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With the advancement of technology and globalization, technical skills alone are no longer sufficient to face the increasingly complex challenges of the workplace. Students are expected to possess soft skills such as communication, leadership, teamwork, and critical thinking and problem-solving skills frequently encountered in the professional world. This study aims to analyze the level of achievement, experience, work motivation, and competency on work readiness among students at Gunadarma University, Karawaci Region. The analysis method used quantitative primary data, with the following testing stages: convergent validity, discriminant validity, reliability, r-square, q-square, f-square, and path coefficients. The instrument used was a questionnaire, and valid data was collected from 250 respondents. The sampling method in this study was non-probability sampling with a purposive sampling technique. The testing tool used was SmartPLS. The results of this study indicate that the variables of achievement level, experience, work motivation, and competence influence work readiness among Gunadarma University students in the Karawaci region.

This study aims to examine the effectiveness of implementing a descriptive writing learning model based on digital literacy and local wisdom in improving writing skills, learning motivation, and cultural character among junior high school students. Employing a descriptive qualitative approach with a case study design, the research was conducted at SMP Negeri 2 Kroya, Cilacap Regency, during the 2025–2026 academic year. Data were collected through participatory observation, in-depth interviews, and document analysis, and were subsequently analyzed using the interactive model developed by Miles, Huberman, and Saldaña. The findings indicate that the application of this model effectively enhances students’ writing abilities in terms of content, structure, language style, and digital literacy ethics. The integration of digital technology fosters the development of cognitive, technical, and social literacy, while the reinforcement of local wisdom cultivates cultural awareness, regional identity pride, and reflective thinking skills. Writing activities evolved into collaborative and creative processes that combine cultural exploration with the ethical use of digital technology. From a pedagogical perspective, this model aligns with the principles of deep learning promoted by the Kurikulum Merdeka and contributes to strengthening the Eight Dimensions of Graduate Competencies, particularly in critical reasoning and problem-solving, creativity and innovation, collaboration and mutual cooperation, as well as the development of the Pancasila student profile and global citizenship. Therefore, the descriptive writing learning model based on digital literacy and local wisdom can be regarded as an innovative strategy in Indonesian language education to realize a contextual, reflective, creative, and culturally grounded learning process.

This community service activity aims to improve the quality of vocational education by strengthening the management of the Teaching Factory (TeFa) at SMK Muhammadiyah Purwodadi. This model requires active student involvement in the production of goods or services in accordance with workplace standards, thereby fostering technical, managerial, and professional competencies. The implementation method uses a participatory and collaborative approach, encompassing four main stages: (1) identifying the needs and readiness of target schools, (2) developing training materials based on the results of the needs analysis, (3) implementing TeFa management training using a problem-solving approach and hands-on practice, and (4) providing post-training mentoring and evaluation. The results of the activity demonstrated a significant improvement in the managerial and technical capabilities of TeFa managers. Based on the evaluation results, participants were able to develop a production management plan integrated with the curriculum. In addition, training participants successfully implemented the concept of industrial cooperation in learning activities. Positive impacts were also seen from the increase in student participation in production projects and the increasing variety of workshop service products managed by the School. Thus, this training model can be used as a reference for other vocational schools in developing productive, innovative, and competitive TeFa management.

Importance of gut microbiota during neurodevelopment has increased, as has the potential relationship between the gut microbiota and (ASD). Complex associations between gut microbiota and ASD are explored here, including significant pathways such as immune modulation, neurotransmitter control, and gut-brain axis signaling. Based on available data, individuals with ASD possess distinctive microbial signatures that are characterized by reduced diversity and altered abundance of specific bacterial species. Such modifications could be related to symptoms of the behavioral nature, neuroinflammatory, as well as gastrointestinal. ASD growth as well as severity could be influenced by the composition of microbiome, depending on genetic, nutrition, microbial exposure during the earliest phases, as well as antibiotic use. Additional therapies based on the microbiome that presented the potential to alleviate the symptoms related to ASD include the use of probiotics, prebiotics, diet modification, as well as fecal microbiota transplantation (FMT). Still, establishing the causal associations, standardizing the procedure of handling the patients, as well as solving the problem related to the manipulation of microbiome, are still challenging activities, though. Large-scale, long-term studies need to be the core agenda of subsequent research, so that specific microbial signatures associated with ASD will be clearly defined, as well as tailored therapies that address the microbiome will be developed. Understanding more about the role that the microbiota plays during ASD may open up the diagnosis as well as the therapy based on the entirely new concepts, something that will ultimately benefit the patients who possess the disorder.

