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This study aims to understand how the spirit of innovation and the meaning of entrepreneurship are constructed through the lived experiences of startup business actors in the digital economy era. Using a qualitative narrative inquiry approach within the social constructivist paradigm, this research explores how startup entrepreneurs interpret innovation, resilience in the face of failure, and social responsibility as integral parts of their entrepreneurial identity. Data were collected through in-depth interviews, non-participant observation, and document analysis of startups in the technology, education, and creative economy sectors in Indonesia. Narrative thematic analysis reveals that innovation is understood not merely as a business strategy but also as a form of self-expression and the construction of entrepreneurial identity. Failure is perceived as a reflective learning process that shapes resilience and generates new meaning in the entrepreneurial journey. Moreover, entrepreneurship is interpreted as a meaningful journey that integrates economic goals with social and moral values. The digital ecosystem functions as a social space where entrepreneurial values are negotiated, shared, and reinforced through interaction and collaboration. These findings affirm that entrepreneurship in the digital era is a social process involving creativity, ethical reflection, and sustainable innovation. Theoretically, this study contributes to expanding the understanding of entrepreneurship as a social practice, while practically emphasizing the importance of reflective learning and value awareness in building a sustainable and meaningful startup ecosystem for society.

The advancement of digital technology encourages the need for innovative learning strategies capable of strengthening students’ moral character amid the decline in discipline, responsibility, and empathy among learners. This study aims to analyze how project-based digital storytelling influences the improvement of students’ morals and how its implementation process occurs within an educational context. The research method used is library research by examining books, journals, and relevant scientific sources related to students’ moral development, project-based learning, and digital storytelling. The analysis was conducted through content analysis to identify key concepts, findings from previous studies, and the relationship between storytelling strategies and the internalization of moral values. The results indicate that digital storytelling is effective as a learning medium because it can integrate cognitive, affective, and technological aspects into a meaningful learning experience. Through the processes of planning, scriptwriting, digital production, and project presentation, students are actively involved in understanding and internalizing moral values such as honesty, empathy, responsibility, and discipline. In addition, digital narratives can build emotional connectedness that strengthens moral feeling and encourages students’ moral action in daily life. These findings imply that project-based digital storytelling can serve as an innovative pedagogical strategy to reinforce character education in schools, especially in facing the challenges posed by technological development and behavioral changes in the digital generation.

The advancement of knowledge and technology in the 21st century has changed human life patterns and demands a transformation in the world of education to be able to prepare students to face global challenges. 21st-century education emphasizes the mastery of critical, creative, communicative, collaborative skills, and technological literacy needed in the digital era.The purpose of this study is to investigate the idea of 21st-century learning, relevant learning models, and the role of teachers as facilitators, innovators, and agents of change in the modern learning process. This study uses a library research strategy by reviewing numerous scientific materials linked to 21st-century competencies, Learning methods including cooperative Learning, Project Based Learning, Problem Based Learning, and Discovery Learning, as well as the TPACK framework as a basis for technology integration. The study’s findings show that 21st-century learning requires the implementation of a learner-centered approach and the planned use of technology to raise the standard of learning procedures and results. In addition, teachers have a strategic role in guiding to enable pupils to acquire higher order thinking abilities and adapt to changing times. The implications of this study emphasize the importance of strengthening teacher competencies and implementing innovative learning models is an attempt to raise educational standards in the global era.

The digital era demands that organizations be fast-moving, adaptable, and innovative. With the advancement of information technology, changes in work methods, global competition, and stakeholder demands are becoming increasingly complex. Knowledge Management (KM) plays an important role as a strategic mechanism for identifying, acquiring, storing, sharing, and utilizing knowledge to improve organizational effectiveness and efficiency. In this context, knowledge management becomes one of the important elements for organizations to enhance performance. Knowledge management is not just about collecting data or information, but how organizations can store, share, create, and utilize knowledge to gain a competitive advantage. This article aims to analyze the importance of knowledge management for organizational performance in the digital age, including how the digital era changes the dimensions of knowledge management, how knowledge management contributes to organizational performance, the challenges faced, and their implications. The data obtained for this study were gathered from observations thru interviews with relevant parties and a literature review study by examining the results of empirical research from the past five years (2020–2025). The method used was descriptive literature analysis of 15 scientific articles from accredited national journals. The analysis focuses on the relationship between knowledge management dimensions (knowledge creation, storage, sharing, and application) and organizational performance indicators (financial performance, innovation, productivity, and customer satisfaction). The study results show that the implementation of knowledge management significantly contributes to improving organizational performance, both directly thru increased efficiency and effectiveness of work processes, and indirectly thru strengthening a culture of innovation and organizational learning. This article asserts that an organization's success in the digital age is not solely determined by its ability to adopt technology, but also by its ability to manage and leverage knowledge as a strategic resource. Therefore, knowledge management needs to be systematically integrated into the organization's digital strategy, accompanied by strengthening a learning culture, human resource training, and adaptive information technology systems.

