Publication Search

Growing life expectancy continues to shift global demographic patterns and significantly increase the proportion of older adults, thereby creating an urgent need for innovative programs that promote wellbeing, maintain functional capacity, and encourage meaningful social participation. This community service initiative aimed to strengthen both motor and cognitive function among older adults through structured and interactive board game activities designed to stimulate thinking, coordination, and social interaction. The program employed a mixed descriptive approach, utilizing interviews, direct observation, and brief assessments conducted before and after the intervention period. Cognitive status was measured using the Mini Mental State Examination (MMSE), while muscle strength was assessed through Manual Muscle Testing (MMT) to capture changes in physical performance. Quantitative analysis revealed no statistically significant differences between pre-test and post-test scores (p > 0.05). Nevertheless, qualitative findings demonstrated meaningful positive changes, including increased motivation, more active participation, improved emotional responsiveness, enhanced social interaction, and greater awareness of brain–body coordination among participants. These findings indicate that although short-term measurable changes were limited, board game–based activities can provide valuable psychosocial benefits. When implemented repeatedly and consistently as part of routine programs, such activities may contribute to maintaining cognitive engagement, supporting emotional wellbeing, and fostering a more active and participatory lifestyle among older adults.

Conventional management of sports services often leads to inefficiency and limited public access to experts and facilities. Reliance on manual systems poses a high risk of scheduling conflicts or human error. This study aims to develop the User Interface (UI) and User Experience (UX) design for the Movement and Athletic Talent Hub (MATCH) application as an integrative digital solution. The approach employed is the Design Thinking method, encompassing the stages of empathize, define, ideate, prototype, and testing. The design process resulted in an interactive prototype featuring key functions such as facility booking, trainer search, and a digital payment system. Evaluation was conducted using the System Usability Scale (SUS) method involving target users. The test results yielded an average score of 79.5, categorizing the MATCH application within the Good rating and Acceptable status. These findings indicate that the design is effective in meeting user needs and is viable for further development as a digital sports ecosystem.

The development of information technology has driven digital transformation in various sectors, including the food and beverage (F&B) industry. However, many small to medium-scale F&B businesses still rely on manual ordering systems, resulting in long queues, order recording errors, limited menu information, and suboptimal user experience. This study aims to design the user interface (UI) and user experience (UX) of a web-based Smart Ordering System that provides convenience, efficiency, and comfort in the food ordering process. The research method used is the Design Thinking approach, which includes empathize, define, ideate, prototype, and testing stages. The design process involves user needs analysis, user flow development, wireframe creation, and high-fidelity prototype development using Figma. Usability testing is conducted using the Single Ease Question (SEQ) method to evaluate ease of use and user satisfaction. The results indicate that the proposed UI/UX design provides a clear ordering flow, intuitive interface, and easy-to-understand user experience. Based on the SEQ results, most users experienced no difficulty in using the system, indicating that the design meets usability criteria with a very good category and is suitable for implementation in the F&B industry.

The skill mismatch between university graduates and technology industry requirements remains a significant challenge in Indonesia. PT Vinix Seven Aurum requires an assessment tool to objectively identify the initial competencies of MBKM and internship program participants. This research aims to design a web-based self-assessment platform that helps students measure their skill gaps against industry standards through radar chart visualization and personalized learning recommendations. The UI/UX design applies the Design Thinking method with empathize, define, ideate, prototype, and test phases, utilizing Figma for wireframe and high-fidelity prototype development. Data collection was conducted through observation, interviews, literature studies, and usability testing with 10 respondents. The results demonstrate good usability with a 100% completion rate across all features. The VINIX Skill Radar platform provides five assessment categories, a 1-10 rating scale system, radar chart visualization, gap analysis, and learning recommendations. This system enhances students' self-awareness of their competencies and supports effective mapping of training program participants' capabilities.