The construction of toll roads in Indonesia often causes land acquisition disputes, especially related to compensation for remaining land that is no longer productive. Although Article 65A paragraph (1) of Government Regulation No. 39 of 2023 provides the right for the community to demand compensation for the remaining land, practice on the ground shows a discrepancy between normative rights and the realization of compensation. This research uses a normative legal approach with legislative, conceptual, analytical, and case study methods, and refers to Dean G. Pruitt's Dispute Resolution Theory and Philipus M. Hadjon's Legal Protection Theory. The results of the study show that the non-litigation resolution mechanism (problem solving) is often ineffective due to the lack of education and facilitation from the authorities, so that people tend to take the path of litigation (contending) to fight for their rights. This condition reflects the weak legal protection for people affected by national strategic projects. Therefore, it is necessary to strengthen legal education for the community and revise Government Regulation No. 39 of 2023 to include compensation for the remaining land that has lost its use value. This revision is important to ensure substantive justice and prevent the escalation of disputes. This research contributes to the development of a more responsive and equitable land acquisition policy, as well as encourages synergy between regulations, education, and effective dispute resolution mechanisms in the context of national infrastructure development.

This study aims to analyze the errors made by eleventh-grade students of SMA Swasta Eria in solving word problems related to quadratic equations and quadratic function graphs using Newman’s error taxonomy. The research employed a descriptive qualitative method involving 25 students who were given essay-type tests to measure both conceptual understanding and problem-solving skills. Data were collected from students’ written answers and analyzed according to Newman’s stages, which include reading, comprehension, transformation, process skills, and encoding. The findings reveal that errors occurred across all stages, with transformation errors and encoding errors being the most dominant. These mistakes generally stemmed from students’ inability to extract key information into correct mathematical models, inaccuracies in arithmetic operations, and insufficient understanding of fundamental quadratic concepts and their graphical representations. The results highlight the importance of instructional approaches that emphasize conceptual understanding, varied practice problems, and proper mathematical notation. Regular application of Newman’s error analysis is expected to help teachers provide more targeted feedback and improve students’ problem-solving abilities.

This study aims to determine the effect of the application of PQ4R (Preview, Question, Read, Reflect, Recite, Review) learning strategies on the mathematical problem-solving ability and confidence of students at SMAN 1 Sembakung, Nunukan Regency. The background of this research is the low ability of students to solve mathematical problem-solving problems and their lack of confidence in facing academic challenges. The PQ4R strategy was chosen because it is considered to be able to encourage active student engagement, build deep understanding, and strengthen confidence through structured learning steps. This study uses a quantitative method with a quasi-experimental design of the pretest-posttest control group design. The research sample consisted of 73 students in grade XI who were divided into experimental and control groups at random. The research instruments include problem-solving ability tests and confidence questionnaires. The data analysis technique used t-test and MANOVA (Hotelling's Trace) after meeting the normality and homogeneity tests. The results showed that PQ4R learning strategies had a significant effect on students' mathematical problem-solving skills and confidence. The experimental group experienced a higher score increase than the control group. Thus, the PQ4R strategy can be an effective learning alternative to improve the quality of mathematics learning as well as students' affective aspects such as confidence.

The Community Service Program (KKN) was implemented with the aim of fostering and enhancing the entrepreneurial spirit and skills of Junior High School (SMP) students through an Entrepreneurship Workshop at SMP PAB 23 Bandar Klippa. This program was designed using a practice-based participatory learning approach (learning by doing), which positions students as active subjects in all stages of the activity, from planning, production, to product marketing. A total of 39 seventh grade students were directly involved in this activity. Through this experiential learning process, students had the opportunity to develop creative thinking, teamwork, and problem-solving skills in a real-life setting. The evaluation results showed a significant increase in several entrepreneurial indicators, namely student self-confidence increased from 55% to 85%, communication skills from 60% to 88%, and interest in entrepreneurship from 50% to 83%. These findings prove that the practice-based learning method is effective in fostering an entrepreneurial mindset and independent character in students. Furthermore, this Community Service Program (KKN) activity demonstrates collaboration between universities and schools in implementing contextual and applicable entrepreneurship education. It also has the potential to be developed as a sustainable learning model to support the achievement of the Pancasila Student Profile, particularly in the dimensions of creativity, independence, and mutual cooperation.

