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The rapid growth of digital financial technologies has transformed how individuals access and manage financial resources, yet disparities in financial literacy remain a critical issue. This study aims to systematically examine the transformation of financial literacy in the digital era by identifying its conceptual development, key dimensions, and future research directions. A qualitative approach using the Systematic Literature Review (SLR) method was employed, following a structured process of article selection, screening, and synthesis from reputable academic databases. The findings reveal that financial literacy has evolved into a multidimensional construct encompassing financial knowledge, behavior, attitudes, and digital financial literacy. The study also highlights that technological advancement increases both opportunities and risks, requiring individuals to possess higher levels of cognitive and digital competence. Furthermore, the results indicate the need for more integrative frameworks and inclusive research across diverse contexts. This research contributes by offering a comprehensive conceptual mapping and identifying research gaps to guide future studies in the field of digital financial literacy.

History education at the secondary level continues to face challenges in fostering higher order thinking skills, particularly students’ interpretative and critical analytical abilities, which are often constrained by textual and chronological instructional approaches. This study aims to conceptually examine the role of digital storytelling as a pedagogical strategy to strengthen historical interpretation and critical analysis within the frameworks of constructivism, historical thinking, and critical thinking theory. The research employs a qualitative approach based on literature review, utilizing descriptive and thematic analysis of scholarly works and educational policy documents. The findings indicate that digital storytelling promotes active cognitive engagement through processes of source selection, credibility evaluation, evidence based narrative construction, and multiperspective reflection. The production of digital narratives functions not merely as a creative activity but as a cognitive mechanism that trains logical argumentation and validation of historical evidence. Furthermore, the integration of multimedia elements enhances contextual understanding and deepens students’ meaning making of historical events. Nevertheless, its implementation encounters challenges related to teachers’ digital competence, students’ digital literacy readiness, infrastructural limitations, and instructional time allocation. The study implies that digital storytelling holds strategic potential as a pedagogical approach to develop historical thinking competencies in the digital era, provided that it is supported by systematic instructional planning and sustained capacity building in educational institutions.

This study aims to explore students’ perceptions of using Canva as a digital storytelling platform to enhance their visual and written narrative skills in English writing. The research employed a descriptive qualitative method involving 34 students who participated in a questionnaire consisting of eight closed-ended statements and two open-ended questions. The data were analyzed descriptively, using percentages to support qualitative interpretation. The findings revealed that most students perceived Canva as an accessible, enjoyable, and effective tool for developing writing skills. Students agreed that Canva helps them visualize ideas, organize stories logically, and combine words with images creatively. Moreover, Canva was found to improve students’ motivation, confidence, and emotional expression in English writing. These results are consistent with previous studies by Utami and Suriyani (2022), Febriansyah et al. (2023), Siregar et al. (2024), Herwani (2024), Eragamreddy and Joseph (2025), Hafidzin et al. (2025), and Jayanti et al. (2025), which collectively highlight Canva’s role in supporting writing engagement, creativity, and organization. The study concludes that Canva transforms traditional writing into a multimodal and meaningful process, combining linguistic and visual literacy. Therefore, Canva can be considered an innovative pedagogical tool that promotes creative thinking, digital competence, and expressive communication in the English writing classroom.

Digital transformation in public health services requires cadres to possess adequate digital literacy and technology adaptation skills. This study aims to analyze the influence of digital literacy and technology adaptation on the effectiveness of cadre performance, with digital competence as an intervening variable in Pekalongan Regency. The study population was health cadres in Pekalongan Regency, with a sample of 90 respondents selected using a technique that was part of the total population of 285 respondents. Sampling used simple random sampling. Data collection was carried out using a questionnaire that had been tested for validity and reliability. Data analysis used [analytical methods, for example: Structural Equation Modeling (SEM) or Path Analysis] to examine direct and indirect relationships between variables. The research results are expected to provide an overview of: (1) the influence of digital literacy on the effectiveness of cadre performance, (2) the influence of technology adaptation on the effectiveness of cadre performance, (3) the influence of digital literacy on digital competence, (4) the influence of technology adaptation on digital competence, (5) the influence of digital competence on the effectiveness of cadre performance, and (6) the role of digital competence as an intervening variable in the relationship between digital literacy and technology adaptation on the effectiveness of cadre performance. The findings of this research are expected to serve as a basis for developing training programs and increasing the capacity of health cadres in the digital era, particularly in Pekalongan Regency.

