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The Problem-Based Learning (PBL) model is a teaching strategy that focuses on students being the main participants in their education by engaging in the resolution of actual problems. This article looks into how PBL is applied in the classroom, its effects on enhancing students' critical thinking abilities, and the primary attributes of this model that aid in developing problem-solving skills. PBL consists of five key phases: identifying a challenge, organizing research efforts, performing both individual and group inquiries, gathering and sharing findings, and reflecting on the process. These phases create a learning experience that promotes teamwork, self-directed research, and thorough analysis of information. Findings from this research reveal that PBL significantly enhances students' critical thinking skills, particularly in areas like analysis, assessment of evidence, solution formulation, and articulating arguments logically. Furthermore, features of PBL, which include prioritizing students, addressing real-world issues, fostering self-directed learning, encouraging group collaboration, and positioning the teacher as a guide, play a crucial role in enhancing problem-solving capabilities. By tackling issues that relate to their daily lives, PBL motivates students to independently build knowledge, foster innovation, and reinforce their autonomy in the learning journey.

This research uses a qualitative approach with a library research method, focusing on the development of pragmatic thinking in Western and Islamic traditions and its contribution to contemporary education. Data were obtained through literature reviews from books, scientific journals, and previous research results. Data analysis was conducted using content analysis techniques to identify similarities and differences in Western and Islamic pragmatic thinking. The results of the study indicate that Western pragmatism developed through Peirce, James, and Dewey, who emphasized truth based on practical consequences and usefulness in life. Islamic pragmatism, although not explicit, is reflected in the thoughts of Al-Ghazali and Ibn Khaldun, who combine revelation with empirical experience and public welfare. The contribution of pragmatism to contemporary education includes: (1) educational goals oriented towards social experiences and problem-solving; (2) the position of students as active subjects with growth capacity; (3) curriculum development that is flexible, experience-based, and adaptive to social changes. this research states that Western and Islamic pragmatism both provide important contributions to contemporary education, shifting the focus from knowledge transfer to the development of competencies and characters that are relevant.  

Constructivism learning theory places learners as active subjects in constructing knowledge through learning experiences, social interactions, and reflection on their surroundings. This approach views learning not as a passive process of receiving information, but as an active process of constructing meaning based on the prior knowledge possessed by learners. This paper aims to comprehensively examine the development and definition of constructivist learning theory, its main principles and characteristics, and its implications in the learning process, particularly in the context of primary education. The writing method used is a literature study by analyzing various literature sources in the form of textbooks, scientific journal articles, and other relevant references related to constructivism theory. The results of the study show that constructivist learning emphasizes learner-centered learning, where knowledge is not transferred directly by the teacher but is constructed through a process of assimilation and accommodation. In this approach, teachers act as facilitators who design a conducive learning environment so that students are able to build understanding independently and through social interaction. The application of constructivist learning has been proven to encourage the development of critical thinking, problem solving, cooperation, and meaningful learning. Therefore, constructivist learning theory is relevant to be applied in modern learning as an effort to improve the quality of the learning process and outcomes of students.

Children with emotional and behavioral difficulties are children who have trouble adjusting to their social environment. This can affect their academic and functional abilities in daily life. Children with emotional dysregulation and aggressive behavior are particularly vulnerable to experiencing a series of social problems due to their emotional and behavioral difficulties. Therefore, emotional and behavioral intervention is needed to help them develop new adaptive behaviors and reduce maladaptive behaviors. One intervention method that is often used to reduce children's abberant behavior is CBT, especially the CBT-AAC model, which focuses on three dimensions, namely anger management skills, problem-solving skills, and social skills. This study used the SSR (Single Subject Research) research model on a 15-year-old boy with behavioral problems (Conduct Disorder) with symptoms of aggressive dominance. The CBT program was implemented with a total of 5 meetings using various approaches that focused on the child's aggressive problems. The behavior frequency graph then showed a significant decrease in aggressive behavior and positive changes in the cognitive process.

