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This study aims to examine the implementation of bureaucratic reform at the Immigration Document Section of Ngurah Rai Immigration Office, focusing on digital transformation through the M-Paspor application to realise a dynamic immigration management system. The research employed qualitative analysis to evaluate service efficiency, transparency, accountability, and staff capacity in the context of digital innovation aligned with Dynamic Governance principles. The findings reveal that digitalisation has significantly enhanced service efficiency through automated procedures, reduced physical queues, and improved transparency, whilst facilitating a shift from manual tasks to core verification and problem-solving activities, though challenges persist regarding human resources capacity and organisational culture, as staff exhibit rule-bound mindsets and defensive communication styles when addressing service delays, thereby undermining public trust and satisfaction. The study concludes that technology alone is insufficient to achieve truly responsive and citizen-centric services, as institutional culture and personnel mindset require continuous strengthening through soft skills training, ethical enforcement, and cultivation of service-oriented, empathetic work culture. Holistic reform approaches that combine technological innovation with human resource development and cultural change are essential for building effective, adaptive, and transparent immigration management systems. The integration of digital systems complemented by professional human resources can foster seamless, efficient, and trustworthy immigration services aligned with good governance principles, whilst sustainable improvements depend on balancing technological advances with organisational culture development and staff professionalism.

This research is motivated by the diversity of students found in Islamic boarding schools. Islamic boarding schools are an appropriate base for instilling religious and cultural values ​​in students. Therefore, differences in race, ethnicity, customs, social class, and culture are not addressed with exclusive and fanatical attitudes to prevent conflict. The purpose of this research is to provide multicultural education management training in Islamic boarding schools as an educational alternative that can be applied to address the problems faced by students and the current multicultural society, so that each student can live side by side despite differences in harmony and peace in accordance with religious and cultural values. The research method used is qualitative with the PAR (Participatory Action Research) model. For data collection, in-depth interviews, participant observation, and documentation were used. The results of this study are that multicultural education management training is a preventive effort to address various problems and becomes a real solution to existing problems in Islamic boarding schools related to the religious and cultural values ​​of students. In addition to being an alternative means of solving problems, multicultural education management training is also a means of fostering students so that they do not lose their cultural roots in accordance with religious values. Thus, the implementation of multicultural education management training can be said to be successful if it can produce students who have a tolerant attitude, are not hostile, and do not conflict caused by differences in culture, ethnicity, customs, social class, abilities, and others.

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.

The implications of progressivism in learning serve as an essential foundation for building an educational process that fosters active, creative, adaptive, and innovative students in accordance with 21st-century competency demands. The progressive approach positions students at the center of the learning process through direct experience, deep exploration, collaboration, dialogue, experimentation, and problem-solving relevant to real-life contexts, ensuring that learning is not only focused on content mastery but also on the development of potential, character, independence, and higher-order thinking skills. This study employs a literature review method by examining primary and secondary sources on the principles of progressivism, active learning strategies, and their relation to the Merdeka Curriculum as a foundation for national educational transformation. The findings indicate that progressivism plays a significant role in shaping critical thinking, creativity, communication, collaboration, digital literacy, and initiative through the implementation of learning by doing, project-based learning, simulations, scientific experiments, reflective discussions, and technology integration that strengthens learner autonomy. This experience-based approach effectively supports students in constructing knowledge independently while enhancing confidence, responsibility, social awareness, and cooperative skills. However, its implementation still faces challenges such as passive learning culture, limited teacher competence in active methods, insufficient facilities, overloaded curriculum, psychosocial barriers, academic anxiety, and students’ low confidence in expressing opinions. These findings affirm that progressivism is highly relevant to educational reform in Indonesia; therefore, improving teacher competence, strengthening facilities, reinforcing policies, providing continuous support, and creating safe, democratic, inclusive, and supportive learning environments are essential to help students develop optimally as independent, creative, and innovative learners.

