Publication Search

This study applies the Mean Variance model, which aims to form an optimal portfolio composition in the health, property, and cyclical consumer sectors and combine the three sectors into one portfolio, then visualize its efficient frontier. This study analyzes the return profiles and compares the risks of each portfolio using alternative risk measures such as the Coefficient of Variation (CV), Value at Risk (VaR), and Conditional Value at Risk (CVaR). Daily closing price data for the three sectors listed on the Indonesia Stock Exchange (IDX) from March 2, 2020, to March 3, 2025, were used in this study. Stock selection was conducted using purposive sampling, followed by selecting seven stocks for optimization based on the lowest Coefficient of Variation (CV) value. Portfolio optimization analysis was conducted using the Python programming language with Visual Studio Code software. The findings of this study indicate that the combined portfolio incorporating the three sectors is the most efficient, with an expected return of 0.104%, standard deviation of 0.007, and alternative risk measures such as Coefficient of Variation (CV) 6.9328, Value at Risk (VaR) of -0.99%, and Conditional Value at Risk (CVaR) of -1.44%, which are lower than those of single-sector portfolios. Visualization of the efficient frontier curve confirms that the combined portfolio offers better results in terms of risk and return. The results of this study indicate that cross-sector diversification can significantly reduce risk and prevent significant losses.

This study aims to design and analyze a more effective Islamic Religious Education (IRE) learning model by integrating humanistic principles with Islamic spirituality. This integration is important because traditional IRE learning has largely focused on cognitive mastery, while affective and spiritual dimensions have not been developed optimally. Using a descriptive qualitative method with a literature study approach, this research reviews books, academic journals, and previous studies relevant to humanistic and spiritual-based learning. Content analysis is then employed to identify thematic patterns that explain how both approaches can strengthen one another within the IRE learning process. The findings reveal that integrating humanistic and spiritual elements results in deeper, more reflective, and transformative learning experiences. The humanistic approach allows students to develop self-awareness, value personal experiences, and fulfill emotional needs, whereas Islamic spirituality reinforces the values of tawhid, moral character, and divine consciousness. Teachers play a crucial role as facilitators who guide students through learning experiences that combine humanistic empathy and Islamic values. Authentic assessment methods such as reflection journals, moral portfolios, and behavioral observations are used to evaluate student development. Overall, this study concludes that an IRE learning design grounded in both humanistic and spiritual approaches can foster intellectually capable, emotionally mature, and spiritually grounded learners who are well-prepared to face the challenges of the digital era.

The digital transformation era requires university students to develop digital literacy competencies that not only support academic activities but also serve as essential capital for entering the workforce and pursuing entrepreneurship. One relevant professional platform to enhance career readiness is LinkedIn, which serves as a medium for both personal branding and professional networking. This community service aimed to improve students’ digital literacy and career readiness through mentoring sessions on LinkedIn account optimization. The program involved the students from the English Education (TBI) and Physics Education (TFS) study programs at the Faculty of Tarbiyah and Teacher Training, UIN Palangka Raya, comprising prospective teachers and professionals across various disciplines. The implementation was carried out through tutorials and direct mentoring in two sessions, covering account creation, developing professional headlines and summaries, adding skills and experiences, and uploading simple portfolios. The results indicated that all participants successfully created or improved their LinkedIn profiles, actively engaged in the activities, and demonstrated a greater awareness of the importance of a professional digital identity, which can be seen from the students’ participation, the quality of the profiles produced, and their commitment to continuously developing their LinkedIn accounts. The program highlights LinkedIn’s strategic role in strengthening digital literacy and career readiness among university students in the global era.

This program was designed to improve the financial literacy of Generation Z, with a specific focus on members of the Maluku Protestant Church Youth Movement (AMGPM) in Poka Village. Initial assessments indicated that most participants had limited financial knowledge, with fewer than 30% understanding basic investment concepts. The initiative employed socialization and simulation methods to educate participants on investment principles, introduce regulated investment applications approved by OJK and BAPPEBTI, and promote secure online investment strategies. Evaluation findings revealed significant progress, with 40% of participants showing improved financial literacy. Additionally, over 75% successfully performed investment steps during simulations, and 85% expressed increased confidence in beginning their investment journey. While the program effectively enhanced participants' understanding, continued training is necessary to ensure long-term impact, particularly in the areas of portfolio diversification and risk management, which are critical for building sustainable and resilient investment practices.