Islamic character education faces dual challenges: declining moral values among students and conventional teaching methods inadequate for developing higher-order thinking skills. This study examines the implementation of a smart learning environment (SLE) model to enhance metacognitive understanding in Aqidah Akhlak (Islamic Creed and Ethics) instruction among eighth-grade students at MTs Salafiyah Merakurak. Employing a mixed-methods action research design, involved 16 eighth-grade students divided into two groups. Data collection utilized classroom observations, semi-structured interviews, and learning documentation. The SLE model integrated Google Classroom, interactive video content, WhatsApp Group discussions, and Google Forms assessments to create a technology-enhanced learning ecosystem. Findings revealed substantial improvements in students' metacognitive capacities: planning skills increased from 25% to 75%, monitoring abilities rose from 31% to 81%, and evaluation competencies grew from 19% to 69%. Students demonstrated enhanced learning autonomy, active participation in collaborative discussions, and improved self-reflection on content comprehension. The SLE approach successfully fostered engaging learning experiences while facilitating deeper internalization of Islamic ethical values. However, implementation encountered constraints including limited technological infrastructure and varied digital literacy levels among students. This research underscores the critical need for developing teachers' digital competencies and strengthening madrasah technological infrastructure to optimize technology-integrated Islamic education.

This study aims to design the User Interface (UI) and User Experience (UX) on the VINIX Showcase Website as a personal branding platform and digital Skill Passport for participants of the VINIX Seven Aurum Program using the Design Thinking method. The background of this research is the absence of an integrated digital platform that can systematically and easily document and display participants' skills, projects, certificates, and professional identity. The design process is carried out through five stages of Design Thinking, namely Empathize, Define, Ideate, Prototype, and Test, starting with exploring user needs, formulating problems, developing solution ideas, creating Prototypes, and Usability Testing. The results of the study consist of the UI/UX design of the VINIX Showcase Website, which includes registration and Login features, user Dashboard, Skill Passport, project upload, public Showcase, and automatic CV generation feature. Testing using the Usability Testing method showed that the resulting design has a good level of ease of use and comfort and is acceptable to users. This research is expected to be an effective digital solution in supporting personal branding, skills documentation, and improving the professionalism of VINIX Seven Aurum Program participants.

Measurement is a fundamental domain of mathematics that connects formal mathematical concepts with everyday experiences. Despite its practical relevance, students often experience persistent difficulties in understanding measurement conceptually, tending to approach it as a procedural activity rather than as a process of reasoning about quantities, units, and comparisons. These challenges indicate that learning measurement is influenced not only by individual cognitive factors but also by the social dynamics that shape classroom learning environments. This study aims to examine classroom social dynamics in learning measurement by providing empirical evidence from contextual learning situations. This study employed a qualitative research approach to explore how social interaction, scaffolding, and participation mediate students’ understanding of measurement in contextual learning environments. Data were collected through classroom observations, video recordings of learning activities, analysis of students’ written work, and interviews with selected students and the teacher. Contextual measurement tasks were designed to encourage collaboration, dialogue, and justification, enabling the examination of student–student and teacher–student interactions as they naturally occurred in the classroom. Data analysis was conducted iteratively to identify patterns of interaction, forms of scaffolding, and students’ learning progression within the Zone of Proximal Development. The findings reveal that students initially engaged with measurement tasks in a predominantly procedural manner, with limited conceptual understanding and minimal peer interaction. After the implementation of contextual learning situations, classroom social dynamics changed substantially. Students became more actively involved in discussion, collaborative problem-solving, and collective meaning-making. Peer interaction supported the articulation and refinement of students’ reasoning, while teacher scaffolding guided learning by extending students’ thinking without providing direct solutions. These social processes facilitated students’ movement from their actual level of understanding toward higher levels of conceptual competence within the Zone of Proximal Development. The study further shows that contextual learning tasks alone are insufficient to promote meaningful understanding unless they are supported by productive social interaction and adaptive scaffolding. Conceptual understanding of measurement emerged through socially mediated processes rather than through task completion alone. This study contributes to mathematics education research by emphasizing the central role of classroom social dynamics in contextual learning and by offering insights into how interaction and scaffolding can be orchestrated to support students’ conceptual understanding of measurement.

This study aims to analyze the implementation of artificial intelligence in economics learning within the context of the Merdeka Curriculum and to examine its alignment with deep learning principles. The study employed a qualitative approach using a case study design conducted at SMAN 1 Boyolali. The research participants included economics teachers and eleventh grade students. Data were collected through classroom observations, in depth interviews, and document analysis. Data analysis was carried out interactively through data reduction, data display, and conclusion drawing and verification. The findings indicate that the use of artificial intelligence in economics learning remains limited and has not been systematically integrated into pedagogical design. AI is primarily utilized as a supporting tool for lesson preparation and concept clarification rather than for adaptive learning, data driven assessment, or the enhancement of students’ critical thinking skills. Although students demonstrated positive responses toward AI assisted learning, several constraints were identified, including teachers’ limited pedagogical competence in AI integration, the absence of deep learning based instructional design, and infrastructural challenges. These findings suggest that the effectiveness of artificial intelligence in economics education depends not merely on technological availability, but on the alignment between pedagogy, curriculum policy, and human resource readiness.