This study aims to analyze the basic skills of 21st-century teachers that play a role in creating creative and collaborative learning. Technological developments, changes in student characteristics, and modern educational demands place teachers in the role of facilitators who must master critical thinking, creativity, communication, collaboration, and the ability to integrate technology into the learning process. The results of the study show that mastery of these skills can increase student activity, motivation, and interaction, while also encouraging problem-solving and cooperation skills. In addition to pedagogical aspects, teachers' psychological readiness and attitudes toward the use of technology, including artificial intelligence, also influence the effectiveness of its application in the classroom. This study emphasizes the importance of continuous training, the development of relevant learning media, and institutional support so that teachers can adapt to the changes of the digital era. Thus, the basic skills of 21st-century teachers are an important foundation in realizing innovative and relevant learning for the needs of students.  

Anxiety is an emotional response to uncertainty or threats that cause feelings of anxiety, worry, excessive tension, which are continuous and can interfere with the patient's process of action and healing, therefore it is necessary to have good and correct therapeutic communication, to build a relationship of mutual trust, empathy, support and help the patient in problem solving. This study aims to identify the Relationship between Nurse Therapeutic Communication and Anxiety Level in Preoperative Patients at Santa Elisabeth Hospital Medan in 2024. The research design uses correlational with a cross sectional approach, purposive sampling technique with a sample of 64 respondents. The instruments used were the nurse therapeutic communication questionnaire and the anxiety questionnaire. The results of the study showed that the majority of therapeutic communication among nurses in the inpatient room of Santa Elisabeth Hospital Medan was in the good category as many as 34 respondents (53.1%), and the level of anxiety of preoperative patients was majority in the medium category as many as 30 respondents (46.9%). The spearman rank statistical test on SPSS obtained a P-Value = 0.000 which means that there is a relationship between the therapeutic communication of nurses and the level of patient anxiety at Santa Elisabeth Hospital Medan. It is expected that the nurses in Pauline's room will further improve therapeutic communication to pre-operative patients.

The utilization of Artificial Intelligence (AI) in the workplace has expanded rapidly, focusing not only on improving efficiency but also on strengthening human resource capacity. This review article aims to analyze the contribution of AI in supporting the development of soft skills and the formation of adaptive professional personalities. The method employed is a literature review of academic publications related to the use of AI in developing nontechnical competencies. The findings indicate that AI has been proven to enhance efficiency and productivity through the automation of routine tasks, faster data analysis, and more precise decision-making support. However, the success of AI implementation does not lie in replacing human roles but rather in harmonizing the functions of machine intelligence with the unique abilities of humans, such as empathy, intuition, creativity, and ethical reasoning. Human–AI collaboration emerges as a key approach to ensuring that technology remains human-centered, enabling digital transformation to proceed ethically, inclusively, and sustainably. Additional findings show that AI is capable of providing personalized learning, real-time feedback, and contextual simulations that effectively train communication, collaboration, problem-solving, creativity, and critical thinking skills. Human-centered AI integration also supports the development of professional personalities that are adaptive and responsive to change.

This research is a classroom action research (CAR) conducted at MA Darussalam with the aim of improving mathematics learning outcomes through the application of the Probing-Prompting model. The subjects of this study were 26 grade XII students. Data collection was carried out using learning outcome tests given before and after the application of the learning model. The collected data were analyzed quantitatively and qualitatively. The results showed that the average score of students' learning outcomes in cycle I reached 82.38, while in cycle II it increased to 86.15. Based on the learning outcome completion category used, the achievement of students' mathematics learning outcomes in cycle I was 73.07%, and in cycle II it reached 100%. The application of the Probing-Prompting model has proven effective in increasing students' motivation and understanding of the material being taught. Thus, it can be concluded that the use of the Probing-Prompting model has a positive effect on improving students' mathematics learning outcomes, showing a significant increase in their understanding and skills in solving mathematics problems.

This study aims to describe the application of the Problem-Based Learning (PBL) model in integrating Science and Indonesian Language learning on the theme of “Environmental Change” at SDN Patrang 02. This study uses a descriptive qualitative approach with teachers and fifth-grade students as the research subjects. Data collection techniques include observation, interviews, and documentation. Data analysis was conducted using thematic analysis, with stages of coding, theme identification, interpretation of meaning, and drawing conclusions based on patterns of findings that emerged from field data. The results showed that the application of the Problem Based Learning model was able to increase student learning activity, develop critical thinking skills, and improve language skills through discussion and report writing activities. Students showed high enthusiasm in solving real problems related to environmental changes around them. In conclusion, the application of the Problem-Based Learning model is effective in integrating science and Indonesian language learning and is able to improve students' critical thinking and literacy skills at SDN Patrang 02.