The purpose of this study is to analyze the synergy of humanistic and transformational leadership in building adaptability and digital competence of civil servants in the era of digital transformation. The research uses a narrative literature review approach by analyzing various literature from leading academic databases. The findings indicate that humanistic leadership creates a psychological foundation through empathy, respect for individual dignity, and psychological safety that facilitates civil servants to adapt to change without fear of failure. Meanwhile, transformational leadership acts as a catalyst by providing inspirational vision, intellectual stimulation, and motivation to master digital competencies. The synergy of these two leadership styles creates a holistic development ecosystem: humanistic leadership provides psychological safety to take learning risks, while transformational leadership provides energy and direction for continuous innovation. The theoretical implications of this research enrich the treasury of leadership theory in the context of public bureaucracy by identifying the complementary mechanisms of both leadership styles. Practical implications provide guidance for agency leaders to integrate humanistic values and transformational approaches in HR development programs to prepare civil servants who are resilient, adaptive, and digitally competent in facing the challenges of technological disruption and increasingly complex public service demands in the Society 5.0 era.

The training on computer network cabling serves not only to enhance students’ technical abilities but also to cultivate social values, collaborative behavior, and digital awareness within the school environment. The outreach activity conducted by students of Universitas Victory Sorong at SMA 2 Kabupaten Sorong aimed to strengthen students’ digital competence through the introduction of network devices and hands-on practice in creating LAN cables. The results indicate that this training effectively increased students’ understanding of computer network components, improved their practical skills in LAN cable assembly, and fostered cooperation and responsibility during group activities. From the perspective of Sociology of Education, the program contributed to the development of social capital by encouraging peer interaction, collaborative learning, and a deeper awareness of the role of technology in social life. This activity also addressed existing problems such as limited knowledge of network systems, lack of practical experience, and insufficient technology education in schools. Overall, the training led to improved technical comprehension, active participation, and enhanced social character formation. Therefore, computer network cabling training plays a significant role in promoting both digital literacy and social development among students in accordance with the principles of educational sociology.

This community service activity aims to enhance participants' digital competency through responsive web design training conducted using integrated webinar and workshop methods. The background of this activity is based on the increasing need for adaptive web development skills across various devices to support digital personal branding. This activity involves university students and the general public and is conducted online utilizing modern communication platforms. The implementation method consists of preparation, implementation, and evaluation stages. In the implementation stage, participants attend webinar sessions to strengthen conceptual understanding of responsive web design principles, followed by workshop sessions that emphasize hands-on practice in website creation using HTML, CSS, and JavaScript. Evaluation is conducted through pre-tests and post-tests to measure program effectiveness. The results show a significant increase in participants' digital competency with an average score increase of 55.8%. These findings indicate that the integration of webinar and workshop methods is effective in improving participants' conceptual understanding and technical skills. This activity is expected to serve as a model for community service based on applicable and sustainable digital competency development.

Guidance on the use of digital technology is needed to produce relevant, effective, and efficient financial reports. The mentoring method is carried out in several stages. The first stage is the initial stage through observation, compiling mentoring materials, and preparing facilities and infrastructure. Second, the implementation stage involves socialization and direct practice in the form of training on the use of website-based applications, starting from recording daily transactions to creating more structured financial reports. This activity is motivated by the importance of transparent, accountable, and efficient financial governance in religious institutions, particularly Rumah Tahfidz. Through this training, managers and administrative staff will be trained to create a digital financial reporting system using a web-based platform that is easy to access and use. The expected results of this activity are the realization of a transparent and efficient web-based financial reporting system, increased digital competence of Rumah Tahfidz managers, and growing awareness of the importance of digitalization in the management of religious institutions. The transaction recording process becomes more structured, efficient, and can be done in real time, thus enabling more accurate and up-to-date financial monitoring.