The main objective of the Citizenship Education (PKn) course in higher education is to develop students into individuals with nationalist, participatory, and critical characters towards national dynamics. Conventional learning approaches that are still dominant in higher education, such as one-way lectures and memorization of materials, are considered less able to encourage active participation and the development of critical thinking patterns of students in the Citizenship Education (PKn) course. This study aims to identify the effectiveness of the application of innovative learning methods in improving students' activeness and critical thinking skills. Using a descriptive qualitative approach, data were collected through classroom observations, interviews with lecturers and students, and analysis of lecture documents from three study programs at Merdeka University of Malang. The results of the study showed that the application of learning strategies such as Project Based Learning, role playing, utilization of interactive multimedia, collaborative discussions, and nationality-based simulations were able to significantly increase students' participation and critical understanding. This method is relevant to the needs of learning in the era of globalization that demands digital literacy, cross-disciplinary collaboration, and contextual problem solving. Based on these findings, this study recommends the integration of innovative methods into the Civics curriculum in higher education, pedagogical training for lecturers, and the provision of technological infrastructure that supports the implementation of competency-based learning in the era of globalization.

Problem solving in permutation and combination requires the ability to understand context, choose strategies, and perform calculation procedures accurately. Based on the analysis of students' answers, it was found that difficulties arose consistently at each stage of problem solving according to Polya, namely the problem understanding stage, the planning stage, the plan implementation stage, and the rechecking stage. In general, students' weaknesses are not only related to their understanding of permutation and combination concepts, but also to their inability to apply problem-solving steps systematically. The results of the study indicate the need for a learning approach that not only focuses on mastering formulas, but also strengthens problem literacy, the ability to identify relevant information, and the selection of solution strategies appropriate to the characteristics of the problem. In addition, the habit of reflection through reviewing the process and results of the solution needs to be developed consistently so that students are able to recognize mistakes and improve their accuracy in solving permutation and combination word problems in a more accurate, logical, and structured manner.

This study aims to explore students' experiences, reflections, and perceptions of innovative learning in drama studies through digital performance. This qualitative descriptive research utilized a case study approach with 36 students enrolled in the Drama Studies course (2025/2026) within the Indonesian Language and Literature Education program at Universitas Singaperbangsa Karawang. Primary data consisted of students' written reflections and digital performance artifacts, supported by secondary data from literature on constructivism, dual coding/multisensory theory, and emotional intelligence, as well as curriculum documents. Data collection involved documentation, participatory observation, and semi-structured interviews. Data analysis employed thematic analysis through systematic steps including reading, coding, categorization, interpretation, and presentation. Data validity was ensured through source triangulation, member checking, and peer debriefing. The findings indicate that digital performance provides positive learning experiences, strengthens the integration of theory and practice, fosters problem-solving skills, and develops collaboration, empathy, and students' emotional intelligence. These results affirm that digital performance-based drama learning is a pedagogical innovation relevant to 21st-century competencies and can serve as a model for project-based curriculum development in literature education.

The Yasinan tradition is a deeply rooted religious practice in Indonesian society, particularly at the neighborhood level (RT). Besides serving as a form of worship, this activity also serves as a social space that fosters values ​​of togetherness, harmony, and tolerance among residents. This community service was carried out with the aim of strengthening social harmony amidst a pluralistic society through the revitalization of the Yasinan tradition. The methods used included a participatory approach, interviews, observations, and group discussions with residents. The results of the activity indicate that the Yasinan tradition contributes significantly to reducing minor conflicts between residents, strengthening social relations, and serving as a means of education for tolerance across differences. This study aims to foster tolerance and harmony among residents in the Neighborhood Association (RT) through the Yasinan tradition. The method used is a participatory approach by organizing and facilitating Yasinan activities involving all residents of the RT. This activity is carried out in the form of regular meetings held every week, involving religious leaders and the local community. The results of the community service show an increased sense of togetherness, mutual respect, and strengthening social relations among residents. Furthermore, the Yasinan tradition serves as a forum for discussion and problem-solving, fostering a harmonious and tolerant atmosphere. The conclusion of this activity is that the Yasinan tradition can be an effective means of strengthening social ties and increasing tolerance among residents at the neighborhood level. Therefore, similar activities can be implemented in other communities to foster greater social harmony

This study examines the influence of work discipline, training, and motivation on employee performance at PDAM Tirta Ayu, Tegal Regency. In a public service organization such as PDAM, employee performance is crucial to ensure customer satisfaction and strengthen institutional competitiveness. A quantitative survey method was used with questionnaires distributed to all 115 employees using a saturated sampling technique, as the entire population was included. The independent variables analyzed were work discipline (attitude, compliance with rules, responsibility), training (materials, methods, instructor competence, duration, facilities), and motivation (intrinsic and extrinsic). Employee performance, as the dependent variable, was measured using indicators of work quality, work quantity, teamwork, and problem-solving ability. The data were processed through multiple linear regression to assess simultaneous and partial effects. The research findings revealed that work discipline, training, and motivation each have a positive and significant impact on employee performance, but for training has a positive and insignificant effect, this is shown by the significant results of each significant level for work discipline sig value = 0.000 (<0.05), training sig value = 0.632 (>0.05) and motivation with sig value = 0.000 (<0.05). These results highlight the importance of strengthening employee discipline, implementing well-structured and sustainable training programs, and fostering sustainable motivation strategies. This research provides practical implications for PDAM Tirta Ayu management in designing policies to improve overall employee performance, thereby improving service quality and organizational competitiveness.  