This abstract discusses the relevance of various 21st-century learning approaches in meeting the needs of students in the era of the digital revolution. The approaches discussed include collaborative learning, project-based learning, problem-based learning, discovery learning, inquiry-based learning, and contextual approaches. Each approach plays a crucial role in enhancing the understanding of academic content and developing much-needed 21st-century skills, such as critical thinking, creativity, collaboration, communication, digital literacy, problem-solving, and independent learning. In the context of history learning, the application of these approaches provides opportunities for students to learn actively through various methods, such as digital simulations, virtual history exhibitions, and digital document analysis. Furthermore, these approaches enable students to gain deeper and more contextual learning experiences, which are beneficial not only for understanding historical material but also for honing skills relevant to the demands of the modern world. The results of this study indicate that the integration of 21st-century learning approaches is highly relevant in preparing students to become an adaptive, innovative, and competent generation in facing the challenges faced in a world increasingly filled with technology and information.

This study examines the implementation of Project Based Learning (PjBL) in enhancing students’ understanding of moral values in Islamic Religious Education at the tenth grade of MA Yapina. The research is motivated by the urgent need to strengthen character education through learning experiences that are meaningful, contextual, and aligned with the challenges of contemporary moral degradation. Using a descriptive qualitative approach, this study analyzes learning activities, instructional documents, and students’ project outputs to explore how PjBL shapes their comprehension of akhlak as both knowledge and practiced behavior. Findings indicate that PjBL encourages active participation, collaboration, creativity, and reflective thinking, enabling students to interpret moral values through real-life situations and group-based problem solving. Projects assigned to students, such as posters, videos, and thematic presentations, foster deeper understanding because they require the integration of moral concepts into practical tasks. The role of the teacher as a facilitator further supports the learning process by guiding students in inquiry and project management. Despite challenges such as variation in student discipline and time constraints, the overall implementation of PjBL demonstrates positive effects on students’ cognitive and affective grasp of moral values. This study underscores the relevance of PjBL as an innovative pedagogical model for Islamic Religious Education and highlights its potential for strengthening character formation in madrasah settings. It also suggests the need for further research involving direct classroom observations and interviews to enrich empirical evidence on the long-term impact of PjBL on student character development.

The transition toward Society 5.0 demands a workforce capable of integrating technological proficiency with strong human-centered soft skills. This community engagement program aims to enhance the digital mindset and soft skills of PKK women in Boja District, Kendal Regency through a structured mentoring model rooted in human-centered learning principles. Using a needs assessment, experiential training sessions, and group mentoring, the program focused on increasing participants’ abilities in digital literacy, communication, collaboration, creativity, and community-based leadership. The mentoring activities revealed significant improvements in participants’ understanding of basic digital functions, such as the use of smartphones for communication, information access, and household economic opportunities. Engagement in interactive sessions—such as role play, guided discussions, and problem-solving simulations—strengthened participants’ confidence, interpersonal communication, and teamwork skills. Furthermore, several participants demonstrated emerging leadership abilities, particularly in facilitating peer learning and supporting other members during digital practice activities. These findings align with recent literature emphasizing the effectiveness of contextual digital training and experiential adult learning in promoting behavioral change and improving community readiness for technological transformation. Overall, the program successfully enhanced the participants’ readiness to face the challenges of Society 5.0 by fostering digital mindset growth, essential soft skills development, and strengthened leadership capacity. The results indicate that human-centered mentoring can serve as a sustainable approach to empowering local communities and improving their competitiveness in the digital era.  

