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In the digital era, food blogs have emerged as influential platforms for sharing culinary experiences and shaping consumer preferences. This study focuses on Anakjajan.com, a prominent Indonesian food blog, to analyze the persuasive strategies employed in its content and their impact on readers' food literacy. Utilizing Aristotle's modes of persuasion—ethos (credibility), pathos (emotion), and logos (logic)—the research examines how these elements contribute to the blog's effectiveness in influencing food choices. Ethos is established through the author's expertise and authentic reviews, while pathos engages readers with evocative language and appealing visuals. Logos provides factual information about food quality and dining options. A qualitative approach was employed, involving content analysis of blog posts and surveys to assess the influence of these persuasive strategies on readers' decision-making processes. The findings reveal that understanding these modes of persuasion is essential for enhancing digital literacy, as they enable readers to critically evaluate online content and make informed culinary choices.

The aim of this research is 1) to find out what assessments are used in science subjects at Riigi Algkooli 105292 Bandar Klippa, Percut Sei Tuan District, Class V, 2) to analyze the quality of assessment tools according to the rules. reliability and competence. Class V Science Exam Difficulties and Different Advantages of SD Negeri 105292 Bandar Klippa, Percut Sei Tuan District. The research method used is descriptive qualitative, namely. description of phenomena that occur in reality. All subjects were class V students at SD 105292 Bandar Klippa. As a primary data source, data sources are obtained from teachers and students, and as secondary data sources, documentation and questionnaires. Data was collected through observation, questionnaires and tests. Meanwhile, data analysis was carried out using validation tests, test reliability, difficulty and distinguishing power. Validation was carried out by the researchers themselves and the validation expert group. Based on the results of observations, it is known that the question format used by teachers in evaluating scientific learning is multiple choice questions consisting of 15 questions, filler questions consisting of 10 numbers, and descriptive questions consisting of 10 questions. 15 questions. of 5 questions. The results of the validation test show that not all multiple choice questions are valid, only 4 out of 15 questions are valid. The form has 5 valid questions and all descriptive questions are recognized as valid. Expert validation also showed that of the 4 experts, only 1 expert showed that the results were quite valid, 3 validation experts showed that the questions were less valid. The reliability test shows that the multiple choice questions are not reliable, while the fill-in-the-blank and description questions are considered reliable. The difficulty level test shows that multiple choice questions have 3 categories of difficulty, namely hard, medium and easy questions, while for questions that can be filled in and are descriptive, only 2 categories of difficulty are found, namely. intermediate questions and easy questions. Finally, the differential power test shows that multiple choice questions have 4 different power categories, namely poor, sufficient, good, and very good. Meanwhile, there were excellent results on questions about filling in and describing different styles.

The aim of this research is 1) to find out what assessments are used in science subjects at Riigi Algkooli 105292 Bandar Klippa, Percut Sei Tuan District, Class V, 2) to analyze the quality of assessment tools according to the rules. reliability and competence. Class V Science Exam Difficulties and Different Advantages of SD Negeri 105292 Bandar Klippa, Percut Sei Tuan District. The research method used is descriptive qualitative, namely. description of phenomena that occur in reality. All subjects were class V students at SD 105292 Bandar Klippa. As a primary data source, data sources are obtained from teachers and students, and as secondary data sources, documentation and questionnaires. Data was collected through observation, questionnaires and tests. Meanwhile, data analysis was carried out using validation tests, test reliability, difficulty and distinguishing power. Validation was carried out by the researchers themselves and the validation expert group. Based on the results of observations, it is known that the question format used by teachers in evaluating scientific learning is multiple choice questions consisting of 15 questions, filler questions consisting of 10 numbers, and descriptive questions consisting of 10 questions. 15 questions. of 5 questions. The results of the validation test show that not all multiple choice questions are valid, only 4 out of 15 questions are valid. The form has 5 valid questions and all descriptive questions are recognized as valid. Expert validation also showed that of the 4 experts, only 1 expert showed that the results were quite valid, 3 validation experts showed that the questions were less valid. The reliability test shows that the multiple choice questions are not reliable, while the fill-in-the-blank and description questions are considered reliable. The difficulty level test shows that multiple choice questions have 3 categories of difficulty, namely hard, medium and easy questions, while for questions that can be filled in and are descriptive, only 2 categories of difficulty are found, namely. intermediate questions and easy questions. Finally, the differential power test shows that multiple choice questions have 4 different power categories, namely poor, sufficient, good, and very good. Meanwhile, there were excellent results on questions about filling in and describing different styles.

The absence of student textbooks in the new Creative and Entrepreneurial Project subjects in accordance with the current Merdeka Curriculum causes students to be less familiar with Creative and Entrepreneurial Project material. Therefore, researchers developed an Augmented Reality-Based Creative and Entrepreneurial Project Teaching Book. The research conducted is a type of research and development (research and development). The product development model uses the ADDIE model which consists of Analyze, Design, Development, Implementation, and Evaluation. The development of textbooks uses augmented reality as a supporting media in textbooks. This research design adapts the One Group Pretest Posttest Design, with data collection techniques using questionnaires, observations, and tests. The research subjects involved 28 students of class XI Audio Video Engineering 2 at SMK Negeri 1 Kediri and validators consisting of two lecturers in the Electrical Engineering Education Study Program, and one teacher teaching Creative Projects and Entrepreneurship subjects at SMK Negeri 1 Kediri. The results showed that the level of validity of the textbook in terms of expert assessment was 91% with very valid criteria. The level of practicality of the book in terms of students' responses was 93% with very practical criteria. Learning outcomes with multiple choice tests showed an average pretest score of 64.64, while the average posttest score was 88.04. Based on the Wilcoxon test which shows the difference or increase in pretest and posttest scores has a significance value of 0.000. The significance value of the calculated results thus falls in the H0 rejection area because the significance value of 0.00 <0.05, in other words that the pretest and posttest scores have a significant difference or increase. Based on the calculation and analysis of student learning outcomes data, it can be concluded that the Augmented Reality-Based Creative and Entrepreneurial Project Teaching Book developed is effective in improving student learning outcomes.

The decision on the feasibility of purchasing a share is an indicator or criterion that is considered before finally deciding to invest or invest in the issuer. Researchers conducted technical analysis and fundamental analysis of PT Bank Negara Indonesia, Tbk. (BBNI) shares to find out whether the issuer's shares are suitable as issuers for investing or just for trading. Technical analysis and fundamental analysis are performed to see opportunity whether the shares are worthy of stock investment or not. Technical analysis is carried out using the simple moving average (SMA) and RSI methods. In addition, fundamental analysis is also carried out with several indicators such as price book value (PBV), price earning ratio (PER), debt equity ratio (DER), net probability margin (NPM), and earnings per share (EPS). In this study, the approach taken is a qualitative descriptive approach where data is presented in the form of narratives or detailed elaboration from experts. PT Bank Negara Indonesia (BBNI) shares are the oldest bank stocks that have a large market capitalization. This stock can also be said to have a relatively stable level of price fluctuation with a high level of profit and price. In terms of technical analysis and fundamental analysis, PT Bank Negara Indonesia (BBNI) shares are stocks that deserve to be an investment choice.