Innovation is the process of optimizing various resources to produce more efficient and sustainable solutions. This study aims to examine the relationship between resources and innovation strategies in supporting sustainable entrepreneurship through a Systematic Literature Review (SLR) approach. A total of 25 scientific articles were analyzed using PRISMA guidelines to examine the role of resources such as human, technological, information, financial, and physical resources in the context of product, process, and managerial innovation. The research findings indicate that the success of innovation is strongly influenced by the organization's ability to utilize and synergize its resources, especially in the development of internal capabilities such as tacit knowledge, research and development activities, and digital technology. Human resource creativity is the main driver of product innovation, while process innovation is strengthened by the application of technology and a learning culture. Managerial innovation is heavily influenced by entrepreneurial orientation and dynamic capabilities in responding to change. The implementation of sustainable innovation strategies such as green, digital, and social innovations also increases business competitiveness through cross-sector collaboration. This study emphasizes the importance of integrated resource management and innovative strategies to achieve sustainability, especially in the small and medium enterprise sector.

The rapid development of the digital economy and technology transformation requires the workforce to possess adaptive and sustainable skills. Life Long Learning (LLL) has become an essential strategy to maintain relevance, competitiveness, and the sustainability of workforce competencies in the digital era. This article aims to conceptualize the urgency of LLL in enhancing workforce competitiveness amidst the challenges and opportunities of the digital economy. The method used is a literature study, analyzing various journals, scholarly articles, and relevant documents. The findings show that LLL not only improves technical competencies but also strengthens soft skills and fosters a growth mindset, which is crucial in facing technological changes. LLL also enables the workforce to continuously develop, adapt to changes, and seize opportunities in the digital economy. To create a sustainable learning ecosystem, proactive government policies, cross-sector collaboration, and a workplace culture that supports continuous learning are essential. Therefore, LLL is key in preparing a competitive workforce capable of innovating in the ever-evolving digital era.

This research aims to analyze the challenges and solutions of Islamic education in the digital era in an effort to maintain religious values in the midst of the rapid flow of modernization and technological development. This research uses the library research method by examining various relevant literature sources, such as books, journals, and previous research results. The results of the study show that technological advances have a great influence on students' learning patterns, behaviors, and moral values. However, with the right strategy, technology can also be used as a means of da'wah and strengthening Islamic character. Efforts that need to be made include the integration of Islamic values in digital-based learning, improving teachers' competence in technological literacy, and collaboration between schools, families, and communities. This research emphasizes that Islamic education must be adaptive to the development of the times, but still adhere to religious values in order to produce a generation of Muslims who are intelligent, faithful, and noble. In addition, curriculum innovation that is responsive to the needs of the times and the use of safe and directed digital media is needed to support the formation of students' character comprehensively.

Purpose – This article aim For develop approach new in management source Power strategic human resources with integrate dimensions adaptive and cognitive in context digital transformation of organizations . Research This based on synthesis theoretical from works Prihantoro et al . (2022–2023), in order to review return the role of HR as driver main superiority competitive based knowledge in the era of disruption technology . Design/ methodology / approach – This article use method studies library conceptual with approach qualitative- descriptive analysis done to six work main topic that discusses strategic HR topics , digitalization organization and learning organization . Synthesis done For building an integrative model that emphasizes influence digital transformation towards performance and development of organizational human resources . Findings – Results of analysis show that approach adaptive-cognitive can strengthening HR strategy in face change environment business . Merger digital competence , ability Study organization , as well as leadership transformative proven become key in optimize HR functions in general strategic . HR is not Again only nature administrative , but is driving force main innovation and efficiency . Implications practical – Organization need designing repeat digital learning- based HR policies , building ecosystem management knowledge , as well as push culture Innovation . Data- driven and intelligence-driven HR practices artificial is also recommended For taking decision strategic . Originality / Value – This article offer novelty conceptual through integration theory learning organization and approach mark in digital HR management . Contribution This expand traditional HRM coverage to realm more strategic​ responsive to challenge technology .

