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Creative writing plays an important role in developing students’ imagination, self- expression, and language competence in the digital era. However, many learners still struggle with generating ideas, maintaining motivation, and gaining confidence in writing. This study aims to analyze how the use of Wattpad, viewed through the Social Constructivist framework, can enhance students’ creative writing skills, motivation, and confidence. This research applies a qualitative descriptive approach supported by survey data from 30 high school students who actively use Wattpad. The results show that 95.7% of respondents have used Wattpad before, with most of them using it to read and learn from other writers. A total of 60.9% of respondents stated that reading other writers’ works was the most helpful for improving their writing, while 17.4% highlighted peer comments and feedback as additional support. Despite its benefits, 43.5% of students mentioned difficulty in organizing ideas as their main challenge. Open-ended responses revealed that positive feedback and community interaction on Wattpad helped increase students’ motivation and confidence in writing. The discussion emphasizes that the social interaction and feedback features of Wattpad foster collaborative learning, aligning with Vygotsky’s concepts of scaffolding and the Zone of Proximal Development. These findings suggest that integrating Wattpad into writing instruction can effectively enhance students’ creativity, critical thinking, and confidence in producing literary works.

Innovation in biology learning is increasingly necessary, as conventional instructional practices are often dominated by memorization-based methods that limit students’ active engagement and critical thinking development. Along with rapid advances in science and technology, digital applications offer new opportunities to enhance teaching and learning processes. One such application is Canva, a digital design platform that can be utilized as an effective learning media to support teachers and students in biology education. This study aims to describe the implementation of Canva-based learning media through a training program conducted at SMA Islam Terpadu Daarul Rahman and to examine its perceived usefulness for both teachers and students. The training involved teachers in developing biology learning materials using Canva by integrating visual elements, images, and videos to present complex biological concepts more clearly. The results of the training indicate that Canva is considered practical, user-friendly, and efficient by teachers in designing learning materials. Teachers reported that the application helped them present content in a more attractive and structured manner. Furthermore, students benefited from the use of Canva-based materials, as they demonstrated better understanding of the subject matter and increased interest in learning biology. The integration of visual and multimedia elements also supported the development of students’ critical thinking skills by encouraging analysis and interpretation of biological phenomena. Overall, the use of Canva as a learning medium shows potential to enhance the quality of biology learning and foster more meaningful learning experiences.

This research uses a qualitative approach with a library research method, focusing on the development of pragmatic thinking in Western and Islamic traditions and its contribution to contemporary education. Data were obtained through literature reviews from books, scientific journals, and previous research results. Data analysis was conducted using content analysis techniques to identify similarities and differences in Western and Islamic pragmatic thinking. The results of the study indicate that Western pragmatism developed through Peirce, James, and Dewey, who emphasized truth based on practical consequences and usefulness in life. Islamic pragmatism, although not explicit, is reflected in the thoughts of Al-Ghazali and Ibn Khaldun, who combine revelation with empirical experience and public welfare. The contribution of pragmatism to contemporary education includes: (1) educational goals oriented towards social experiences and problem-solving; (2) the position of students as active subjects with growth capacity; (3) curriculum development that is flexible, experience-based, and adaptive to social changes. this research states that Western and Islamic pragmatism both provide important contributions to contemporary education, shifting the focus from knowledge transfer to the development of competencies and characters that are relevant.  

In the era of the Industrial Revolution 4.0, Islamic Religious Education (PAI) must emphasize not only memorizing religious content, but also fostering advanced thinking skills such as analysis, evaluation, and creativity through the Higher Order Thinking Skills (HOTS) method. This study aims to describe the implementation of HOTS-oriented Islamic Religious Education (PAI) learning at SMAN 2 Banjit, focusing on implementation methods, supporting and inhibiting factors, and their influence on students. This study uses a qualitative descriptive methodology with data collection methods such as observation, interviews, and documentation. The subjects of the study were Islamic Religious Education (PAI) teachers. Data analysis was carried out by means of data reduction, data presentation, and drawing conclusions. The results of the study indicate that Islamic Religious Education (PAI) teachers at SMAN 2 Banjit have implemented host-based Islamic Religious Education (PAI) teaching methods. HOTS-based learning through discussion methods, advanced question and answer, and problem-based learning, but the implementation has not been evenly distributed across classes. Teachers understand the basic concepts of HOTS, but still face obstacles in preparing HOTS-based learning devices and assessment instruments. Supporting factors for implementation are the support of the principal, technological facilities, and the enthusiasm of some students. Meanwhile, emerging obstacles include a rote-oriented learning culture, unequal distribution of learning facilities, and teacher administrative burdens. The implementation of HOTS has a positive impact on improving students' critical thinking skills and argumentative skills, as well as helping them understand Islamic values ​​more contextually.

