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Work volume calculations are essential for project cost estimation. Many projects, such as the Laboratory Building of the Faculty Engineering at Tanjungpura University, calculate work volumes conventionally. Conventional calculation considered less efficient and prone to errors. Building Information Modeling (BIM) provides a solution that produces more accurate and efficient calculations than conventional methods. This research aims to compare structural work volume results produced by BIM using Autodesk Revit against conventional methods and project’s BOQ. This research also describes the benefits and challenges of BIM implementation based on the researcher’s experience applying BIM with Autodesk Revit in work volume calculation. The comparison between BIM and conventional method shows a maximum difference of 2% across all work items. Meanwhile, the comparison between BIM and the BOQ shows significant differences: 81% in column formwork area, 24% in grade beam/beam concrete volume, 25% in column reinforcement weight, 25% in steel beam weight, and 10% in the steel plate weight. This research proves that BIM implementation produces more accurate and efficient calculations and serves as an effective BOQ cross-check tool. Based on the researcher’s experience in implementing BIM with Autodesk Revit, challenges found in procurement aspects, modeling aspects, and model dependency on reference drawings.    

This quasi-experimental study examines the effectiveness of Artificial Intelligence (AI)-assisted learning in enhancing critical thinking skills among undergraduate history students. The study involved 60 students divided into experimental and control groups. The experimental group received AI-supported instruction integrating adaptive learning modules, scaffolded source-analysis prompts, and guided argumentative discussions facilitated by conversational AI tools, while the control group followed conventional lecture-based instruction. Data were collected using a validated critical thinking test, classroom observation protocols, and semi-structured interviews. Quantitative data were analyzed using paired and independent sample t-tests, while qualitative data were examined through Miles and Huberman’s interactive analysis model. Results indicate statistically significant improvements in critical thinking scores in the experimental group compared to the control group. Thematic findings reveal enhanced sourcing, contextualization, corroboration, and evidence-based argumentation skills. However, minor risks of over-reliance on AI highlight the need for instructional scaffolding and ethical guidance. The findings suggest that AI can function as a cognitive scaffold that strengthens historical thinking and metacognitive awareness when implemented within a structured pedagogical framework.

The rapid development of digital technology has significantly transformed financial transactions in Indonesia, particularly through the growing use of e-wallets as practical and efficient payment tools. In a country with a Muslim-majority population, ensuring that e-wallet services comply with Islamic principles—free from riba, gharar, and maysir—is essential. This study aims to analyze Indonesia’s legal politics in regulating the use of e-wallets within the Islamic financial system and to assess their alignment with sharia principles. This research employs a normative juridical method with a qualitative descriptive approach by examining laws, regulations, and fatwas related to sharia-based fintech. The findings indicate that the Indonesian regulatory framework—through the OJK, Bank Indonesia, and DSN-MUI—has attempted to harmonize policies to support sharia-compliant digital financial services. However, several challenges remain, including limited e-wallet platforms with sharia certification, low digital sharia literacy among users, and the absence of detailed technical regulations specific to sharia e-wallet operations. This study recommends strengthening regulatory guidelines, increasing public literacy, and enhancing collaboration between regulators and the fintech industry to promote the development of sharia-compliant e-wallets that are secure, innovative, and aligned with Islamic financial principles.

The integration of Information and Communication Technology (ICT) and tools like Canva has revolutionized English Language Teaching (ELT) in Indonesia, shifting from traditional methods to interactive, student-centered approaches. This study aims to explore the benefits and challenges of incorporating these technologies into ELT practices. Employing a qualitative literature review methodology, the research analyzed over 20 empirical studies from 2020 to 2023 on Canva and ICT in Indonesian ELT, supplemented by global Computer-Assisted Language Learning (CALL) frameworks. Key findings reveal that ICT and Canva enhance student motivation, creativity, and communicative skills through multimodal and constructivist learning, while fostering authentic language exposure and collaboration. However, challenges include inadequate infrastructure, limited teacher training, digital inequities between urban and rural areas, ethical issues such as copyright infringement, and increased teacher workload. The implications underscore the need for systematic professional development, institutional support, curriculum alignment, and policies promoting equitable access to ensure transformative and sustainable technology integration in Indonesian ELT.  