This systematic literature review examines the relationship between learning styles and learning media in optimizing 21st-century skills among Diploma Three (D3) vocational students. Through systematic analysis of 74 relevant national and international journal articles published between 2018 and 2024 from Scopus database, this study reveals that the alignment between learning styles (visual, auditory, kinesthetic) and learning media significantly influences the development of critical thinking, creativity, communication, and collaboration skills. Technology-based media such as interactive videos, learning management systems (LMS), and virtual simulations effectively accommodate diverse learning preferences while enhancing students' motivation and engagement in the learning process. The findings indicate that e-modules integrating problem-based learning (PBL) demonstrate effectiveness rates of 65-85% in improving critical thinking skills. This research concludes that the integration of learning styles with digital-based learning media serves as an effective strategy to produce competent and adaptive vocational graduates who are well-prepared to face the challenges of Industry 4.0 and Society 5.0.

This study aims to synthesize the relationship between learning styles and instructional media in optimizing 21st-century skills among Diploma Three (D3) vocational students. The research employed a simple literature review method by analyzing 20 national and international journal articles published between 2018 and 2024. The results reveal that the alignment between learning styles (visual, auditory, kinesthetic) and the types of instructional media significantly influences the development of critical thinking, creativity, communication, and collaboration skills. Technology-based media, such as interactive videos, learning management systems (LMS), and virtual simulations, effectively accommodate diverse learning preferences while enhancing students’ motivation and engagement. Furthermore, integrating such media not only supports individual learning needs but also fosters a more dynamic and inclusive educational environment. The study concludes that integrating learning styles with digital-based media serves as an effective strategy to produce competent and adaptive vocational graduates who are well-prepared to face the challenges of Industry 4.0 and Society 5.0.

This study aims to explore the role of digital storytelling (DST) as a 21st-century learning strategy in strengthening character education. The rapid development of digital technology and the growing emphasis on student-centered learning have made DST a relevant pedagogical approach that integrates creativity, critical thinking, collaboration, and communication with values-based education. Using a simple systematic literature review (SLR) approach, this study analyzed eight peer-reviewed journal articles published between 2020 and 2024, obtained from international academic databases Scopus. Thematic content analysis was used to synthesize findings and map the contribution of DST to 21st-century learning competencies and character development. The results identified eight key themes: increased student engagement, improved collaboration and communication, enhanced critical thinking and decision-making, creativity and multimodal expression, self-reflection and identity building, empathy and social awareness, interdisciplinary and authentic learning, and the formation of moral values. These findings support constructivist and experiential learning theories and suggest that DST not only enhances cognitive skills but also facilitates affective and ethical development. The study concludes that DST can be a transformative instructional tool in modern education. Practical implications include integrating DST into curricula across disciplines and levels, and equipping educators with training in digital pedagogy and reflective teaching design. Further research is recommended to explore DST implementation in primary and secondary schools and to evaluate its impact using mixed methods.

In the digital age, English Education students still face difficulties in developing Academic English Proficiency because classroom learning is still dominated by traditional methods that are less appealing to digital natives. This study aims to explore and evaluate the integration of TikTok Learning Games (TLG) as a gamification-based learning medium to improve EAP for students in the English Education Study Program at Medan State University. Using a qualitative approach with a limited Research and Development model, data was collected through open-ended questionnaires and digital observations on TikTok, then analyzed using thematic analysis. The results showed that after two weeks of implementing TLG, students experienced improvements in academic vocabulary, pronunciation, contextual understanding, learning motivation, and speaking confidence, with 80% of participants stating that learning felt more enjoyable and less boring. However, a small number of students did not show significant changes due to limited access to technology and inconsistent use. Overall, this study concludes that TLG is an effective and practical digital gamification strategy for improving English proficiency, and can be used as a reference for lecturers in developing social media-based learning innovations in higher education.