Schools play a strategic role in fostering an understanding of entrepreneurship from an early age to equip students to face future challenges. Strengthening entrepreneurial concepts is necessary to build knowledge and an adaptive mindset relevant to the dynamics of the workplace and everyday life. This Community Service (PkM) activity, conducted at Muhammadiyah Bontomarannu High School, aimed to foster students' entrepreneurial spirit through practical logo creation using the Canva app, as an effort to foster a culture of innovation within the school environment. The program was implemented in the odd semester and included a method that included explaining basic entrepreneurial concepts through presentations, educational YouTube videos, explanations of digital business opportunities, and hands-on practice in product logo creation. Nineteen students from grades 10, 11, and 12 participated in this activity. The results showed that students were able to understand the concepts of creativity and innovation more concretely. They also developed critical thinking and creative problem-solving skills through the logo design process using digital applications on mobile devices. These findings reflect the developing adaptive, creative, and solution-oriented abilities of Muhammadiyah Bontomarannu High School students. Overall, this activity is an initial step in instilling an entrepreneurial mindset while strengthening a culture of innovation within the school environment and in daily life.

In the era of digital transformation, modern, systematic, and integrated archive management has become a crucial element in creating effective, efficient, and accountable education governance. Office Management and Business Services (MPLB) teachers in East Java still face obstacles in implementing technology-based archive management due to limited digital literacy, lack of supporting facilities, and minimal ongoing training relevant to 21st-century needs. This Community Service (PKM) activity aims to improve the professional competence of MPLB teachers in modern archive management through interactive workshop-based training, intensive mentoring, and direct simulation of the use of digital archiving applications. The implementation methods included participant needs analysis, problem-solving-based module development, digital archive management practice using a cloud system, and pre-test and post-test-based evaluation to measure competency improvement. The results of the activity showed an average increase in participant understanding of 42%, a 58% increase in operational skills in using archiving applications, and a 35% increase in archive management time efficiency. In addition, teachers are able to implement an electronic file classification system in schools and build a database of digitized documents. These activities strengthen transparent and sustainable educational administration, as well as supporting the realization of inclusive and globally competitive education in line with the Asta Cita vision towards Indonesia Emas 2030.

The research intends to formulate an integrative approach for designing the Merdeka Curriculum based on Deep Learning in the Economics subject at SMA N 1 Boyolali. The rapid advancement of digital technology demands more adaptive, contextual, and student-centered learning models aligned with 21st- century competencies. Using a an exploratory research approach supported by a structured assessment of prior studies (SLR), this research synthesizes theoretical perspectives and previous studies related to curriculum design, deep learning, and educational innovation. The results reveal that the incorporation of Deep Learning into the Merdeka Curriculum offers a more responsive and data-driven framework, enabling deeper conceptual understanding, critical thinking, and problem-solving skills in Economics learning. However, several challenges were identified, including teachers limited digital competence, insufficient infrastructure, and minimal curriculum innovation training. The study emphasizes the significance of combining technological and pedagogical innovation to strengthen learning quality. The results provide a conceptual model that educators can adopt to design an adaptive curriculum aligned with students’ characteristics and contemporary educational demands.

This study investigates the role of knowledge management (KM) capabilities in enhancing managerial decision-making within organizational settings. Using a systematic review approach, ten peer-reviewed journals published between 2019 and 2024 were analyzed to identify key themes, patterns, and empirical findings related to knowledge management implementation and its influence on decision-making processes. The review reveals that strong knowledge management capabilities particularly in knowledge acquisition, storage, sharing, and utilization significantly contribute to improving the accuracy, speed, and strategic quality of managerial decisions. The findings also show that organizations with well-developed knowledge management infrastructures, supported by digital technologies and a culture of knowledge sharing, demonstrate greater adaptability, innovation, and problem-solving effectiveness. This study concludes that knowledge management capabilities are essential for strengthening evidence-based decision-making and enhancing organizational competitiveness. Implications for managers emphasize the need to invest in knowledge management systems and foster collaborative knowledge practices. Suggestions for future research include expanding the scope to cross-industry comparisons and integrating knowledge management with emerging technologies such as AI-based decision support systems..