The integration of Artificial Intelligence (AI) into educational settings, particularly in formative assessments, offers significant benefits in terms of personalized learning, real time feedback, and increased efficiency. However, the successful implementation of AI driven formative assessments depends not only on technological capabilities but also on socio cultural and organizational factors that shape its adoption. This study explores the socio technical factors influencing the use of AI in formative assessments, emphasizing the importance of considering cultural diversity, institutional culture, and educators' beliefs. AI technologies, while powerful in automating grading and providing personalized assessments, often face limitations in addressing complex student responses that require human judgment. Furthermore, cultural factors, such as students' prior exposure to technology and different cultural attitudes towards AI, play a critical role in the acceptance and effectiveness of these tools. Organizational factors, including leadership support, digital literacy, and the readiness of institutions to adopt AI, are also key determinants in the successful implementation of AI systems in education. Teachers’ beliefs about assessment influence their acceptance and use of AI tools, highlighting the need for professional development and training to ensure that AI enhances pedagogical goals rather than replacing human expertise. The study concludes that the alignment of technology, culture, and assessment beliefs is essential for the effective use of AI driven formative assessments in educational settings. Recommendations for educational institutions include adopting a socio technical approach to AI integration, with a focus on providing resources, training, and fostering a culture of innovation. Future research directions should focus on expanding studies to diverse educational contexts, conducting longitudinal research on AI’s impact on learning outcomes, and exploring additional socio technical frameworks to guide AI adoption in education.

This study explores the integration of critical pedagogy with digital literacy, aiming to reconceptualize digital literacy beyond its traditional focus on technical proficiency and operational skills. Traditional digital literacy models emphasize the ability to navigate and use technology, primarily focusing on operational tasks such as managing digital devices, utilizing software, and performing specific functions. However, these models often overlook the broader implications of technology on society, including its role in shaping power dynamics and perpetuating social inequalities. By integrating critical pedagogy, this study argues that digital literacy should not only encompass technical skills but also encourage learners to critically assess the social, political, and cultural implications of digital tools. The critical digital literacy approach promotes social justice, equity, and empowerment by encouraging learners to question, reflect on, and challenge the ways in which technology influences their lives and society at large. Through critical engagement with digital tools, learners are empowered to challenge existing power structures, fostering social transformation. The study discusses how educators can integrate critical digital literacy into teaching practices, moving beyond traditional skill based models by encouraging critical thinking, ethical use of technology, and a deeper understanding of the role digital technologies play in shaping societal structures. Moreover, the study highlights the transformative potential of critical digital pedagogy, proposing it as a tool for educational equity and social change. By reconceptualizing digital literacy through a critical pedagogical lens, this study offers a framework that empowers students to become not just proficient digital users but active participants in societal transformation, contributing to a more inclusive and just digital future. The study also suggests areas for future research, including empirical investigations on the practical implementation of critical digital literacy frameworks across various educational settings and contexts.

The rapid development of e-commerce as part of the broader digital transformation has introduced various new forms of transactions that were not explicitly recognized in classical Islamic jurisprudence. These include digital contracts, non-physical goods, cloud-based services, and electronic payment systems. Such innovations present a range of legal challenges, particularly concerning the validity of contracts, the legal status of digital products, the permissibility and security of electronic payment methods, and the protection of consumers in online transactions. To address these challenges, Islamic scholars have increasingly turned to ijtihad the process of independent reasoning and interpretation—as a methodology capable of providing legal solutions for contemporary issues. This study employs a qualitative approach, primarily through literature review, to examine the foundational principles of ijtihad, various methodological tools, and their applicability to different aspects of e-commerce transactions. The findings demonstrate that ijtihad methods, including qiyās (analogical reasoning), istislāh (consideration of public interest), istihsān (juridical preference), and ‘urf (customary practice), enable Islamic law to remain adaptive and flexible, while still oriented toward justice and public welfare. By applying these methods, Islamic jurisprudence can provide legal certainty, uphold fairness, and ensure that e-commerce practices align with Shariah principles, ultimately fostering trust and ethical behavior in the digital marketplace.

This research aims to analyze bibliometric data using the supporting application Publish or Perish and mapping tools in VOSviewer with data in RIS format. The method used is descriptive quantitative to examine how Project-Based Learning can enhance creativity skills in entrepreneurship. From the search results, 200 journals were found from the years 2015-2024, which were then grouped into three categories based on their publication year. After categorizing the journal data, the most published articles were in 2022, indicating an opportunity for further research on the theme of entrepreneurial creativity. Entrepreneurial creativity can be possessed by students and can be developed through education. Entrepreneurship education is crucial to fostering creativity, innovation, and entrepreneurship, and provides information to those who wish to establish small-scale businesses. Entrepreneurship education can turn an individual into an entrepreneur and positively influence entrepreneurial attitudes and innovation. Entrepreneurship education not only imparts practical knowledge on how to start and manage a business but also plays a vital role in developing an entrepreneurial mindset, attitude, and skills such as perseverance, resilience to failure, and the desire to learn and grow. Project-based learning models can be used to enhance entrepreneurial motivation, as students not only understand the ideas but can also explain the importance of the knowledge and skills acquired.

