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Learning assessment is a crucial element in the educational process that aims to measure how well students understand the material taught. The tools chosen for measurement have a significant influence on the validity and accuracy of the assessment results. At MAN 2 Bantul, educators generally use two types of measurement tools, namely multiple-choice tests and essay tests. This study aims to assess the effectiveness of essay tests in comparison with multiple-choice tests in assessing student learning achievement at MAN 2 Bantul, using the direct interview method. This study was conducted to gain insight into the views of teachers and students regarding the effectiveness of both types of tests in the educational evaluation process. Data were collected through direct interviews with teachers and students who had experience in using both types of measurement tools. Data analysis was obtained using a descriptive qualitative approach to explore their views and experiences regarding the accuracy and appropriateness of tests in assessing learning outcomes. The findings from the interviews showed that multiple-choice tests were considered more effective and practical in measuring student learning outcomes because they used the JMD (Jogja Madrasah Digital) application, which immediately displayed the scores. However, the teachers also agreed that essay tests provided a more comprehensive analysis of learning outcomes because they encouraged students to think critically. This study recommends the implementation of a combination of both types of exams to make learning evaluation more efficient.

This study aims to analyze the effect of online learning engagement on student satisfaction, with time management as a mediating variable. Using a quantitative approach with a cross-sectional survey design, this study involved 150 students from the UPPBJ UT Makassar Program who were selected using cluster sampling techniques. The variables used in this study included online learning engagement, technology perception, and student satisfaction, which were measured using a 5-point Likert scale. The data were analyzed using Smart PLS version 4.0 software, which included measurement and structural model evaluation to examine convergent, discriminant, and reliability validity. The results showed that online learning engagement did not have a significant effect on student satisfaction, although there was a positive relationship. However, online learning engagement had a significant effect on technology perception, which in turn had a significant effect on student satisfaction. Technology perception played an important role as a mediator in the relationship between online learning engagement and student satisfaction, reinforcing the direct effect. This mediating effect shows that even though online learning engagement does not directly increase satisfaction, perceptions of online learning technology play a crucial role in increasing student satisfaction. This study provides insight into the importance of technology perceptions in online learning.

This study aims to examine the influence of self-efficacy and learning environment on learning outcomes, with learning motivation as a mediating variable, among students of SMK Negeri 44 Jakarta. Employing a quantitative approach with a survey method, the research involved a population of 175 students, all of whom were included as the sample through a total sampling technique. Data analysis was conducted using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with SmartPLS 4.0 software. The analytical procedures encompassed measurement model analysis, structural model analysis, and hypothesis testing for both direct and indirect effects.The findings reveal a positive and significant direct effect of self-efficacy on learning outcomes, indicating that students with higher confidence in their abilities tend to achieve better academic performance. Similarly, the learning environment was found to have a positive and significant direct effect on learning outcomes, suggesting that supportive academic surroundings contribute meaningfully to student achievement. However, the study found no significant direct effect of learning motivation on learning outcomes, nor any significant mediating role of learning motivation in the relationships between self-efficacy and learning outcomes or between learning environment and learning outcomes. These results imply that while self-efficacy and a conducive learning environment are key determinants of academic success, the role of learning motivation as an intervening variable may not be as substantial in this context. The absence of mediation suggests that motivation alone may not bridge the gap between personal and environmental factors and actual academic performance. This study contributes to educational research by providing empirical evidence on the complex interplay between psychological, environmental, and motivational factors influencing student achievement, highlighting the need for educators to strengthen both self-belief and learning conditions to optimize outcomes.

The purpose of this study is to examine the influence of self-efficacy on students’ interest in continuing their studies to higher education, with achievement motivation as a mediating variable. The research employs a quantitative approach using the survey method. The population in this study consisted of 211 students from SMKN 44 Jakarta. The sampling technique used was proportionate stratified random sampling, calculated using the Slovin formula with a 5% margin of error, resulting in a total sample of 138 students. The data analysis was conducted using Structural Equation Modeling-Partial Least Squares (SEM-PLS) with the assistance of SmartPLS 4.0 software. The analysis process included the evaluation of the measurement model (outer model), the structural model (inner model), and hypothesis testing for direct and indirect effects. The results of the study demonstrate that: (1) self-efficacy has a positive and significant effect on achievement motivation; (2) self-efficacy has a positive and significant effect on students’ interest in continuing their studies to higher education; (3) achievement motivation also has a positive and significant effect on students’ interest in pursuing higher education; and (4) self-efficacy has a significant indirect effect on interest in continuing studies to higher education through achievement motivation as a mediating variable. These findings indicate that both self-efficacy and achievement motivation play important roles in shaping students' educational aspirations beyond secondary school. This study emphasizes the need for educational institutions to strengthen students’ belief in their own abilities and foster achievement motivation to increase their intention to pursue higher education. The findings contribute to the understanding of psychological factors that influence educational planning and can be used as a reference in developing academic guidance programs in vocational high schools.