Madhhab fanaticism in Islamic education, which appears in fiqh teaching practices that tend to absolutize a single madhhab, restrict dialogical space, and insufficiently appreciate the diversity of scholarly opinions. Such conditions may foster exclusive and intolerant religious attitudes among students. To respond to this problem, the study employs a qualitative approach with a library research design by critically examining books, journal articles, and documents related to fiqh madhhabs, Islamic education, religious moderation, and multicultural education. The data are analyzed using content analysis and descriptive–analytical techniques to map the forms of madhhab fanaticism in the learning process, the stages of transformation in madhhab understanding, and the pedagogical strategies that support the emergence of tolerant attitudes. The findings indicate that the transformation toward a more tolerant understanding of madhhabs is supported by curricula that accommodate comparative fiqh (multi-madhhab), inclusive learning materials, dialogical teaching methods, and teachers’ role modeling of moderate attitudes. Inhibiting factors include deeply rooted madhhab fanaticism, the dominance of conservative curricula, ideological bias in textbooks, and a weak culture of critical thinking. It is concluded that strengthening fiqh instructional design that consciously integrates religious moderation and multicultural education is essential for shifting madhhab understanding from patterns of fanaticism to patterns of tolerance within Islamic educational institutions.

The Problem-Based Learning (PBL) model is a teaching strategy that focuses on students being the main participants in their education by engaging in the resolution of actual problems. This article looks into how PBL is applied in the classroom, its effects on enhancing students' critical thinking abilities, and the primary attributes of this model that aid in developing problem-solving skills. PBL consists of five key phases: identifying a challenge, organizing research efforts, performing both individual and group inquiries, gathering and sharing findings, and reflecting on the process. These phases create a learning experience that promotes teamwork, self-directed research, and thorough analysis of information. Findings from this research reveal that PBL significantly enhances students' critical thinking skills, particularly in areas like analysis, assessment of evidence, solution formulation, and articulating arguments logically. Furthermore, features of PBL, which include prioritizing students, addressing real-world issues, fostering self-directed learning, encouraging group collaboration, and positioning the teacher as a guide, play a crucial role in enhancing problem-solving capabilities. By tackling issues that relate to their daily lives, PBL motivates students to independently build knowledge, foster innovation, and reinforce their autonomy in the learning journey.

The development of artificial intelligence has revolutionized higher education by increasing the efficiency and personalization of learning, but it has also posed a major challenge in the form of a decline in students' critical thinking skills due to their dependence on technology. Therefore, an in-depth philosophical study through the post-positivism, critical theory, and constructivism paradigms is needed to understand its impact on cognitive and epistemological processes. This study aims to analyze how these three paradigms guide the development of critical thinking in the context of AI. It uses a descriptive-analytical method based on secondary data from academic literature such as journals and books that have been critically synthesized. The findings show that post-positivism views AI as a tentative critical realism tool for empirical verification. Critical theory critiques power relations, ideology, and the ethics of technological domination. Constructivism emphasizes the construction of social knowledge through human-centered design that supports creativity and collaboration. The positive impacts of AI include instant feedback and content adaptation, while the negative impacts include social isolation, weak digital literacy, and data privacy. Therefore, the implication is the wise use of AI with the assistance of teaching staff to strengthen reflective analysis, ethical literacy, and paradigm adjustments in accordance with the exact or social sciences to create multidimensional learning in the digital era.

This article examines the role of axiology as a value dimension in the philosophy of science, which serves to guide science so that it not only produces knowledge but also provides benefits that align with humanitarian, ethical, and sustainable values. This research uses a library study method by reviewing various literature discussing the concept of axiology. The results of the study indicate that science cannot be viewed as a value-free activity, because every stage of the scientific process, from problem selection and method development to data interpretation and application of research results, is constantly influenced by social norms, moral considerations, and certain values. Therefore, axiology plays a crucial role in ensuring that scientific progress prioritizes human welfare and does not have destructive impacts. Furthermore, critical thinking skills are an important element in the application of axiology, as they enable humans to assess and consider the benefits and consequences of science more deeply. This study also emphasizes that scientists have a moral responsibility both internally, such as maintaining academic integrity and scientific objectivity, and externally, namely ensuring that research results are utilized for the common good. Thus, this article highlights the importance of integration between science, ethics, and values ​​as a foundation for developing knowledge that is not only scientifically correct, but also morally good and beneficial for the sustainability of life.

Interoperability has become a critical enabler of integrated service delivery in contemporary digital government. However, despite significant technological investments, many governments continue to experience fragmented service systems and limited public value outcomes. This study examines how institutional design shapes interoperability capacity and how interoperability contributes to public value creation within digital government frameworks. Employing a qualitative explanatory case study approach, data were collected through semi-structured interviews, document analysis, and institutional observations. The findings reveal that interoperability is not solely a technical function but an institutional capability embedded in governance structures, regulatory frameworks, data standards, and coordination mechanisms. While technical data exchange mechanisms exist, institutional fragmentation, regulatory ambiguity, and limited cross-agency collaboration constrain seamless integration. The study demonstrates that institutional design mediates the relationship between interoperability and public value creation by influencing the effectiveness of integrated service delivery. Public value gains are evident in operational efficiency and accessibility; however, improvements in legitimacy, trust, and service coherence remain incremental where institutional alignment is weak. The research contributes to digital governance literature by conceptualizing interoperability as an institutional construct and highlighting the necessity of governance reform for sustainable public value generation. The findings suggest that governments must prioritize institutional coherence, standardized data governance, and collaborative coordination frameworks to fully realize the transformative potential of digital government.