The rapid advancement of digital technology, the increasing demand for educational quality, and the adoption of sustainability principles have significantly reshaped institutional management in modern education systems. Within this context, benchmarking and digital innovation emerge as crucial strategies to enhance governance effectiveness, strengthen institutional competitiveness, and foster sustainable educational transformation. This study systematically reviews recent research published between 2023 and 2025 to identify emerging trends in educational innovation, institutional governance, and sustainability strategies. Using a systematic literature review approach, relevant articles were retrieved from Google Scholar and Publish or Perish with keywords such Educational Benchmarking, Quality Management, Institutional Innovation, Adaptive Learning, Digital Transformation. Out of 35 articles identified, seven were selected for in-depth analysis based on thematic relevance and validity. The findings highlight five dominant themes: fundamental concepts of benchmarking in education, benchmarking as a strategy for quality improvement, benchmarking and institutional competitiveness, implementation challenges, and practical implications with future research directions. The synthesis suggests that the effectiveness of benchmarking depends on the synergy between leadership transformation, knowledge management, and digital benchmarking systems. This study concludes by recommending further exploration of benchmarking integration with green education and data-driven governance as a strategic pathway to advance sustainable education in the future.

This study aims to examine the effectiveness of implementing a descriptive writing learning model based on digital literacy and local wisdom in improving writing skills, learning motivation, and cultural character among junior high school students. Employing a descriptive qualitative approach with a case study design, the research was conducted at SMP Negeri 2 Kroya, Cilacap Regency, during the 2025–2026 academic year. Data were collected through participatory observation, in-depth interviews, and document analysis, and were subsequently analyzed using the interactive model developed by Miles, Huberman, and Saldaña. The findings indicate that the application of this model effectively enhances students’ writing abilities in terms of content, structure, language style, and digital literacy ethics. The integration of digital technology fosters the development of cognitive, technical, and social literacy, while the reinforcement of local wisdom cultivates cultural awareness, regional identity pride, and reflective thinking skills. Writing activities evolved into collaborative and creative processes that combine cultural exploration with the ethical use of digital technology. From a pedagogical perspective, this model aligns with the principles of deep learning promoted by the Kurikulum Merdeka and contributes to strengthening the Eight Dimensions of Graduate Competencies, particularly in critical reasoning and problem-solving, creativity and innovation, collaboration and mutual cooperation, as well as the development of the Pancasila student profile and global citizenship. Therefore, the descriptive writing learning model based on digital literacy and local wisdom can be regarded as an innovative strategy in Indonesian language education to realize a contextual, reflective, creative, and culturally grounded learning process.

Digital storytelling (DST) refers to the merging of storytelling with digital media to address educational needs, such as communication, self-expression, and language acquisition, particularly writing skills. Writing has a significant role in students’ lifelong learning. Hence, teachers constantly seek novel ways to enhance students’ writing skills. To address the research question on describing the role of digital storytelling (DST) as an effective strategy in enhancing students’ writing skills and its opportunities and challenges, this paper provides a systematic review of several studies on Google Scholar and ERIC. The methodology employed in this paper was a Systematic Literature Review (SLR) with a qualitative approach, commonly referred to as meta-synthesis. The findings demonstrate that digital storytelling (DST) can be used as an effective strategy by teachers in enhancing students’ writing skills. Most of the authors of these research papers have presented empirical evidence supporting the benefits of integrating digital storytelling (DST) in the classroom to enhance students' writing more effectively.

The advancement of digital technology has brought crucial impacts on the transformation of the learning process and the formation of student identity. Teachers as educators are required to have appropriate strategies to ensure that technological progress can be utilized positively in character building. This study aims to identify and evaluate teachers' pedagogical strategies implemented in shaping students' character integrity in the context of the digital era. The method used was a literature study by examining theories, journals, books, and relevant research on teacher strategies and character education applicable in the digital era context. The results indicate that effective strategies include integrating character education in digital learning, teacher role modeling in technology use, habituation of ethical behavior in cyberspace, and collaboration with parents in monitoring students' digital activities. The role playing strategy proves effective as a learning method that can help students face various digital situations wisely and responsibly. Teachers have a central role in guiding students to be able to use technology wisely and with character, not only focusing on academic achievement but also on character development that is relevant to 21st-century needs.

The development of digital technology has made social media an integral part of children's lives, including students of Madrasah Ibtidaiyah (MI). This study aims to explore the impact of social media on the language patterns of class 5C students at MI Hasyim Asy'ari. Using a qualitative method with a case study approach, data were obtained through semi-structured interviews and participant observations of 14 students who regularly access social media. The findings show that platforms such as TikTok, Instagram, and YouTube are the main sources of new vocabulary acquisition, such as the terms "kepo", "narsis", and "anjir". These words reflect changes in students' language styles that are increasingly informal and often deviate from standard Indonesian language rules. Although social media can contribute to enriching vocabulary and increasing children's interest in communicating, negative impacts such as the dominance of slang, misuse of meaning, and reduced concern for the correct use of Indonesian are also very real. Therefore, the role of educators and parents in supervising and directing the use of social media is very important. The language learning curriculum in schools needs to be adjusted to the development of the digital era without abandoning appropriate linguistic values. With the right strategy, social media can be used as a useful language learning tool without reducing the essence of Indonesian as a national identity.