Micro, Small, and Medium Enterprises (MSMEs) play a vital role in Indonesia’s economy, especially in Bantul Regency, where they significantly contribute to the Gross Regional Product(GRDP) and job creation. Despite a rise in MSMEs numbers from 2021 to 2024, their long-term viability is hindered by issues like insufficient funding, inadequate accounting skills, and underutilization of e-commerce platforms. This research investigates how businesses, accounting knowledge, and e-commerce adoption impact MSME sustainability in Bantul Regency. Employing a quantitative method, it collected primary data via questionnaires from 100 MSME operators selected through purposive sampling. Analysis involved multiple linear regression. Findings indicated that business capital had no significant influence on sustainability, while accounting knowledge and e-commerce use positively and significantly boosted it. The R2 value of 29% show that these factors collectively explain 29% of MSME sustainability variance, with the remaining 71% attributed to external variables. The study highlights the need to enchane accounting education and digital tools to boost MSME competitiveness and resilience.

This community service program aims to implement a technology-based digital marketing mix strategy to promote the education program of the Barisan Mujahid Matita (BMM) Da'wah House to teenagers in the Titipapan area, Medan. The methods used include digital audience analysis to identify the characteristics of Generation Z, planning data-driven content strategies using artificial intelligence (AI) tools, and implementing integrated digital campaigns through various social media platforms such as Instagram, TikTok, and YouTube. The activities also include intensive mentoring and practical training for adolescents in creative content creation, da'wah copywriting, social media management, and digital campaign performance evaluation. The results of the program showed an increase in adolescent participation in BMM's education program by 65%, a growth in social media engagement by 200%, and the formation of an independent and sustainable adolescent digital content team. This program proves that the integration of digital technology in religious education marketing strategies is not only effective in reaching adolescents, but also encourages active engagement, creativity, and positive digital literacy in the community.

This paper reviews the role of Artificial Intelligence (AI) in Islamic education within secondary schools, emphasizing both its practical uses and the ethical challenges it presents. The review looks into the current trends, tools, and the impact of AI on the learning experience, as well as its ethical implications from an Islamic perspective. The study follows a systematic literature review (SLR) approach based on the PRISMA guidelines and includes research from 2022 to 2025, sourced from platforms like Google Scholar. After a thorough selection process, 15 articles were included in the review, offering valuable insights into the technological and ethical aspects of AI in Islamic secondary education. The use of AI has notably enhanced learning outcomes in Islamic education by allowing personalized learning, boosting student engagement, and streamlining feedback mechanisms. Tools like intelligent tutoring systems and educational chatbots have been widely adopted. However, challenges around data privacy, algorithmic bias, and technology access persist. Additionally, incorporating Islamic ethical values into AI-driven educational platforms presents both opportunities and challenges. Addressing these ethical implications is vital, requiring frameworks that align with Islamic principles such as maṣlaḥa (public welfare), justice, and human dignity. Education policies and teacher training programs should concentrate on promoting the responsible use of AI, ensuring it improves educational experiences while preserving ethical and cultural integrity.

The integration of artificial intelligence (AI) in forensic investigation has significantly transformed the analysis and authentication of digital evidence. This paper explores the role of AI technologies, specifically machine learning and deep learning algorithms, in examining digital evidence from various sources, including computers, mobile devices, and network systems. We provide an in-depth analysis of current AI-based forensic tools, their efficiency in evidence authentication, and the challenges they face regarding legal admissibility. Our findings indicate that AI-powered forensic systems can detect digital evidence tampering with 94.7% accuracy, drastically reducing analysis time from weeks to hours. However, challenges remain, particularly in areas such as algorithmic transparency, bias prevention, and ensuring the integrity of the chain of custody. This research offers a framework for incorporating AI in forensic laboratories, while also addressing crucial legal and ethical concerns to ensure the admissibility of AI-analyzed evidence in court. These considerations are essential for the widespread acceptance and use of AI in forensic investigations.