The rapid development of technology in today's era requires every profession to align with existing developments. The teaching profession is no exception. Teachers must be able to utilize technology in the learning process to create an engaging learning environment for students. To support this capability, training is essential. This community service activity aims to provide training to teachers at Bancong  Elementary School in Wonoasri District, Madiun Regency, to familiarize themselves with and be able to use the GeoGebra application. This training also aims to improve teachers' competency in utilizing digital technology as a learning medium. The GeoGebra application is an effective application for solving mathematics problems in elementary schools, particularly in geometry, particularly plane figures. The implementation method for this activity includes preparation, training, and mentoring. The training was provided in the form of workshops and hands-on practice using GeoGebra-based mathematics learning media. The activity proceeded orderly and smoothly, and the training participants understood the material well, both theoretically and in practice.

Measurement is a fundamental domain of mathematics that connects formal mathematical concepts with everyday experiences. Despite its practical relevance, students often experience persistent difficulties in understanding measurement conceptually, tending to approach it as a procedural activity rather than as a process of reasoning about quantities, units, and comparisons. These challenges indicate that learning measurement is influenced not only by individual cognitive factors but also by the social dynamics that shape classroom learning environments. This study aims to examine classroom social dynamics in learning measurement by providing empirical evidence from contextual learning situations. This study employed a qualitative research approach to explore how social interaction, scaffolding, and participation mediate students’ understanding of measurement in contextual learning environments. Data were collected through classroom observations, video recordings of learning activities, analysis of students’ written work, and interviews with selected students and the teacher. Contextual measurement tasks were designed to encourage collaboration, dialogue, and justification, enabling the examination of student–student and teacher–student interactions as they naturally occurred in the classroom. Data analysis was conducted iteratively to identify patterns of interaction, forms of scaffolding, and students’ learning progression within the Zone of Proximal Development. The findings reveal that students initially engaged with measurement tasks in a predominantly procedural manner, with limited conceptual understanding and minimal peer interaction. After the implementation of contextual learning situations, classroom social dynamics changed substantially. Students became more actively involved in discussion, collaborative problem-solving, and collective meaning-making. Peer interaction supported the articulation and refinement of students’ reasoning, while teacher scaffolding guided learning by extending students’ thinking without providing direct solutions. These social processes facilitated students’ movement from their actual level of understanding toward higher levels of conceptual competence within the Zone of Proximal Development. The study further shows that contextual learning tasks alone are insufficient to promote meaningful understanding unless they are supported by productive social interaction and adaptive scaffolding. Conceptual understanding of measurement emerged through socially mediated processes rather than through task completion alone. This study contributes to mathematics education research by emphasizing the central role of classroom social dynamics in contextual learning and by offering insights into how interaction and scaffolding can be orchestrated to support students’ conceptual understanding of measurement.

This study examines the role of mathematics learning in improving logical thinking skills in early childhood. The background of this study is based on the importance of logical thinking skills as a foundation for children's cognitive development, which can begin at an early age through appropriate mathematics learning. The purpose of this study is to analyze how mathematics learning can stimulate the development of logical thinking in early childhood and explore effective learning strategies. The methods used are library research and observation of several models of mathematics learning for early childhood in early childhood education institutions. The findings indicate that fun and concrete activity-based mathematics learning can improve children's abilities in critical thinking, constructing patterns, drawing conclusions, and solving simple problems. The implications of this study emphasize the need for the application of creative and interactive mathematics learning methods to support the development of logical thinking from an early age, while also encouraging educators to integrate mathematics into children's daily activities. This study also recommends the development of learning media appropriate to children's developmental stages for optimal results.