This study conducts a Systematic Literature Review to examine the relationship between job enrichment, the Human Resource Information System, and work–life balance on organisational performance through the mediating role of innovative work behaviour, with a particular focus on medium-scale Micro, Small, and Medium-Sized Enterprises. Drawing on Scopus-indexed publications from 2020 to 2025, the review identifies theoretical and empirical findings that highlight the importance of human resource practices and digital transformation in strengthening organisational innovation. The analysis reveals that job enrichment significantly enhances employee autonomy, engagement, and intrinsic motivation, which in turn fosters innovative work behaviour. Likewise, the Human Resource Information System contributes to performance improvement by increasing decision-making efficiency and supporting data-driven innovation processes. Meanwhile, work–life balance promotes creativity and reduces stress, thereby fostering an environment conducive to innovative thinking. Furthermore, innovative work behaviour is found to mediate the relationship between human resource practices and organisational performance by transforming individual innovation into collective organisational outcomes. These findings indicate that integrating the Human Resource Information System with job enrichment and work–life balance policies can substantially enhance the competitiveness and productivity of medium-scale Micro, Small, and Medium-Sized Enterprises. This study contributes to theoretical advancement in innovation-oriented human resource management and offers practical implications for developing adaptive human resource systems to ensure sustainable business performance in the digital era.

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

Constructivism learning theory places learners as active subjects in constructing knowledge through learning experiences, social interactions, and reflection on their surroundings. This approach views learning not as a passive process of receiving information, but as an active process of constructing meaning based on the prior knowledge possessed by learners. This paper aims to comprehensively examine the development and definition of constructivist learning theory, its main principles and characteristics, and its implications in the learning process, particularly in the context of primary education. The writing method used is a literature study by analyzing various literature sources in the form of textbooks, scientific journal articles, and other relevant references related to constructivism theory. The results of the study show that constructivist learning emphasizes learner-centered learning, where knowledge is not transferred directly by the teacher but is constructed through a process of assimilation and accommodation. In this approach, teachers act as facilitators who design a conducive learning environment so that students are able to build understanding independently and through social interaction. The application of constructivist learning has been proven to encourage the development of critical thinking, problem solving, cooperation, and meaningful learning. Therefore, constructivist learning theory is relevant to be applied in modern learning as an effort to improve the quality of the learning process and outcomes of students.

The evaluation of Indonesian language instruction at the junior secondary level remains predominantly oriented toward lower-order thinking skills, thereby constraining the advancement of students’Higher Order Thinking Skills (HOTS). This situation necessitates the development of comprehensive assessment tools that are coherently aligned with the Merdeka Curriculum. The present study introduces a model for constructing HOTS-oriented assessment instruments targeting procedural text writing in Phase D. The development process was systematically organized through several stages: translating learning outcomes into measurable indicators, preparing assessment blueprints, creating item cards, formulating scoring rubrics for attitudes, knowledge, and skills, and finally analyzing and interpreting the assessment data. These instruments were specifically designed to capture students’ analytical, evaluative, and creative abilities in producing procedural texts that are logical, coherent, and effective. Findings demonstrate that the instruments provide an objective and holistic representation of students’ competency attainment. In summary, the proposed HOTS-based assessment model for procedural text writing is practical, methodical, and contextually relevant, serving as a valuable framework for evaluating Indonesian language learning in accordance with the Merdeka Curriculum principles.

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

In the book Bina Belajar Al-Qur'an dan Hadith for grade V MI published by Erlangga Publisher in accordance with the madrasah curriculum (KMA) No. 183 of 2019, this book is analyzed by researchers in meeting the needs of 21st century learning, especially in developing critical thinking skills, creativity, communication, and collaboration. This study aims to analyze the feasibility of textbooks based on four aspects of the National Education Standards Agency (BSNP) standards, namely the feasibility of content, feasibility of presentation, language and graphics. This study uses a literature study approach (library study) which is used to collect various data sources from the book Bina Belajar Al-Qur'an dan Hadith, journals and others. The results of the study show that this book is in the very feasible category, with the suitability of the material to KMA No. 183 of 2019, the use of communicative language, and consistent graphic displays. However, deficiencies were found in the presentation aspect, such as the absence of concept maps, learning objectives, and the lack of contextual illustrations. Overall, this book remains relevant and can support the learning of the Qur'an and Hadith in MI.

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

The 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.

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.

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.