This study investigates the algebraic reasoning processes of university students when expanding mathematical expressions in the context of nonroutine problem-solving. The research adopts a qualitative approach to explore how students interpret algebraic structures, apply symbolic transformations, and construct logical explanations while working through unfamiliar tasks. Data were collected through written tests, task-based interviews, and detailed analysis of students’ solution strategies. The findings reveal significant variation in students’ ability to generalize patterns, recognize structural relationships, and justify algebraic procedures. Students with strong conceptual understanding demonstrated flexible reasoning, coherent explanations, and appropriate use of algebraic properties. In contrast, students who relied heavily on procedural rules often struggled with symbolic manipulation, produced fragmented reasoning, and exhibited misconceptions related to variables and distributive operations. These results highlight the importance of fostering conceptual understanding, metacognitive awareness, and reasoning-oriented instruction in university mathematics. The study provides insights for educators seeking to design learning environments that promote deeper algebraic thinking and enhance students’ ability to solve complex, nonroutine problems.

Agricultural extension workers play a strategic role in supporting agricultural development by enhancing farmers’ capacity as the main actors in the agricultural sector. The success of this process is strongly influenced by the performance of extension workers in delivering extension services that are responsive, accountable, and oriented toward service quality. This study aims to analyze the performance of agricultural extension workers in improving farmers’ capacity in Bone Regency, Barebbo District, Corawalie Village. The research employed a descriptive design using a qualitative approach supported by simple quantitative analysis. Data were collected through observation, interviews, documentation, and questionnaires involving 45 farmer respondents, and were analyzed using thematic analysis and a Likert scale percentage index. The results indicate that the overall performance of agricultural extension workers is categorized as high, with an average score of 80.76%. Service quality achieved the highest score, followed by responsiveness and responsibility. These findings demonstrate that extension workers have effectively provided services, assistance, and problem-solving support, which contribute to improving farmers’ capacity in managing their farming activities. The study implies that strengthening the performance of agricultural extension workers is essential to enhance farmers’ independence and professionalism in achieving sustainable agricultural development.

This study aims to analyze the influence of the Problem-Based Learning (PBL) model assisted by e-LKPD on students’ problem-solving abilities and self-confidence in vocational high schools. Specifically, the objectives are: (1) to examine the simultaneous effect of the PBL model assisted by e-LKPD on both variables, (2) to determine its effect on problem-solving ability, and (3) to evaluate its effect on self-confidence. A quantitative approach with a quasi-experimental pretest–posttest control group design was applied. The population consisted of all 10th-grade students at SMK Negeri 1 Tarakan, while the sample was selected using purposive sampling, resulting in class X Marketing 1 (35 students) as the experimental group and class X Culinary 2 (34 students) as the control group. Research instruments included a problem-solving test and a self-confidence questionnaire. Hypothesis testing utilized Hotelling’s T² and independent sample t-tests. The findings showed that 97% of students in the experimental class met the Learning Objectives Mastery (KKTP), compared to only 18% in the control group. Improvement in the experimental group was categorized as high, whereas in the control group it was moderate. Self-confidence also increased significantly in the experimental group, with most students moving from low to high categories. Hotelling’s Trace (Fcount = 77.109, p < 0.001) and t-tests confirmed significant effects on both problem-solving (tcount = 11.657) and self-confidence (tcount = 8.140), proving that the PBL model assisted by e-LKPD effectively enhances students’ abilities and confidence.

In the modern computing era, servers face significant challenges in data storage due to hardware failures, cyber attacks, or human errors. The problem highlighted focuses on the impact of file systems on three critical aspects: data integrity (accuracy and consistency of data without corruption), data recovery (the ability to restore data after a failure), and failure resilience (fault tolerance, such as redundancy and journaling to prevent downtime). The main issue is that traditional file systems like FAT32 or NTFS are often susceptible to fragmentation, metadata loss, or long recovery times, which can lead to data loss of up to 20-30% on enterprise servers, especially in high-traffic environments like cloud computing.A simple problem-solving process is conducted through a straightforward comparative analysis approach: (1) A literature review of popular file systems (ext4, ZFS, Btrfs); (2) Failure simulations using tools like fsck and stress testing on virtual servers (e.g., via KVM or Docker); and (3) Measuring performance metrics with benchmarking tools like Bonnie++ for I/O throughput, recovery time, and error rates. This process is designed to be simple, requiring only a virtual lab setup without expensive hardware, and is analyzed quantitatively with descriptive statistics.The solution to the problem indicates that advanced file systems like ZFS or Btrfs provide significant improvements: data integrity is up to 95% more secure through automatic checksums, data recovery is achieved in minutes through snapshots and RAID integration, and failure resilience is higher with copy-on-write features. The main recommendation is to migrate to journaling-based file systems for servers, combined with automated backups, which can reduce the risk of downtime by up to 50%. This research provides practical guidance for system administrators to enhance server reliability without excessive additional costs.

