in the implementation of Educational Management at SMA Bina Warga 1 Palembang. The research data were obtained by interviews, observation and document methods which were analyzed using interactive model analysis. Based on the results of the study, it was concluded that 1) the Principal's strategy in implementing educational management at SMA Bina Warga 1 Palembang implemented the principles and functions of educational management such as planning, organizing, implementing/driving, and supervising, especially in the governance of students, educators and education personnel, and facilities and infrastructure so that the implementation of education runs in accordance with applicable regulations. 2) inhibiting and supporting factors for the implementation of the principal's strategy in implementing educational management at SMA Bina Warga 1 Palembang including the principal's ability in educational management and leadership, support and active participation of educators and educational personnel, availability of adequate facilities and sufficient resources to support the learning process, a positive culture that has grown and developed in the school. While inhibiting factors include budget limitations, less than optimal communication and coordination, educators' understanding of new approaches to changing school conditions, and parental support that is not yet complete. 3) efforts made to overcome obstacles to the principal's strategy in implementing educational management at SMA Bina Warga 1 Palembang include optimizing the use of human resources, a persuasive approach to teachers and stakeholders, implementing time management, strengthening collaboration with parents and other stakeholders

Amid rapid technological advancements, improving the quality of primary education remains a critical challenge. The purpose of this study is to determine the influence of Artificial Intelligence (AI), learning evaluation, and teacher competence on the quality of Social Studies instruction. The research used a quantitative design involving 25 sixth-grade students at SD Inpres Barua, Bontolempangan, during the 2024/2025 academic year through total sampling. Data were gathered via questionnaires and analyzed using multiple linear regression, t-tests, and F-tests in SPSS 26. Results revealed that AI, evaluation, and teacher competence significantly and positively affect learning quality both individually and collectively. These findings reinforce the critical role of digital tools and professional teaching standards in fostering more effective and meaningful learning experiences.

This study explores the impact of pedagogical, personality, social, and professional competencies on students' interest in Social Studies learning in Grade V at SD Inpres Bukkangraki, Bajeng District. Using a quantitative method with total sampling of 28 students, data were obtained via questionnaires and analyzed through multiple regression using SPSS 26. The study confirms that all four competencies have a significant and positive effect on students’ learning interest, both partially and simultaneously. Among these, pedagogical competence has the most dominant effect, emphasizing the importance of teaching strategies in cultivating student interest.

This research aims to examine the influence of information consumption from social media on the improvement of students' academic literacy. Academic literacy is an important skill for students in understanding, analyzing, and critically utilizing scientific information. However, the low level of academic literacy in Indonesia has become a serious concern, especially in the digital era where social media has become the main source of information. This research uses a quantitative method with data collection techniques in the form of surveys among students. The research results indicate that the consumption of information from social media has both positive and negative impacts on academic literacy. Social media facilitates access to academic information, but it also has the potential to lower the quality of literacy due to the dominance of unverified information. This research provides strategic recommendations to enhance students' academic literacy, such as the wise use of social media and strengthening fact-checking skills. These findings are expected to help higher education institutions design policies that support the development of students' academic literacy in the digital era.

This study examines the digital literacy of university students in the context of Indonesia's evolving digital landscape. In the era of Industry 4.0 and the emerging Society 5.0, higher education faces the challenge of preparing students not only academically but also as responsible digital citizens. The research explores the level of digital literacy among students, identifies factors contributing to their limited ability to critically evaluate digital information, and proposes strategies to enhance digital skills. Utilizing a quantitative approach with an online questionnaire distributed to students from various higher education institutions, the study assesses competencies in technical usage, information evaluation, and digital ethics. The findings reveal that while a majority of students exhibit basic digital awareness and a tendency to verify information through credible sources, significant gaps remain in their ability to discern misinformation and protect personal data. The study recommends integrating digital literacy into academic curricula, increasing access to reliable digital resources, and conducting regular training workshops. These measures aim to foster a more critical, informed, and digitally secure student body, better equipped to navigate the challenges of the modern information age.

The development of digital technology has transformed how university students access and process information. Digital literacy has become an essential skill encompassing the ability to search for, evaluate, and effectively use information. This study aims to analyze the factors influencing university students' digital literacy, the role of technology in supporting these skills, and effective strategies that can be implemented to improve digital literacy in academic environments. The research method employed is a mixed-method approach with data collection techniques through digital questionnaires administered to 25 students from various majors, as well as a literature review from various sources. The results of the study show that 52% of students use the internet for more than six hours a day, 83.3% actively seek information daily, and 60% always verify information before sharing it. The main obstacles in improving digital literacy include limited access to digital learning resources (54.2%) and a lack of literacy training (54.2%). Proposed strategies to address these challenges include integrating digital literacy materials into the curriculum, organizing regular training and seminars, and optimizing the use of educational technology platforms. The conclusion of this study emphasizes that digital literacy is not just about technical skills but also involves critical thinking and filtering accurate information. Therefore, systematic efforts are needed from various parties, including universities, lecturers, and students, to create an academic environment that supports the optimal development of digital literacy.