This community service activity was carried out to enhance the managerial capacity and digital competence of Micro, Small, and Medium Enterprises (MSMEs) in Sunggu Manai Village, Patalassang District, Gowa Regency. In the digital economy era, MSME actors must adapt to technological changes and manage their businesses professionally to remain competitive. The activity employed a participatory and applicative approach involving training in business management, digital marketing, and application-based financial recording. The results showed a significant increase in participants’ knowledge and skills, particularly in business planning, financial management, and the use of social media and online marketplaces for product promotion. About 80% of participants successfully created digital business accounts and started marketing their products online. The program also fostered awareness of the importance of digital transformation and collaboration among MSME actors. Therefore, integrating managerial capacity building with business digitalization proved effective in enhancing the competitiveness and sustainability of MSMEs in rural areas.

The Industrial Revolution 4.0 has significantly transformed the education sector, including Islamic education. Digital transformation requires Islamic education to adapt while maintaining Islamic values as the foundation of learning. Islamic education faces challenges such as limited digital competence among educators, unequal technological infrastructure, and curricula that are not yet responsive to digital demands. Therefore, examining Islamic education in this era is essential. This study aims to analyze the role of Islamic education in the Industrial Revolution 4.0, identify challenges and opportunities in digital adaptation, and explore development strategies integrating Islamic values with digital technology. This study employs a literature review method by analyzing relevant national and international journal articles published within the last five years. The findings indicate that Islamic education plays a crucial role in strengthening moral values and character amid rapid technological advancement, while digital integration offers opportunities for adaptive and competitive learning development.

This study aims to conceptually examine the role of visual media in Arabic vocabulary learning and its relevance in the context of education in the digital era. Vocabulary mastery is a fundamental component in learning Arabic; however, in practice, vocabulary learning often encounters various challenges, such as the abstract nature of vocabulary, low student motivation, and the dominance of conventional teaching methods. This study employed a qualitative approach using library research. Data were obtained through a review of relevant scholarly sources, including books, journal articles, and previous research related to visual media and Arabic language learning. Data were collected through documentation techniques and analyzed using content analysis to examine the concepts, roles, and effectiveness of visual media in Arabic vocabulary instruction. The findings indicate that visual media, both conventional and digital, play a significant role in improving vocabulary comprehension, strengthening memory retention, and increasing students’ motivation and engagement in the learning process. Visual media also help transform abstract vocabulary into more concrete and contextual representations, making learning more meaningful and effective. Nevertheless, the implementation of visual media still faces several challenges, including limited facilities, teachers’ digital competence, and the suboptimal use of technology in learning activities. Therefore, it is necessary to develop innovative instructional strategies and enhance teachers’ competencies to ensure that visual media can be utilized effectively and sustainably in Arabic language learning.

The development of Society 5.0 requires Islamic Religious Education (PAI) learning in MTs to transform into a more adaptive model that integrates technology while maintaining a focus on character formation. This article aims to identify the main problems in PAI learning at MTs and analyze the challenges and threats arising from digital educational changes. This study employs a descriptive qualitative approach through literature review, educational policy analysis, and synthesized findings from the last five years. The results show that the central issues include teachers' digital competence, infrastructure readiness, value degradation due to digital distraction, and the mismatch between students’ character needs and technology-based learning demands. Society 5.0 offers opportunities for technology integration but also brings threats such as misinformation, digital dependency, and weakened value internalization when learning is not holistically designed. This study provides strategic recommendations for teachers, schools, and policymakers to strengthen PAI learning quality relevant to digital-era needs.  

The development of the digital era has brought significant changes to the world of education, including Islamic education, thus requiring educational institutions to adapt their policies and governance in a more modern way without neglecting Islamic values. SMA Al Hijrah Global School, as a globally oriented Islamic school, faces challenges in integrating the use of technology with the principles of Islamic education, both in learning, administration, and character development of students. This study aims to analyze how Islamic education policies are managed in the digital era and to identify the main challenges that arise in digital governance at the school.This research uses a descriptive qualitative approach with a case study design, involving the principal, teachers, administrative staff, and students as informants selected through purposive sampling. Data were collected through interviews, observations, and documentation, and then analyzed using the Miles and Huberman model. The findings show that the school has utilized technology in learning and management; however, it still faces constraints in the form of limited digital competence among teachers, suboptimal infrastructure, and challenges in supervising students’ digital ethics. The implications of this study indicate the need to strengthen Islamic education policies that are more adaptive to digital developments through improving digital literacy, providing adequate infrastructure, and reinforcing digital ethics based on Islamic values so that educational governance can run effectively and in line with the demands of the digital era.