This study examines the integration of Artificial Intelligence (AI) in Christian Religious Education (PAK), using four Biblical principles love, justice, truth, and stewardship as a framework. Employing a qualitative approach with thematic triangulation through interviews with leaders, lecturers, and students, the research aims to understand how AI can be used ethically in PAK. The findings indicate that AI, when applied thoughtfully and ethically, can significantly enhance the learning process. The principle of love emphasizes the importance of honesty, empathy, and a compassionate approach in the use of AI. Justice calls for equitable access to AI tools, ensuring that all learners can benefit regardless of their backgrounds. The principle of truth encourages theological discernment in the application of AI, ensuring that it aligns with Christian teachings. Stewardship highlights the responsibility to manage AI technologies wisely, using them to serve God's purposes. AI is viewed not as a replacement for human educators but as a tool to serve and glorify God in the educational process. The study suggests that theological institutions should create ethical AI guidelines to ensure responsible use and should focus on enhancing faith-based digital literacy among students, preparing them for the digital age while remaining rooted in their faith.

The evaluation of Indonesian language instruction at the junior secondary level remains predominantly oriented toward lower-order thinking skills, thereby constraining the advancement of students’Higher Order Thinking Skills (HOTS). This situation necessitates the development of comprehensive assessment tools that are coherently aligned with the Merdeka Curriculum. The present study introduces a model for constructing HOTS-oriented assessment instruments targeting procedural text writing in Phase D. The development process was systematically organized through several stages: translating learning outcomes into measurable indicators, preparing assessment blueprints, creating item cards, formulating scoring rubrics for attitudes, knowledge, and skills, and finally analyzing and interpreting the assessment data. These instruments were specifically designed to capture students’ analytical, evaluative, and creative abilities in producing procedural texts that are logical, coherent, and effective. Findings demonstrate that the instruments provide an objective and holistic representation of students’ competency attainment. In summary, the proposed HOTS-based assessment model for procedural text writing is practical, methodical, and contextually relevant, serving as a valuable framework for evaluating Indonesian language learning in accordance with the Merdeka Curriculum principles.

This study was conducted to analyze the relationship between students’ learning motivation and their perception of mathematics with mathematics achievement among tenth-grade students at SMA Al Islam 1 Surakarta. Mathematics was chosen as the focus because it is often considered a subject that presents significant challenges for students, both in terms of conceptual understanding and in shaping positive attitudes toward learning. The study employed a correlational quantitative method, with the population consisting of all tenth-grade students and the sample limited to class X-9, comprising 36 students. The instruments used were a motivation questionnaire, a perception questionnaire, and mathematics learning outcomes obtained from mid-semester test scores. Data analysis included normality testing and Pearson correlation to identify the relationship among variables. The results indicated that learning motivation did not have a significant correlation with mathematics achievement. In contrast, students’ perception of mathematics showed a significant correlation with their academic performance. These findings suggest that students’ positive perceptions of mathematics can play a crucial role in supporting better academic achievement, while motivation alone may not guarantee higher performance. This study contributes to a deeper understanding of the factors influencing mathematics learning outcomes and provides a foundation for further research to develop more comprehensive tools for measuring motivation. Future studies are also encouraged to consider additional variables such as teaching strategies, parental involvement, and the overall learning environment in order to present a broader analysis of student success.

Language barriers represent one of the most significant obstacles to educational equity and access worldwide. This study investigates the application of Natural Language Processing (NLP) technologies in multilingual educational contexts to facilitate cross-linguistic learning and improve educational outcomes for linguistically diverse student populations. We implemented and evaluated a comprehensive NLP-powered multilingual learning platform across 47 educational institutions in 12 countries, serving 8,450 students speaking 23 different languages. Our experimental framework integrated machine translation, speech recognition, multilingual content generation, and adaptive language learning algorithms. Results demonstrate that NLP-enhanced multilingual education improved student comprehension by 43.6% (p<0.001), increased participation rates by 67.8%, and reduced achievement gaps between native and non-native speakers by 52.4%. Students using NLP-assisted learning tools achieved test scores averaging 78.3% compared to 54.7% for control groups. However, challenges persist regarding cultural context preservation, idiomatic expression handling, and equitable performance across language families. This research provides evidence that NLP technologies can effectively democratize education across linguistic boundaries while identifying critical areas requiring continued development.