Digital transformation is an urgent need for MSMEs to maintain competitiveness, yet many businesses like Toko ANHA Kosmetik still rely on manual operational systems that pose a high risk of inefficiency and losses due to expired products. This study aims to design and develop a mobile-based cosmetic sales application capable of integrating inventory management with an early warning feature for product expiration. The methodology employed is Design Thinking, encompassing the stages of empathize, define, ideate, prototype, and test to ensure the solution is user-centered. The results indicate that this approach successfully identified the primary pain points of the store owner and translated them into functional features such as automatic T-30 expired date notifications and digital product catalogs. System testing was conducted using Black Box Testing, yielding 100% functional validity, and User Acceptance Testing (UAT), which resulted in an average score of 83.49%, categorized as "Excellent." This study concludes that the designed application is not only technically effective in preventing operational losses but also highly acceptable to MSME users due to its intuitive and functional interface.

This research examines the implementation of the Deep Learning approach in Islamic Religious Education (PAI) learning at SMAN 61 Jakarta and its contribution to the development of students' critical thinking skills. This study was conducted due to the need for a learning model that encourages students to understand religious concepts through active, reflective, and meaningful learning experiences. The purpose of this research is to describe the implementation of Deep Learning in PAI learning and its influence on the development of students' critical thinking skills. This study employs a qualitative method with a descriptive research design, using interviews, classroom observations, and documentation as data collection techniques. The findings indicate that the Deep Learning approach supports students in participating more actively in discussions, analyzing religious issues related to real-life situations, and constructing arguments based on their own understanding. Students also demonstrate improvement in evaluating information, considering diverse perspectives, and providing more reflective responses to classroom problems. The study further identifies several challenges, including limited digital facilities, varying levels of student participation, and teachers’ readiness in managing diverse learning strategies and media. These findings suggest that Deep Learning has strong potential to enhance students’ critical thinking skills when applied systematically and designed to foster active participation and meaningful exploration during the learning process.

General education at Islamic Religious Higher Education Institutions (PTKI) plays an important role in developing students’ critical thinking skills so they can analyze religious and social issues reflectively and contextually. However, learning practices in PTKI are still dominated by teacher-centered approaches and low cognitive achievement, which limits the development of analytical, evaluative, and problem-solving abilities. Meanwhile, studies show that integrating digital media, particularly video, can improve conceptual understanding, motivation, and cognitive engagement, yet a digital video-based meaningful learning model specifically designed for the PTKI context remains limited. Therefore, this study aims to formulate a Digital Video-Based Meaningful Learning Model (MPBBVD) to enhance students’ critical thinking skills. This research employed a literature review method by analyzing books, scientific articles, research reports, and digital sources related to meaningful learning, constructivism, multimedia learning, digital video use, and critical thinking development. Data were analyzed descriptively and qualitatively to identify the theoretical foundations, learning syntax, and design principles of the model. The findings indicate that MPBBVD integrates Ausubel’s Meaningful Learning theory, constructivist perspectives from Piaget, Vygotsky, and Bruner, Mayer’s Multimedia Learning theory, and the critical thinking framework of Facione and Ennis. The model uses digital video as the main learning medium and applies the ACTIVE stages (Attend, Connect, Think, Interpret, Verify, Evaluate) to promote contextual and interactive learning. Integrating pre-, during-, and post-video activities supports knowledge construction, reduces cognitive load, and increases student engagement, contributing theoretically and practically to improving critical thinking in PTKI in the Industrial Revolution 4.0 era.