This qualitative literature review examines how generative artificial intelligence (AI) competencies are cognitively transformed into digital social entrepreneurial intentions and social venture creation. Synthesizing recent interdisciplinary studies across artificial intelligence, entrepreneurial cognition, and social entrepreneurship, the review develops an integrative framework explaining the cognitive pathways linking AI adoption to social value–oriented digital entrepreneurship. Drawing on the Entrepreneurial Event Model and the Stimulus–Organism–Response perspective, the findings reveal that generative AI acts as a cognitive stimulus that enhances opportunity recognition, creative problem-solving, perceived feasibility, and perceived desirability of social ventures. The review further identifies key cognitive mechanisms through which AI competencies support ideation, opportunity evaluation, resource mobilization, and early-stage scaling of digital social enterprises. By positioning generative AI as a form of cognitive infrastructure rather than a mere technological tool, this study advances theoretical understanding of AI-enabled social entrepreneurship and offers insights for entrepreneurship education, policy design, and inclusive digital innovation ecosystems

The era of globalization demands that education systems produce human resources who are skilled, adaptable, and capable of competing in the international job market. However, several issues arise in efforts to prepare graduates who are well aligned with industry requirements. These challenges include the mismatch between competencies taught in educational institutions and those required by the workforce, limited digital literacy and technological mastery, the lack of soft skills development, and insufficient collaboration between schools and industries. Rapid technological advancements often result in curricula that lag behind the current skill demands of the labor market. Moreover, many students still lack the mindset, creativity, and adaptability needed to face global competition. This literature-based study aims to identify the main educational problems in preparing human resources for the world of work and propose strategic directions for improvement. Findings highlight the necessity of competency-based curriculum transformation, enhanced vocational training, integration of technology-based learning, and stronger partnerships between education providers and industry sectors. Enhancing teacher quality is also crucial to ensure learning processes remain relevant to global demands. By optimizing the roles of all stakeholders, education can produce graduates who possess not only technical expertise but also essential 21st-century skills such as communication, collaboration, problem-solving, and leadership. Therefore, education becomes the primary foundation for preparing a generation capable of competing globally and contributing to national development.

General education at Islamic Religious Higher Education Institutions (PTKI) plays an important role in developing students’ critical thinking skills so they can analyze religious and social issues reflectively and contextually. However, learning practices in PTKI are still dominated by teacher-centered approaches and low cognitive achievement, which limits the development of analytical, evaluative, and problem-solving abilities. Meanwhile, studies show that integrating digital media, particularly video, can improve conceptual understanding, motivation, and cognitive engagement, yet a digital video-based meaningful learning model specifically designed for the PTKI context remains limited. Therefore, this study aims to formulate a Digital Video-Based Meaningful Learning Model (MPBBVD) to enhance students’ critical thinking skills. This research employed a literature review method by analyzing books, scientific articles, research reports, and digital sources related to meaningful learning, constructivism, multimedia learning, digital video use, and critical thinking development. Data were analyzed descriptively and qualitatively to identify the theoretical foundations, learning syntax, and design principles of the model. The findings indicate that MPBBVD integrates Ausubel’s Meaningful Learning theory, constructivist perspectives from Piaget, Vygotsky, and Bruner, Mayer’s Multimedia Learning theory, and the critical thinking framework of Facione and Ennis. The model uses digital video as the main learning medium and applies the ACTIVE stages (Attend, Connect, Think, Interpret, Verify, Evaluate) to promote contextual and interactive learning. Integrating pre-, during-, and post-video activities supports knowledge construction, reduces cognitive load, and increases student engagement, contributing theoretically and practically to improving critical thinking in PTKI in the Industrial Revolution 4.0 era.

The implementation of the eighth-grade Christian Religious Education teaching module on the topic "Love as the Foundation of a Believer's Life" was carried out as an effort to provide an active, reflective, and contextual learning process in accordance with the principles of the Independent Curriculum. Learning is designed through an interactive approach with discussion activities, analysis of biblical texts, case studies, problem-solving, and personal reflection that provide opportunities for students to construct understanding independently. Through these activities, students are guided to understand the concept of agape love as sincere love, giving without expecting anything in return, and is manifested in concrete actions towards others. The implementation results show that this teaching module is able to improve students' conceptual understanding of the meaning of love from a biblical perspective and its relevance in modern life. Students appear to be increasingly confident in expressing opinions, are able to work together in groups, and are actively involved in learning activities. In addition, the emergence of attitudes of empathy, tolerance, and habits of helping each other are indicators that the value of love is not only understood cognitively, but also internalized in behavior. This teaching module also contributes to improving students' critical thinking skills and spirituality through reflection activities that invite them to evaluate acts of love in daily life at school, family, and society.