The mentoring activity for preparing regional development planning documents at Bapperida Bangkalan Regency is part of a community service program aimed at improving the effectiveness of public administration. During the program, students were directly involved in collecting and processing data, analyzing program performance indicators, and assisting in drafting and evaluating planning documents such as the RKPD, RPJMD, and RPD. This activity also supported the budgeting process, program consistency assessment, and public service performance measurement through the Community Satisfaction Survey (SKM). The results of the mentoring program show that collaboration between academia and local government can improve work efficiency, the quality of planning documents, and the capacity of civil servants in developing data-driven policies. This activity not only benefited the institution but also served as a real-world learning experience for students in understanding public administration practices at the regional level.

Mathematics is often referred to as a field of knowledge developed through logical reasoning and is considered essential in everyday life, particularly in problem-solving. One effective way to apply problem-solving skills in mathematics education is through the use of word problems. This study aims to explore and analyze the various obstacles students encounter when solving mathematical word problems. The research employs a descriptive qualitative approach, with data collection methods including tests, interviews, and a project involving the construction of a staircase using standard units of length. The subjects of the study were four third-grade elementary school students in Batusangkar who had previously studied standard units of length. The findings reveal that students faced a range of difficulties, such as challenges in understanding the problems, failure to organize solution steps systematically, and limited comprehension of the concept of standard measurement units. Additionally, a lack of interest in learning was found to negatively impact students’ ability to solve word problems. Therefore, conceptual understanding and increased motivation to learn are crucial factors in enhancing students’ mathematical problem-solving abilities.

Mathematics is often referred to as a field of knowledge developed through logical reasoning and is considered essential in everyday life, particularly in problem-solving. One effective way to apply problem-solving skills in mathematics education is through the use of word problems. This study aims to explore and analyze the various obstacles students encounter when solving mathematical word problems. The research employs a descriptive qualitative approach, with data collection methods including tests, interviews, and a project involving the construction of a staircase using standard units of length. The subjects of the study were four third-grade elementary school students in Batusangkar who had previously studied standard units of length. The findings reveal that students faced a range of difficulties, such as challenges in understanding the problems, failure to organize solution steps systematically, and limited comprehension of the concept of standard measurement units. Additionally, a lack of interest in learning was found to negatively impact students’ ability to solve word problems. Therefore, conceptual understanding and increased motivation to learn are crucial factors in enhancing students’ mathematical problem-solving abilities.

Non-Communicable Disease (NCD) Screening is an early effort to identify NCD risk factors in individuals or groups through the Integrated Development Post (Posbindu) NCD. NCDs consist of Hypertension, Diabetes Mellitus, Cervical and Breast Cancer, and Chronic Obstructive Pulmonary Disease. NCDs are increasing and are the main cause of death of the population. In 2030, it is targeted that at least the number of premature deaths due to NCDs can be prevented through the SDGs program by 25%. The Faculty of Health Sciences (Fikes) of Musi Charitas Catholic University (UKMC) is part of the Sukarami Health Center Working Area which has 396 students in the 2024/2025 academic year. Fikes finds out whether or not there are NCD risk data factors in students. Lecturers and Officers of the Sukarami Health Center are actively conducting NCD screening using the Posbindu activity method, namely 5 Tables (Registration, Interview, Measurement, Examination and Counseling/Education). The target of all UKMC Fikes students who are studying on campus is 287 (72.47%). The activities carried out were measuring Body Weight (BB), Height (BB), determining Body Mass Index (BMI). Implementation of procedures in accordance with the guidelines set by the Indonesian National Nurses Association (PPNI). Results: The target achievement was 245 (85.37%) of the original target of 287. Analysis results 1) Students who have a BMI > 25 are 72 (29.39%) students; have a waist circumference > 80 (women) and > 90 (men) are 62 (25%) students. Blood pressure > 130/90 mmHg is owned by 6 (2.45%) students, while random blood sugar > 180 mg/dl is owned by 1 (0.41%) student. Suggestions or Follow-up Action Plans: All students are screened periodically and PTM control is carried out.