The development of information technology and digitalization has transformed almost all aspects of human life, including the world of education. The era of the Industrial Revolution 4.0 to Society 5.0 has given rise to new demands on the education system, including in the field of Islamic Religious Education (PAI). In PAI learning can no longer be maintained with a traditional approach that only focuses on lectures and memorization. Along with technological developments and changing demands of the times, especially the era of Society 5.0, PAI learning faces new challenges that require innovation and adaptation in learning approaches. Within this framework, the deep learning approach or in-depth learning is one strategy that can improve the quality of learning (Suwandi et al., 2024) including in the field of Islamic Religious Education (PAI). This study aims to describe the basic concepts and principles of deep learning in PAI learning, describe the transformation of PAI learning based on deep learning, describe the benefits, opportunities, and challenges faced in implementing deep learning in PAI learning and describe a PAI learning model based on deep learning that can improve students' 21st-century competencies without eliminating Islamic spiritual values. This study employed a library research method to analyze and understand the transformation of deep learning-based Islamic education in the digital era, based on relevant literature sources. The study results indicate that the Deep Learning Approach to Islamic Religious Education (PAI) offers significant potential as a learning innovation relevant to the digital age. With a model that incorporates mindful, meaningful, and joyful learning, Islamic Religious Education (PAI) can be a lesson that is not boring but transformative, developing students' intellectual and spiritual well-being. Successful implementation depends heavily on teacher preparedness, a flexible and relevant curriculum, technological support, and a school culture that encourages active participation and reflection.

The digital era brings challenges as well as opportunities for Wustho students in managing self-regulation, especially in the use of technology and digital media. This study aims to analyze the optimization strategy of self-regulation of Wustho students in facing the digital era, focusing on aspects of time management, self-control, and technology adaptation. A qualitative approach is used in this study, involving observation, in-depth interviews, and document analysis. The results of the study show that student self-regulation can be improved through the integration of education-based technology, digital discipline habituation, and independence training programs. This strategy not only helps students in managing their daily activities but also supports the achievement of learning goals more effectively. The implications of this study provide practical guidance for Islamic educational institutions to prepare students to become independent and adaptive individuals in the era of digital transformation. The findings of this study are that strengthening spiritual-based intrinsic motivation can be an effective strategy to build self-regulation among students. This approach offers uniqueness, namely connecting religious values with self-management skills in the digital era, thus providing a strong moral foundation for students in using technology wisely. The implications of this study highlight the need for pesantren policies that are more adaptive to digital developments, while still maintaining Islamic identity as a core value in pesantren education.

The purpose of this study is to describe and analyze solutions in the role of information technology-based teaching and learning in improving the quality of learning at SDN 3 Koba Bangka Tengah. This research was conducted at SDN 3 Koba Bangka Tengah, Bangka Belitung Islands Province. The research period was from June to September 2024. The object of this study was the entire learning process that utilizes information technology as a means and media to support teaching and learning activities. This study used a qualitative descriptive method. The data sources used consisted of primary data obtained through direct observation in the classroom and interviews with teachers, principals, and students; and secondary data in the form of learning administration documents, teaching tools, and learning outcome reports. Data collection techniques included participatory observation, in-depth interviews, and documentation studies. Data validity was tested by triangulation of sources to ensure the accuracy and consistency of information. The results showed that the use of information technology, such as the use of projectors, learning videos, and digital-based educational applications, significantly helped improve student motivation and understanding of the material. In addition, teachers showed quite good adaptation in using technological devices to support the learning process. However, several obstacles remain, such as limited internet network facilities, a lack of technology training for teachers, and inadequate school infrastructure. Nevertheless, the implementation of information technology has been proven to improve the quality of learning when supported by visionary school policies, ongoing teacher training, and active parental involvement in students' learning processes. These findings reinforce the importance of technology integration as a 21st-century learning strategy. Overall, information technology-based learning is an innovative solution for creating a more interactive, effective, and relevant learning environment.