The implementation of the eighth-grade Christian Religious Education teaching module on the topic "Love as the Foundation of a Believer's Life" was carried out as an effort to provide an active, reflective, and contextual learning process in accordance with the principles of the Independent Curriculum. Learning is designed through an interactive approach with discussion activities, analysis of biblical texts, case studies, problem-solving, and personal reflection that provide opportunities for students to construct understanding independently. Through these activities, students are guided to understand the concept of agape love as sincere love, giving without expecting anything in return, and is manifested in concrete actions towards others. The implementation results show that this teaching module is able to improve students' conceptual understanding of the meaning of love from a biblical perspective and its relevance in modern life. Students appear to be increasingly confident in expressing opinions, are able to work together in groups, and are actively involved in learning activities. In addition, the emergence of attitudes of empathy, tolerance, and habits of helping each other are indicators that the value of love is not only understood cognitively, but also internalized in behavior. This teaching module also contributes to improving students' critical thinking skills and spirituality through reflection activities that invite them to evaluate acts of love in daily life at school, family, and society.

This study looks at how the Contextual Teaching and Learning (CTL) model is used in Christian Religious Education (CRE) and checks how it helps students develop their critical thinking abilities. In today’s education system, students are not just expected to remember Bible stories, but also to understand what they mean, think about the moral lessons, and use Christian values wisely in their everyday lives. However, past observations show that CRE classes often use a lot of lectures and memorization, which doesn’t give students much chance to think deeply or link what they learn to real-life situations. The CTL model provides a better way for learning by using seven key parts: constructivism, inquiry, questioning, learning community, modeling, reflection, and real-world assessmen. A descriptive qualitative design was employed involving CRE teachers and students selected purposively from classes that have integrated CTL in online and face-to-face settings. Data were collected through classroom observations, semi-structured interviews, and instructional documents. The analysis followed Miles and Huberman’s stages of data reduction, display, and conclusion drawing, supported by triangulation to strengthen credibility. The findings reveal that CTL enhances student engagement, promotes higher-order reasoning, and supports the internalization of Christian values in real-life contexts. Supporting factors include a positive school climate, parental involvement, and teacher readiness, whereas obstacles emerge from limited facilities, large class sizes, and insufficient teacher understanding of CTL. The study underscores the need for context-based and character-oriented instructional designs in CRE.

This Community Service activity reflects university students' social concern for their environment, particularly in elementary education. The activity was conducted at SDN 032 Tarakan to provide students with an understanding of the differences between needs and wants. The method used was face-to-face socialization, interactively designed through simple material delivery, ice-breaking, and an image classification game. The results showed high student enthusiasm and their ability to correctly classify most of the provided images into 'needs' and 'wants'. This activity not only enriched students' knowledge but also trained critical thinking skills in setting priorities. It is hoped that similar activities can be continued to foster economic literacy from an early age among elementary school students.

Effective learning requires teachers to be able to select and apply innovative learning strategies so that the learning process becomes more meaningful for students. Innovation in learning strategies is important because it can increase student engagement, motivation, and learning outcomes through approaches that are tailored to their needs and characteristics. This study aims to describe the role of innovation in learning strategies as the key to encouraging improved student learning outcomes. The method used is a qualitative literature study by collecting and analyzing various literature sources in the form of books, journals, and relevant scientific documents. The findings show that innovative learning strategies, such as problem-based, collaborative, contextual learning, and the use of technology, can improve students' critical thinking, creativity, and active participation. In addition, strategies creatively designed by teachers can create a more engaging learning atmosphere and motivate students to achieve learning objectives. This study implies the importance of improving teacher competence in developing innovative learning strategies as an effort to achieve optimal learning outcomes.

This study examines the role of the contextual teaching and learning (CTL) model in supporting teachers to create active and meaningful learning experiences. The research highlights the importance of linking instructional content with students’ real-life contexts to strengthen conceptual understanding and improve problem-solving abilities. Through descriptive analysis, this paper outlines the main components of CTL, including constructivism, inquiry, questioning, learning communities, modeling, reflection, and authentic assessment. The findings show that the CTL model enables students to construct knowledge independently, apply concepts to practical situations, and develop critical thinking skills. Furthermore, this study describes challenges faced by teachers across educational levels—such as limited time, students’ low independence, and variations in academic abilities—and proposes practical solutions to address them. The implications of this study emphasize the need for teachers to design engaging learning activities, build supportive classroom environments, and integrate authentic assessment to measure students’ holistic progress. Overall, CTL serves as an effective model for enhancing learning relevance, increasing student participation, and preparing learners to face real-world challenges.

