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Plant Growth Promoting Rhizobacteria (PGPR) is a group of microorganisms that colonize plant roots and play an important role as a biostimulant, biofertilizer, and bioprotectant that can increase plant growth and productivity. This study aims to determine the effectiveness of Tallang bamboo root PGPR on the growth and production of peanut plants (Arachis hypogaea L.) elephant variety. The study was conducted from March 2025 to July 2025 in Lion Tondok Iring Village, North Makale District, Tana Toraja Regency, at an altitude of 828 meters above sea level. The research method used a Randomized Block Design (RBD) with one treatment factor, namely the concentration of Tallang bamboo root PGPR, which consisted of four treatment levels: P0 = without Tallang bamboo root PGPR (control), P1 = 15 ml/L water, P2 = 30 ml/L water, and P3 = 45 ml/L water. The variables observed included the number of pods per plant, fresh weight of pods per plant, dry weight of pods per plant, seed weight per plant, seed weight per plot, seed yield per hectare, and harvest index. The results showed that the application of Tallang bamboo root PGPR at a concentration of 30 ml/L water (P2) had the best effect on all growth and yield parameters, namely the number of pods per plant, fresh weight of pods per plant, dry weight of pods per plant, seed weight per plant, seed weight per plot, seed yield per hectare, and harvest index, compared to the control or other concentration treatments. Thus, it can be concluded that the application of Tallang bamboo root PGPR at a concentration of 30 ml/L water is the most effective dose to increase the growth and production of Gajah variety peanut plants.

This research discusses the central role of the Muslim community in resisting colonial powers in the Indonesian archipelago, focusing on colonization by the Dutch, Spanish, Portuguese, French, British, and Japanese. Islamic teachings, particularly the concepts of jihad, love for the homeland, and resistance to oppression, played a pivotal role in igniting the spirit of resistance. Islamic Sultanates such as Aceh, Demak, and Mataram actively engaged in the struggle, along with the leadership of scholars and the general population. With low literacy rates, the positive transformations during British colonization were limited in their full utilization by the local communities. Although Japan initially attempted to garner support by claiming liberation, it eventually proved to be a harsh colonizer with forced labor programs. This research employs the library research method to explore the dynamics of Muslim resistance against colonizers by utilizing literary sources.

This study focuses on discussing the politics and policy of Islamic education in Indonesia with the core of the discussion of Comparison of Educational Goals and Systems between Islamic Education and Dutch Colonial Government Education. The history of Islamic education in Indonesia is more or less influenced by the socio-political background, especially during the Dutch colonial era, which was the longest surviving colonizer in Indonesia, this caused damage to the Islamic order that existed in Indonesia at that time, because the Dutch colonialists had a dual mission including Imperialism (a nation that carried out the politics of colonizing other nations) and Christianization. The educational process that took place in the Dutch East Indies was one of the starting points for the emergence of national awakening figures. Education in the Dutch East Indies itself began because of criticism from several figures and groups with the application of forced cultivation and liberal politics, because this policy caused a lot of suffering and poverty of the people. And this must be paid for by organizing trias, namely irrigation, emigration, and education. This criticism was finally approved by the queen of the Netherlands, and education began to be held, but education ran with discrimination because there were schools that differentiated classes between the children of elite nobles or pro-Dutch figures and the children of ordinary people. And this is because the son of this nobleman or pro-Dutch figure will later work to help the Dutch. And the children of ordinary people only become menial or lowly laborers.

This research discusses the role and influence of Islamic education in the struggle for Indonesian independence and its figures. With the objectives, among others, to analyze the role of Islamic education, especially Islamic boarding schools and religious organizations, in building awareness of nationalism and the spirit of independence in the younger generation, as well as in preparing them to face the colonizers, and evaluating the impact of the moral and spiritual values taught in Islamic education on the formation of the character of the freedom fighters, as well as how these values affect their spirit and courage in resisting the colonizers.Islamic education plays a central role in the long journey towards Indonesian independence. In the midst of resistance to the invaders, Islam not only gave spiritual strength to the fighters, but also became the moral and intellectual foundation that guided their steps. Since the beginning of the 20th century, Islamic educational institutions such as Islamic boarding schools have become centers of learning and spreading the spirit of struggle against colonial oppression. Scholars and religious leaders, such as KH Ahmad Dahlan, the founder of Muhammadiyah, actively played an important role in mobilizing the masses and spreading nationalist ideas rooted in Islamic values. Figures such as KH Hasyim Asy'ari from Nahdlatul Ulama (NU) also had a big impact on the struggle. Through Islamic boarding schools and religious organizations, NU built a strong network of solidarity among the Muslim community, rallying support for the struggle for independence. In addition, women's active participation in Islamic education, especially through organizations such as Aisyiyah, makes a significant contribution to fighting for rights and freedoms for all Indonesian people. Thus, Islamic education not only provides the foundation for Indonesia's independence, but also prepares the younger generation as resilient and responsible agents of change.

Ngadilegi Utara Hamlet is one of the hamlets in Plinlahan Village, Pandaan District, Pasuruan Regency which has large potential land for cultivating plants. Farmers in Ngadilegi Hamlet grow many crop commodities, one of which is melons. Melon (Cucumis melo L) is an annual fruit plant originating from the Persian Hot Valley or the Mediterranean region which is the border between West Asia, Europe and Africa. Melon plants are a type of pumpkin plant which is in the same family as watermelon, cantaloupe and cucumber. One effort to increase melon production in North Ngadilegi Hamlet can be done by good development and correct cultivation technology and supported by the use of new technology, namely the use of bacteria contained in PGPR. Soaking seeds with PGPR aims to ensure that the bacteria contained in PGPR are able to colonize the seeds as early as possible. Proper long soaking treatment of seeds can increase plant yields because bacteria will bind to the seed coat and imbibition into the seeds.

This research is intended to reveal colonialism in Forster’s A Passage to India. This is a qualitative research project since the data are in the form of words rather than numbers. The data were taken from the work itself and other relevant books supporting the analysis. In analyzing the data, the writer used a mimetic approach. The results show that the British colonize Indians by controlling them politically, that is, by gaining positions of power and authority. It is clearly seen that every important governmental position in India is occupied by British people. It is also undeniable that every public policy made is only for the benefit of the British government in India. It causes many effects to the colony and even the colonists. For the colony people, colonialism forms for them an antipathy toward the entire membership of the colonists and becomes a factor for them to stand together and legitimize themselves as a nation that is separated from and appreciated by other nations. On the other side, the colonists always think that they have a higher position than the colony people. Since the colonists have better technological development, they consider that they are superior to them and deserve to colonize them. Their superiority mindset has led them to harbor racial prejudice toward the colony people. The colonists think that the colony people have a negative attitude just because they are the colony.