The current education system is facing a crucial dilemma: the intensifying focus on cognitive achievement amidst the specific challenges faced by Generation Z. Junior high school students aged 12–15, who are digital natives, are at risk of reduced social interaction and mental health issues due to high screen time. Addressing this urgency, this study aims to describe the strategic role of dance arts education in shaping character and creativity, and to identify implementation solutions at SMP Negeri 1 Wonogiri. This descriptive qualitative study utilized 8 students active in dance as primary subjects, with data collected through observation, interviews, and documentation. The findings indicate that dance arts, through an embodied learning approach based on physical movement, is highly effective in cultivating character. Values such as discipline, which is transferred from the punctuality required in practice to general school life , collective responsibility , and self-confidence that overcomes social awkwardness, grew significantly. Furthermore, dance reinforces authentic cooperation and cultural appreciation. In terms of creativity, the activity encourages movement exploration, improvisation, and creative problem-solving. Psychologically, dance practice functions as a positive coping mechanism that effectively lowers adolescent stress levels. Although constraints exist, such as limited instructional time (80 minutes per week) , adaptive solutions like strengthening extracurricular activities and the peer tutoring system are being implemented. This research concludes that dance arts education is an essential and strategic medium for developing holistic competencies, including the 4Cs (Critical Thinking, Creativity, Collaboration, and Communication) and the Profil Pelajar Pancasila.

The development of digital technology has changed global business patterns, including in Indonesia, through the growth of e-commerce, social media, and online platforms. This change opens up great opportunities for students as the educated young generation to develop online businesses. This research aims to explore students' online business readiness from a digital mindset perspective through a phenomenological study approach among students in Malang. The research focuses on online business readiness, digital mindset, attitudes towards technology, and the contribution of entrepreneurship learning, which are analyzed using the Theory of Planned Behavior framework(Ajzen, 1991) and Entrepreneurial Mindset Theory. The research used qualitative methods with in-depth interviews with online business students. The results show that students have a basic understanding of digital business, especially in utilizing social media and marketplaces. A positive attitude towards technology has been formed, indicated by perceived benefits and ease of use. However, a gap emerges between technical skills and long-term strategic planning capabilities. Innovation and problem-solving tend to be reactive, simply following trends, while psychological resistance such as fear of fraud and data security remain barriers. This research confirms that online business readiness is not only determined by technical skills, but also by the strengthening of an adaptive, innovative digital mindset. This research confirms that online business readiness is not only determined by technical skills, but also by strengthening an adaptive, innovative, and resilient digital mindset.The novelty of this research is the integration of TPB and Entrepreneurial Mindset Theory to understand students' readiness to face digital business challenges.

The use of technological resources, especially the internet, has a very important role in supporting the effectiveness of the implementation of the flipped classroom model. Through internet access, students can prepare before face-to-face learning by watching learning videos, reading materials, or doing exercises independently. This allows the classroom teaching and learning process to be more interactive, where face-to-face time can be focused on discussion, problem-solving, and application of concepts. Based on survey data collected from students of SMK Dewata Bali Denpasar, it is known that optimal use of the internet helps increase students' understanding and interest in learning science subjects. However, as time went by, it was found that some of the material was still difficult for students to understand and remember. Therefore, educators need to choose the learning platform that is most effective in supporting the implementation of this model. Using the ELECTRE (Elimination and Choice Expressing Reality) method, this study assessed various platforms such as features, price, ease of use, and user survey results. The results show that Google Classroom is the most suitable and efficient platform to support reverse learning because of its ability to integrate various learning media, ease of access, and support for interaction between teachers and students.