Academic literacy is one of the main factors in improving the quality of college graduates. Developed countries have implemented various strategies to improve literacy levels in higher education environments in order to create competitive graduates who are ready to face global challenges. This article aims to analyze policies and implementation of strategies to improve academic literacy in universities in developed countries. Using a qualitative approach based on literature studies, this study found that technology integration, research-based learning, improving criteria, and providing supporting facilities such as digital libraries and academic literacy training are effective steps in improving student literacy. The results of this study are expected to be a reference for higher education institutions in developing countries in designing policies to improve academic literacy

This study uses a qualitative approach that describes the object studied through the process of exploring facts and data on objects in the field as they are, to achieve these objectives, data is needed that is excavated from an in-depth observation process with the principal, vice principal, head of the welding and metal fabrication engineering expertise program and teachers of productive subjects. Data collection techniques using in-depth interviews with, participant observation, and documentation. Data analysis techniques using data reduction, data presentation and drawing conclusions or verification. Checking the validity of the data using triangulation methods. The results of the study indicate that the suitability of students' technical and non-technical competencies with industry needs greatly determines the success rate of graduates in the workforce. Relevant competencies, such as mastery of modern welding technology and soft skills such as communication and teamwork, are key factors. In addition, it was found that aligning the curriculum with industry standards and the active involvement of industry partners through internship programs contributed significantly to improving the quality of graduates. This study recommends strengthening cooperation between vocational schools and the industrial world and developing training programs based on labor market needs.

This study aims to produce a valid SOLE-based reaction rate electronic student activity sheet (E-LKPD) and to determine user responses to the resulting product. The research method used is research and development (R&D) using the ADDIE (Analysis, Design, Development, Implementation and Evaluation) development model. The research instrument is a validation sheet given to three validators and a user response sheet to one chemistry teacher of Senior High School 7 Pekanbaru and one chemistry teacher of Senior High School 11 Pekanbaru as well as 13 class XI students of Senior High School 7 Pekanbaru and 13 class XI students of Senior High School 11 Pekanbaru. The data analysis technique is carried out by calculating the percentage of validation assessment scores and user responses, the results of which are measured by an attitude assessment table. The results of the study indicate that the electronic student activity sheet (E-LKPD) based on SOLE that was developed has met the valid criteria by the material validator based on the aspect of content feasibility of 92.19%, SOLE model characteristics of 95.83%, pedagogic of 93.75%, linguistic of 95.83% and graphic of 95.83%. For the media validator based on the aspect of size of 100%, cover design of 92.50% and content design of 97.50%. While the user response based on teacher and student responses is in the very good criteria with scores of 94.79% and 88.05% respectively.

This study investigates the interplay between linguistic relativity and cultural schemata, examining how language encodes culturally salient concepts and shapes cognitive frameworks across diverse communities. Through ethnographic and psycholinguistic approaches, the study collects data from 12 different language communities with varied cultural backgrounds. Cross-linguistic and cross-cultural analyses reveal significant correlations between linguistic structures—such as grammatical categories, lexical distinctions, and metaphorical expressions—and culturally specific schemata in spatial, temporal, and social domains. Perception and cognitive reasoning experiments were conducted with 450 participants to test linguistic relativity hypotheses in cultural contexts. Quantitative and qualitative findings demonstrate that linguistic patterns both reflect and reinforce cultural norms, influencing perception and cognitive strategies. Analysis of cultural text corpora shows how linguistic categories serve as vehicles for internalizing cultural values and worldviews. Specifically, the study finds systematic variations in spatial information processing, time conceptualization, and social event interpretation that correlate with language features of respective communities. These results underscore the co-constitutive relationship between language and culture in shaping human thought, providing important implications for cross-cultural education, intercultural communication, and cognitive theory.

The digital era has brought significant changes in various aspects of life, including in the fields of education and career development. Vocational High School students are faced with challenges to prepare themselves for an increasingly competitive and technology-based world of work. This study aims to identify effective career development strategies for vocational students in the digital era. Through literature analysis and case studies, this research found that the utilization of information technology, soft skills development, and collaboration with industry are key to improving students' work readiness. The results of this study are expected to provide insights for educators, students, and stakeholders in formulating career development programs that are relevant and adaptive to the needs of the labor market.    

Project-Based Learning (PjBL) model is an approach that focuses on the active involvement of students in the learning process through real projects. This study aims to optimize the implementation of the PjBL model in improving the skills of Vocational High School (SMK) students, both in terms of technical skills (hard skills) and non-technical skills (soft skills). The research method used is a qualitative approach with case studies in several vocational schools. Data were collected through observation, interviews with teachers and students, and analysis of learning documents. The results of the study indicate that optimal implementation of PjBL can improve students' understanding of concepts, problem-solving skills, and collaboration and communication skills. In addition, challenges in implementing PjBL include limited facilities, teacher readiness, and the need for industry support in project development. Therefore, synergy between schools, industry, and government is needed to increase the effectiveness of PjBL in equipping students with skills relevant to the world of work.