This study examines the integration of Islamic digital literacy into Islamic Religious Education (PAI) as a preventive effort against the negative impacts of social media on Generation Z. The background of this research arises from the increasing dependence of Gen Z on digital platforms, which significantly influences their religious understanding, behavior, and character development. The study aims to identify the level of students’ digital literacy, explore how PAI teachers integrate Islamic values into digital learning activities, and analyze the implications of this integration for students’ online behavior. Using a sequential explanatory mixed-methods design, quantitative data were collected through Likert-scale questionnaires, followed by qualitative data obtained from interviews and documentation. The findings reveal that Gen Z demonstrates high social media engagement but limited critical abilities in verifying online religious information, making them vulnerable to misinformation, moral degradation, and unhealthy digital habits. However, when PAI instruction incorporates Islamic digital literacy—such as tabayyun, ethical communication, and value-based content analysis—students show improved critical thinking, ethical awareness, and responsible social media use. The study concludes that integrating Islamic digital literacy into PAI provides a strategic educational framework to strengthen students' digital ethics, enhance their resilience against harmful online content, and promote a balanced, value-driven engagement with digital media.

PAMTIRTA Tempino is an institution that provides clean water services in the Tempino area. The process of recording water use and monitoring water turbidity is still done manually, making it prone to recording errors and making it difficult to monitor the water quality distributed to the community. This study aims to design a website-based water turbidity recording and monitoring system by focusing on User Interface (UI) and User Experience (UX) aspects using the Design Thinking method. The research follows five stages of Design Thinking: empathize, define, ideate, prototype, and test. Data collection involves observation and in-depth interviews with PAMTIRTA officers. The results include a design with key features such as digital water meter recording, turbidity monitoring dashboards, and complaint services. The prototype was tested using Maze and the System Usability Scale (SUS), achieving a score of 80.1 and falling into the "Good" category (grade B). These results demonstrate that the UI/UX design effectively provides an easy-to-understand, operationally suitable, and efficient solution for PAMTIRTA Tempino's water recording and turbidity monitoring needs. This design offers a ready-to-implement solution to improve the efficiency, accuracy, and quality of clean water services in the Tempino area.  

The rapid digital transformation occurring in the field of education, particularly through the integration of artificial intelligence (AI), has created new opportunities for improving learning efficiency, personalizing instruction, and supporting educators’ workloads. However, these advancements also bring forth significant philosophical challenges, especially the potential for dehumanization within the educational process. This article examines how technology influences the fundamental human dimensions of learning and how the concept of humanization can serve as an ethical framework for designing and implementing educational technologies. AI-based digital learning environments often position learners as data objects, reducing the dialogical, empathetic, and relational aspects that are fundamental to humanistic education. Drawing on philosophical perspectives from existentialism and humanism, this study evaluates the potential threats to student autonomy, critical thinking, and character formation. Furthermore, it explores how the human–technology relationship can be ethically framed through the theory of technological mediation and Paulo Freire’s notion of liberatory education. The analysis indicates that technology can be humanized by emphasizing meaningful interaction, ensuring algorithmic transparency, and strengthening the role of teachers as mediators of values and empathy. Ultimately, the article argues that the benefits of AI in education can only be fully realized when technological development and implementation are guided by an ethical orientation that places human beings at the center. This study contributes to ongoing discussions on the role of technology in education and provides a critical perspective aimed at minimizing the risk of dehumanization in an era increasingly shaped by AI-driven digital learning.

Popular culture and digitalization have become the main context of the lives of Catholic children and adolescents, thus having a significant impact on the formation of their identity, values, and practices of faith. Phenomena such as social media, music, movies, and digital games are not only entertainment spaces, but also pedagogical spaces that shape the way of thinking and spirituality of the younger generation. This study aims to analyze the relevance of Thomas H. Groome's Shared Christian Praxis (SCP) model as a contextual catechesis approach for children and adolescents living in popular culture. Using a qualitative method based on literature studies, this study interprets popular cultural dynamics, the principles of the Church's faith education, and the SCP approach through hermeneutical and thematic analysis. The results show that traditional catechesis approaches are no longer adequate to answer the needs of the digital generation which demands a dialogical, participatory, and experiential learning process. The SCP approach has been proven to be able to integrate students' experiences, critical reflection, the Church's story of faith, hermeneutical dialogue, and concrete actions as a single faith-building process. Thus, this research makes a practical contribution to the Church and Catholic educational institutions in designing catechesis strategies that are more relevant, contextual, and able to respond to the challenges of popular culture faced by the younger generation.