This community engagement program aims to strengthen collaborative governance and social advocacy in Erbil through a data-driven approach that empowers both public institutions and local communities. The initiative responds to the growing need for evidence-based decision-making, particularly in urban areas where socio-economic disparities, limited data literacy, and fragmented public–community communication hinder sustainable development efforts. Using participatory mapping, digital data collection, and community workshops, the program integrates statistical tools and informatics-based solutions to support transparent governance practices. Activities include capacity-building sessions, community needs assessments, data visualization training, and stakeholder forums designed to enhance cooperative problem-solving. Findings show that community members developed increased awareness of data-based decision processes, while local institutions improved their ability to integrate citizen input into planning. Participant feedback confirms higher trust levels, better communication pathways, and enhanced motivation to co-design development initiatives. The program demonstrates that data-driven social advocacy can strengthen relational accountability and foster long-term collaborations between stakeholders. This model offers a scalable and adaptable framework for cities in the Kurdistan Region seeking to implement more inclusive and sustainable governance strategies. Overall, the program contributes to the advancement of participatory governance by embedding statistical literacy and digital tools into community-centered development processes.

The development of science and technology has encouraged the utilization of graph theory in solving optimization problems, particularly in transportation systems and tourism route planning. Medan City, as a metropolitan area with dense road networks and widely dispersed tourist destinations, faces challenges in selecting efficient travel routes. This research aims to determine the optimal route between tourist destinations in Medan City using the Minimum Spanning Tree (MST) method with Prim’s Algorithm. The research was conducted using a weighted graph modeling approach, where each tourist destination is represented as a vertex and the distance between destinations is represented as an edge weight. Distance data and estimated travel time were obtained through digital mapping using Google Maps and then analyzed through iterations of Prim’s Algorithm to produce a minimum spanning tree without forming cycles. The results show that all 23 tourist destinations are successfully connected in a single MST structure with a minimum total distance of 68.97 km and a travel time of approximately 199 minutes or 3 hours and 19 minutes. This model is expected to serve as a reference for tourism planning and support urban transportation efficiency based on mathematical computation.

This study aims to examine the implementation of bureaucratic reform at the Immigration Document Section of Ngurah Rai Immigration Office, focusing on digital transformation through the M-Paspor application to realise a dynamic immigration management system. The research employed qualitative analysis to evaluate service efficiency, transparency, accountability, and staff capacity in the context of digital innovation aligned with Dynamic Governance principles. The findings reveal that digitalisation has significantly enhanced service efficiency through automated procedures, reduced physical queues, and improved transparency, whilst facilitating a shift from manual tasks to core verification and problem-solving activities, though challenges persist regarding human resources capacity and organisational culture, as staff exhibit rule-bound mindsets and defensive communication styles when addressing service delays, thereby undermining public trust and satisfaction. The study concludes that technology alone is insufficient to achieve truly responsive and citizen-centric services, as institutional culture and personnel mindset require continuous strengthening through soft skills training, ethical enforcement, and cultivation of service-oriented, empathetic work culture. Holistic reform approaches that combine technological innovation with human resource development and cultural change are essential for building effective, adaptive, and transparent immigration management systems. The integration of digital systems complemented by professional human resources can foster seamless, efficient, and trustworthy immigration services aligned with good governance principles, whilst sustainable improvements depend on balancing technological advances with organisational culture development and staff professionalism.

Dynamic programming (DP) is a foundational technique for solving multistage optimization problems; however, its classical formulation often incurs a cubic time complexity, rendering it impractical for large-scale real-world applications. This study proposes an accelerated dynamic programming framework that leverages quadrilateral inequality and convex monotonicity theory to significantly reduce computational overhead. By formally establishing the structural conditions under which DP decision boundaries exhibit monotone behavior, the proposed method eliminates redundant state transitions and maintains a sequence of admissible decisions through an efficient stack-based mechanism. The resulting algorithm achieves a worst-case complexity of O(n2) and can be further optimized to O(n) when convex monotonicity holds, representing a substantial improvement over traditional O (n3) techniques. Experimental validation using the classical stone-merging problem demonstrates that the accelerated method executes more than 60 times faster than the standard approach for large inputs, while maintaining identical optimal results. These findings confirm that embedding geometric regularities into DP formulations not only enhances performance but also broadens the applicability of dynamic programming to computation-intensive optimization tasks. This research contributes a mathematically grounded, scalability-oriented solution for accelerating dynamic programming, with implications for logistics, production planning, data segmentation, and other large-scale decision systems.