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Explainable artificial intelligence (XAI) has become a critical requirement in cybersecurity due to the high-stakes nature of security decision-making and the limitations of black-box learning models. This study investigates the construction of an explainable cybersecurity knowledge representation by leveraging standardized terminology from the NIST cybersecurity glossary. The primary problem addressed is the lack of transparent and semantically grounded reasoning mechanisms in existing AI-driven cybersecurity systems, which limits trust, accountability, and analyst adoption. To address this challenge, we propose a NIST-based semantic knowledge graph that embeds explainability directly into its ontology structure and reasoning process. The proposed framework systematically extracts definitional entities and relations from NIST glossary entries to construct a domain ontology and a multi-relational knowledge graph. A rule-based semantic relation extraction method is employed to ensure faithful, interpretable, and reproducible reasoning paths. The resulting knowledge graph contains over 3,000 cybersecurity concepts and approximately 27,000 semantic relations, covering hierarchical, associative, dependency, and mitigation semantics. Experimental evaluation demonstrates that the proposed approach achieves a high level of explainability, with 92.4% of reasoning outcomes being fully traceable and only 1.4% classified as non-traceable. Most explainable reasoning paths are limited to two or three hops, indicating an effective balance between inferential depth and human interpretability. Structural analysis further confirms the presence of meaningful hub concepts that support multi-hop semantic inference. These results confirm that ontology-driven, standard-based knowledge graphs provide a robust foundation for explainable cybersecurity intelligence. The study concludes that explainability-by-design, grounded in authoritative standards, offers a viable and trustworthy alternative to opaque AI models for cybersecurity applications.

This study aims to examine the perspectives of students in the Primary School Teacher Education Program (PGSD) who are about to begin the Learning Strategies course. The main focus of this research is to investigate how students view the concept of learning strategies, their experiences with various teaching methods, and their expectations regarding the Learning Strategies course. Information was obtained through questionnaires completed by 84 students during the first session of the course. The results of the analysis show that the majority of students have a fairly good basic understanding of learning strategies, although there are some variations in their preferences regarding the use of technology and certain teaching methods. Problem-Based Learning (PBL) and Project-Based Learning (PjBL) are considered effective by the students, although they still face challenges such as time management and differences in learning styles that pose obstacles. This study recommends that teaching in the Learning Strategies course better integrates technology and takes into account the variety of student learning styles to create a more inclusive learning environment.

This study aims to evaluate the validity, effectiveness, and practicality of developing problem-based teaching materials for improving student learning outcomes. The research focuses on a practical module for the subject of electric motor installation at SMKN 1 Driyorejo, where interviews and needs assessment revealed issues such as teacher-centered learning and limited student resources, primarily relying on notebooks. These factors have hindered optimal learning outcomes. The development of problem-based learning modules was intended to address these issues and improve cognitive, affective, and psychomotor learning outcomes. The research follows a Research & Development (R&D) approach with four steps: 1) Define, 2) Design, 3) Develop, and 4) Disseminate, using a one-shot case study trial design. The study involved 30 students of grade XI TITL 1 at SMKN 1 Driyorejo. Results showed the module’s validity at 3.66, practicality based on student responses at 89.25, and effectiveness with cognitive, psychomotor, and affective outcomes of 84.93, 89.40, and 94.00, respectively. These findings suggest that the problem-based practical module is valid, practical, and effective for improving student learning outcomes across various domains.

This study aims to develop Google Site-based learning media on Electronic Fuel Injection (EFI) System Maintenance material for class XI students of Automotive Light Vehicle Engineering (TKRO) at SMK Negeri 1 Padang. The background of this study is based on the problems of learning that is still monotonous, less than optimal use of digital technology in the teaching and learning process, and low motivation and independence of student learning. This study uses the Research and Development (R&D) method with a 4-D development model that includes the Define, Design, Develop, and Disseminate stages. The research subjects consisted of two experts, namely media experts and material experts, two subject teachers, and 31 class XI TKRO students. Data collection techniques were carried out through validation questionnaires and practicality questionnaires. The results of the study showed that Google Site-based learning media has a very high level of validity based on the assessment of media experts by 93.33% and material experts by 90.00%. In addition, this media was considered very practical by teachers with a percentage of 94.25% and practical by students with a percentage of 78.2%. Thus, Google Site-based learning media is declared suitable for use as a learning tool to increase learning motivation, student independence, and learning effectiveness in the EFI System Maintenance material in vocational schools.  

One of the skills in facing global challenges in the application of 21st century skills is critical thinking skills in solving problems with a scientific attitude (Eka et al., 2020) critical thinking skills enable them to be able to face complex situations and make wise decisions. The application of case-based learning can be a learning solution including in learning with limited meetings in class because it is oriented towards developing critical thinking skills in solving cases. This study uses a descriptive-analytical library research method, where data is collected from various library sources such as books, journals, and scientific articles. This research is a qualitative descriptive type that relies on analysis to determine, interpret, and clarify the data or information collected. This method aims to obtain an overview of the Case Method Learning Design on Halal Haram Material in the Al-Qur'an Hadith Subject of Class XII Madrasah Aliyah at Dayah Modern Ihyaaussunnah Lhokseumawe. This study successfully designed a case-based learning method as an innovative approach in teaching the Qur'an and Hadith on the topic of Halal and Haram in grade XII of Madrasah Aliyah. However, the implementation of this method also faces challenges such as the need for teacher readiness in designing and moderating cases, limited class time, and variations in students' abilities in analyzing cases