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The Independent Curriculum aims to provide flexible, student-centered learning that is oriented toward strengthening character through the Pancasila Student Profile. However, a literature review indicates that its implementation in elementary schools still faces various obstacles. Teachers' understanding of differentiated learning, the P5 project, and authentic assessment is uneven, while limited infrastructure and the complexity of developing teaching materials also hamper its implementation. Furthermore, student readiness and a supportive learning environment also influence the curriculum's effectiveness. These findings emphasize the need to improve teacher competency, ensure equitable distribution of facilities, and collaborate among stakeholders for optimal implementation of the Independent Curriculum. Furthermore, the disparity in the quality of implementation across schools is also a major challenge, particularly in remote areas with limited facilities. Therefore, supportive policies and intensive mentoring for teachers are needed to ensure that this curriculum is effective and provides maximum benefits for students, optimizing character development and 21st-century skills. Overall, the success of the Independent Curriculum depends heavily on solid collaboration between all relevant parties, including teachers, schools, parents, and education policymakers.

This study explores the comparison of higher education financing models between Indonesia and several Middle Eastern countries, aiming to understand their impact on educational success. The research employs a qualitative approach, analyzing government budgets, funding mechanisms, and educational outcomes documented in recent reports. Findings indicate significant differences in financing structures, with Middle Eastern countries often allocating higher per-student funding and implementing more diverse financial support systems such as scholarships and public-private partnerships. In contrast, Indonesia faces challenges in equitable fund distribution despite increasing budget allocations. The study reveals that effective financing positively correlates with improved educational infrastructure, faculty quality, and student performance. The implications highlight the need for Indonesia to enhance funding strategies by adopting best practices observed in the Middle East to achieve sustainable educational development and greater academic achievement.

This study aims to examine the role of National Education Standards (SNP) in realizing a quality and equitable education system in Indonesia. The method used is descriptive qualitative with a literature study approach to various scientific sources discussing the implementation of SNP, including educator professionalism, education management, and quality equity between regions. The results of the study show that the SNP functions as the main instrument for quality assurance as well as a strategy for educational equity through eight standards that must be met by each educational unit. The implementation of the SNP has been proven to improve the quality of learning, the competence of educators, and the accountability of school management. In addition, the SNP plays a role in narrowing the gap in educational quality between regions by establishing uniform performance indicators at the national level. However, implementation in the field still faces obstacles in the form of limited human resources, infrastructure, and uneven policy support. Therefore, collaboration among stakeholders is needed to optimize the implementation of the SNP through continuous training, managerial supervision, and strengthening of the internal quality assurance system in schools. This study confirms that the SNP is a strategic foundation for building a quality, inclusive, and equitable national education system in the era of educational transformation.

This study explores the issue of slum settlements in Ledhok Timoho Village, located along the banks of the Gajah Wong River in Yogyakarta. The area faces complex social, economic, legal, and environmental challenges, mainly due to the legal uncertainty of Sultan Ground land where many residents live. A descriptive qualitative method with a case study approach was applied. The findings reveal that unclear land ownership hinders residents’ access to public services and decent housing. Local initiatives such as TAABAH have been instrumental in advocating for residents’ rights, yet structural limitations persist. The study recommends implementing long-term residential concession schemes, replicating the livable village model through community participation, revitalizing basic infrastructure, and integrating human rights-based and Sustainable Development Goals (SDGs) approaches. An inclusive and collaborative strategy is essential for slum settlement upgrading that is sustainable, equitable, and respectful of human dignity.

Roads are the main infrastructure that supports human life. When the infrastructure in the form of roads is good, then all community activities, from the economy, transportation, to equitable development can also be realized well. Sepinggan, South Balikpapan District, Balikpapan City is one of the cities in East Kalimantan whose road infrastructure is quite adequate. However, there is a road that does not have maximum lighting at night. Apart from poor visibility and increasing the risk of accidents, it also risks attracting crime. Therefore, members of the Balikpapan University KKN 2024 made street lighting at Posyandu Kusuma RT 58. The street lighting was made with solar power. Solar powered street lighting was chosen to maximize power efficiency. The methods used in these activities are identification, implementation, and achievements or outputs of activities. The people of RT 58 really appreciate the making of solar panel lights carried out by the 2024 Balikpapan University KKN team. The community's activities at night when passing through roads that already have cell panel lights become more optimal and productive.

This study aims to analyze digital-based Indonesian language learning strategies in higher education through a systematic review of articles published between 2020 and 2024. Based on a literature search in Google Scholar, 100 relevant articles were found, of which 84 articles met the inclusion criteria. The analysis results show that the technologies used in Indonesian language learning include ICT, Artificial Intelligence (AI), digital learning media, social media platforms (YouTube, TikTok, Instagram), and interactive applications such as Kahoot and quizzes. Popular learning methods include flipped classroom, Problem-Based Learning (PBL), and Project-Based Learning (PJBL), which support the development of 21st-century skills such as critical thinking, creativity, communication, and collaboration. Furthermore, the COVID-19 pandemic accelerated the adoption of digital learning, which significantly influenced Generation Z students' learning methods. However, limited access to the internet in remote areas remains the main challenge in implementing digital learning. Therefore, improving technology infrastructure and providing training for lecturers to optimize the use of technology in learning, as well as policies that support equitable access to digital education across Indonesia, are essential. This study provides insights for the development of digital-based learning strategies in higher education.