Heritage language loss among immigrant and diaspora communities represents a critical challenge to cultural identity, intergenerational communication, and cognitive diversity. Traditional heritage language maintenance approaches face significant barriers including limited resources, lack of qualified instructors, geographic dispersion, and competing demands of dominant language acquisition. This study investigates the effectiveness of bilingual digital story applications as innovative tools for heritage language maintenance among children aged 4-12 years. Through a 24-month longitudinal mixed-methods study involving 1,843 families across eight language communities (Spanish, Mandarin, Arabic, Korean, Tagalog, Vietnamese, Hindi, and Polish), we examined language proficiency development, cultural identity formation, family engagement patterns, and app usage behaviors. Quantitative analysis of pre- and post-intervention language assessments revealed statistically significant improvements in heritage language vocabulary (effect size d=0.68), listening comprehension (d=0.54), and oral production (d=0.47) among children using bilingual story apps for at least 20 minutes daily. Qualitative findings from parent interviews and child focus groups highlighted the apps' role in making heritage language learning enjoyable, facilitating parent-child interaction, connecting children to cultural narratives, and normalizing bilingualism. However, effectiveness varied substantially based on app design features, with interactive elements, culturally authentic content, parent involvement scaffolds, and adaptive difficulty showing strongest associations with outcomes. This research demonstrates that thoughtfully designed bilingual story apps can serve as accessible, scalable tools for heritage language maintenance, though they function most effectively as complements to rather than substitutes for rich home language environments and community connections. The study contributes empirical evidence to inform app development, family language planning, and policies supporting linguistic diversity in increasingly globalized societies.

This study examines the readiness of elementary school teachers to implement AI-based learning in the era of artificial intelligence, as technological advancements increasingly influence instructional practices in basic education. Despite the growing potential of artificial intelligence to support teaching and learning processes, empirical evidence regarding teachers’ preparedness at the elementary level remains limited. This study employed a descriptive quantitative research design involving 18 elementary school teachers. Data were collected using a structured questionnaire consisting of 15 Likert-scale items measuring technological skills, knowledge of artificial intelligence, attitudes toward AI, pedagogical readiness, and infrastructure support. Descriptive statistical analysis revealed that the overall mean score of teachers’ readiness was 4.08, indicating that teachers are generally ready to adopt AI-based learning. Technological skills emerged as the strongest aspect of readiness, reflecting teachers’ familiarity with digital tools and instructional technologies, while infrastructure and institutional support obtained the lowest mean score, highlighting challenges related to facilities, access to technology, and policy support. These findings suggest that although elementary school teachers demonstrate positive readiness and attitudes toward AI-based learning, effective and sustainable implementation requires strengthened institutional support, improved infrastructure, and continuous professional development to maximize the educational benefits of artificial intelligence in elementary education.

Reading literacy among 6th grade elementary students is often superficial, limiting their ability to analyze implicit meanings and connect texts to real-world contexts. This review examines the potential of deep learning as a pedagogical approach to enhance in-depth text comprehension. Deep learning emphasizes active engagement, reflection, and the construction of meaningful knowledge, aiming to foster critical thinking and improve comprehension. Recent studies highlight implementation strategies such as reflective journaling and interactive discussions, which have demonstrated significant improvements in students' critical thinking and comprehension scores (p < 0.05). These findings suggest that deep learning methods surpass traditional approaches by promoting higher-order cognitive skills, enabling students to analyze and interpret texts more effectively. However, challenges such as inadequate teacher training persist, which may hinder the full integration of deep learning techniques. To address these challenges, further research is needed to explore scalable digital tools that can support deep learning in diverse classroom settings. By examining the potential for digital integration, future studies could provide insights into how technology can facilitate the widespread adoption of deep learning strategies, making them more accessible and effective for a broader range of students. Ultimately, this review underscores the promise of deep learning in enhancing reading literacy and suggests that addressing the barriers to its implementation could have significant educational benefits.

Participatory village development planning is often treated as a technical-administrative routine. In practice, however, planning is inseparable from political dynamics that shape who participates, whose interests prevail, and how scarce resources are allocated. This community empowerment program (PKM) in Kedung Udi Village, Trawas District, Mojokerto Regency, East Java, aimed to strengthen village governance by enhancing the capacity of village officials and community representatives to design and facilitate participatory planning while explicitly addressing the political dimension of planning. The main intervention was a workshop conducted on 22 August 2025, preceded by coordination and situational observation. Workshop modules emphasized: (1) planning as a political decision; (2) navigating dual arenas: formal (Musdes/Musrenbang and RPJMDes, RKPDes, APBDes) and informal (elite networks and gatekeeping); (3) multi-level contestation and policy alignment; and (4) practical tools, including power–interest mapping, programmatic agreements, program tagging for alignment with district planning documents, and transparency/anti elite capture mechanisms. The program resulted in improved participant literacy regarding power relations in planning and produced a follow-up action plan oriented toward institutional advocacy, continuous social control, and routine capacity reinforcement through a university and village partnership.