The transition toward Society 5.0 demands a workforce capable of integrating technological proficiency with strong human-centered soft skills. This community engagement program aims to enhance the digital mindset and soft skills of PKK women in Boja District, Kendal Regency through a structured mentoring model rooted in human-centered learning principles. Using a needs assessment, experiential training sessions, and group mentoring, the program focused on increasing participants’ abilities in digital literacy, communication, collaboration, creativity, and community-based leadership. The mentoring activities revealed significant improvements in participants’ understanding of basic digital functions, such as the use of smartphones for communication, information access, and household economic opportunities. Engagement in interactive sessions—such as role play, guided discussions, and problem-solving simulations—strengthened participants’ confidence, interpersonal communication, and teamwork skills. Furthermore, several participants demonstrated emerging leadership abilities, particularly in facilitating peer learning and supporting other members during digital practice activities. These findings align with recent literature emphasizing the effectiveness of contextual digital training and experiential adult learning in promoting behavioral change and improving community readiness for technological transformation. Overall, the program successfully enhanced the participants’ readiness to face the challenges of Society 5.0 by fostering digital mindset growth, essential soft skills development, and strengthened leadership capacity. The results indicate that human-centered mentoring can serve as a sustainable approach to empowering local communities and improving their competitiveness in the digital era.  

In the learning process, there are various important aspects that must be considered, especially by teachers as transmitters of knowledge. The success of learning depends heavily on the teacher's ability to manage the classroom to create a safe, comfortable, and enjoyable learning atmosphere. Therefore, teachers need to choose the right learning method so that learning objectives can be achieved effectively. One method that can be used is Outdoor Learning, which is learning outside the classroom that provides opportunities for students to develop talents and creativity more broadly through direct experience in the open air. Management of the learning environment is also a crucial factor in supporting learning success. Several things that need to be considered include understanding the nature and development of student intelligence, getting to know students individually, utilizing student behavior in organizing learning, and developing critical thinking, creativity, and problem-solving skills. In addition, teachers need to create an attractive classroom, utilize the environment as a learning resource, provide constructive feedback, and differentiate between students' physical and mental activities. The learning environment itself consists of indoor and outdoor environments. The indoor environment includes school facilities such as classrooms, libraries, laboratories, and auditoriums. Meanwhile, the outdoor environment includes places outside the school that can be used as learning resources, such as museums, mosques, monuments, and fields. Prospective teachers need to understand the importance of managing the learning environment and understand the various types and benefits of learning environments to support an effective learning process.  

This study aims to identify various aspects that pose obstacles or difficulties for students in learning Mechanics. This study uses a qualitative descriptive approach that focuses on describing the types of difficulties students encounter in solving mechanics problems. The research subjects were first-semester students of the Science Education Study Program at KH. Mukhtar Syafaat University (UIMSYA) Blokagung Banyuwangi who were taking Basic Physics courses on Mechanics material. Data collection was carried out through diagnostic tests and interviews with students. The instruments used were diagnostic tests and interview guidelines. The location of students' learning difficultdiies was analyzed based on the errors that appeared in the completion of the diagnostic test. The results showed that the main difficulty students had in learning mechanics was in mastering basic mathematical skills, particularly in differential and integral material. Therefore, lecturers or teachers need to design and develop more appropriate learning strategies so that students' problem-solving skills can improve.

Fifth grade students' consistently poor reading comprehension abilities, which impeded their overall academic development and participation in language acquisition, served as the driving force for this study. Using a comic assisted problem based learning (PBL) model, the study, which involved 39 students at SDN Purwamekar, aimed to improve learning activities in order to increase teacher and student participation and, eventually, improve fifth grade students' reading comprehension skills. By using comic strips to illustrate issues, this creative method made learning more engaging and accessible for younger students. In order to enable iterative improvements, the study was conducted over two cycles using classroom action research technique. Only 25% of students (eight people) successfully completed the learning objectives in the first cycle, according to preliminary findings, while 75% (24 students) failed, suggesting difficulties with student motivation and comprehension. This led to changes like improving comic material and fostering more cooperative conversations. Significant progress was seen by the second cycle, with 30 students meeting the completion criteria and only four falling short of the objectives, indicating improved engagement and skill growth. In conclusion, the comic assisted PBL model effectively boosted reading comprehension skills among fifth grade students. The research underscores the value of integrating visual aids and problem solving in education, offering practical insights for teachers to create more dynamic classrooms. Nonetheless, factors like time constraints and resource availability warrant further exploration to ensure sustainable implementation in diverse educational settings.