This study aims to describe the implementation of an active learning model based on collaboration to improve students’ conceptual understanding in Islamic Religious Education (PAI). The background of this research stems from the low level of student engagement in the learning process, which has resulted in less optimal understanding of religious concepts. The research employed a qualitative approach with a classroom action research (CAR) design conducted in two cycles. The subjects were eleventh-grade students at a senior high school in City X. Data were collected through observation, interviews, and conceptual understanding tests. The findings revealed that the implementation of the collaborative active learning model increased students’ participation in learning activities, fostered critical thinking skills, and enhanced their conceptual understanding of Islamic Education materials. Through group discussions, problem-solving activities, and reflection sessions, students became more cognitively and affectively engaged in the learning process. Therefore, the collaborative active learning model can serve as an effective alternative strategy to improve both the process and outcomes of Islamic Religious Education learning.

This study aims to determine the effect of the combined learning model of Problem Solving with Numbered Head Together (NHT) on the character of mutual cooperation and critical reasoning abilities of fourth-grade students of SD Negeri Kanigoro 03. This type of research uses a quantitative approach with a Posttest Only Non-Equivalent Control Group Design. The research subjects consisted of two classes, namely class IV A as the experimental group and class IV B as the control group, each consisting of 23 students. The research instruments included an observation sheet of mutual cooperation character and a critical reasoning ability test. Data analysis was carried out through normality, homogeneity, and t-test using SPSS with a significance level of 5%. The results showed that the data were normally distributed and homogeneous. The t-test produced a calculated t value of 2.940 > t table 2.015 with a significance of 0.019 for the character of mutual cooperation and a calculated t value of 2.343 > t table 2.015 with a significance of 0.024 for critical reasoning abilities. These results demonstrate that the combined Problem Solving and NHT models significantly enhance students' mutual cooperation and critical reasoning skills. Therefore, implementing this model effectively develops students' cognitive competencies and character, aligned with the Pancasila student profile.

Learning quadratic functions in high school still faces various challenges, primarily due to the abstract nature of the concepts, which require students to have strong analytical thinking skills. These difficulties often result in low student understanding of the relationship between quadratic equations and parabola graphs, as well as limitations in applying these concepts to mathematical problem-solving. GeoGebra, as a technology-based learning tool, offers interactive visualizations that allow students to observe the real-time changes in the shape of a parabola when the coefficients in a quadratic equation are modified. A literature review of recent studies reveals that the use of GeoGebra significantly enhances conceptual understanding, mathematical representation skills, and student motivation. Its effectiveness further increases when combined with appropriate teaching strategies, such as the 5E model (Engage, Explore, Explain, Elaborate, Evaluate), which encourages active involvement and concept exploration by students. However, several challenges remain, including limited access to devices, teachers’ readiness to utilize technology, and suboptimal infrastructure support. Therefore, the integration of GeoGebra into quadratic function learning requires careful planning, teacher training, and adequate facility support to maximize its benefits and improve the overall quality of mathematics education.

This study aims to develop, validate, and test the effectiveness of a scaffolding-based e-module integrated with educational games on the topic of market equilibrium to improve students’ problem-solving skills in economics learning. The research utilized the ADDIE development model, which includes the stages of analysis, design, development, implementation, and evaluation. A total of 72 students from SMA Negeri 1 Kelapa participated in the study, divided into experimental and control groups. Data were collected through validation questionnaires, pre-tests, and post-tests. The results showed that the e-module obtained a very high level of feasibility, with average validation scores of 3.86 from material experts, 3.88 from media experts, 3.95 from teachers, and 3.49 from students, indicating that the product met the quality criteria for instructional media. Furthermore, effectiveness testing revealed that students in the experimental class achieved an N-Gain score of 0.56, categorized as moderate, which was significantly higher than the control class score of 0.30. These results suggest that the scaffolding-based e-module integrated with educational games is both feasible and effective in enhancing students’ problem-solving skills and learning engagement in economics education.

The problem addressed in this community service project is the low understanding of PKBM Permata Paket B students in applying mathematics to everyday life. The objective of this study is to improve students' understanding of mathematics through context-based learning, as well as to stimulate their interest and independence in solving problems involving numbers. The method used is a contextual teaching approach involving group discussions, problem-solving exercises, and real-life problem applications. The results show that context-based mathematics learning significantly improved students' understanding of budgeting, expenses, and personal finance management. Students also showed increased active participation in learning activities and a better ability to connect mathematical theory with practical problems in their daily lives. This program also had a positive impact on social empowerment, increasing students' independence in managing their daily lives. However, challenges related to understanding more complex concepts remain, and it is recommended to use more varied methods and extend the learning time in the future.