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Differentiated instruction is an approach aimed at meeting students' learning needs based on their abilities, characteristics, and requirements. This study aims to describe the experiences of a fifth-grade teacher in implementing differentiated instruction at SD 3 Jepang Kudus. The study employs a qualitative approach using a phenomenological design. Data were collected through interviews, observations, and documentation, and subsequently analyzed using the Miles and Huberman model, which encompasses data reduction, data display, and conclusion drawing. Data validity was established through technique triangulation. The results indicate that the teacher perceives differentiated instruction as an effort to provide learning support tailored to students' needs. Implementation is carried out through adjustments to the learning process, guidance, peer tutoring, and the creation of an inclusive learning environment. This implementation has a positive impact on students' academic, social, and emotional development. Challenges encountered include the diversity of students' learning abilities and the suboptimal application of differentiation regarding learning products and assessments. These findings underscore the importance of teacher experience in optimally and sustainably accommodating students' learning needs.

The Free Health Check-up (CKG) is a government program designed to strengthen promotive and preventive health efforts through the early detection of risk factors, pre-disease conditions, and diseases across the community according to the life-cycle approach. As a relatively new initiative, the implementation of the CKG program in primary healthcare settings still requires further evaluation to assess implementation readiness, digital support systems, and community participation. This literature review aimed to examine the implementation of the Free Health Check-up Program in primary healthcare services. Relevant literature was retrieved from the Google Scholar database using the keyword "implementation of the free health check-up program" and was limited to open-access, full-text articles published between 2025 and 2026. The search identified eight eligible articles, which were extracted and analyzed in this review. The synthesis revealed three major themes in the implementation of the CKG program: (1) primary healthcare service readiness, (2) digitalization and reporting systems, and (3) community participation and communication strategies. Primary healthcare readiness includes the availability of human resources, infrastructure, medical equipment, consumable medical supplies, funding, service workflows, and cross-sectoral coordination. Digitalization through the SATUSEHATplatform and integrated reporting systems has the potential to improve service efficiency; however, challenges remain regarding digital literacy, internet connectivity, and the technical capacity of healthcare personnel. Community participation is influenced by knowledge, attitudes, the roles of community health volunteers, teachers, healthcare workers, and communication strategies tailored to the characteristics of the target population. The successful implementation of the CKG program requires strengthening primary healthcare systems, optimizing digital health platforms, and adopting community-based communication strategies to ensure the program is more effective, inclusive, and sustainable.

This study aims to examine the implementation of Probolinggo City Regional Regulation Number 2 of 2024 concerning the Respect, Protection, and Fulfillment of the Rights of Persons with Disabilities, specifically regarding entrepreneurial rights in Kanigaran District. A descriptive qualitative approach with a single case study design was employed. Data were collected through in-depth interviews with four key informants, field observation, and documentary study. Data analysis used Miles and Huberman's interactive model, interpreted through Thomas B. Smith's policy implementation theory encompassing four variables: Idealized Policy, Target Groups, Implementing Organization, and Environmental Factors. Findings indicate that implementation has been underway but has not yet reached an optimal state. The policy possesses strong normative substance, yet socialization to target groups remains shallow and uneven. Entrepreneurial motivation among persons with disabilities is high, but constrained by limited capital, social stigma, transportation barriers, and insufficient post-training mentorship. The DKUP has conducted training and marketing facilitation programs, however capital support capacity and sustained mentorship remain critically limited. Environmental factors reveal potential through the KDK community and digital technology, while social stigma and transportation infrastructure continue to pose significant obstacles.

Corporate insolvency regimes have long been designed around efficiency, creditor recovery, and procedural certainty, frequently marginalizing the human, social, and distributive consequences of corporate failure. This qualitative literature review seeks to reconceptualize insolvency as a multidimensional institutional process by integrating the principles of humanity, resilience, and equity, with the objective of developing fairness metrics for more inclusive insolvency systems. Drawing on interdisciplinary scholarship from insolvency law, corporate governance, economic sociology, and normative political theory, this study systematically synthesizes peer reviewed literature published between 2000 and 2024 using a structured qualitative thematic analysis. The review identifies three interrelated dimensions shaping inclusive insolvency outcomes. First, humanity-oriented approaches emphasize stakeholder vulnerability, dignity preservation, and procedural justice, particularly for employees, involuntary creditors, small suppliers, and local communities affected by corporate collapse. Second, resilience based perspectives frame insolvency not merely as an endpoint of failure but as an adaptive governance mechanism that enables organizational recovery, institutional learning, and broader systemic stability. Third, equity focused frameworks highlight the importance of proportional and context sensitive loss allocation, stakeholder participation, and intertemporal fairness in distributing the economic and social costs of insolvency. By integrating these dimensions, the study develops a conceptual framework of fairness metrics that extends beyond traditional efficiency-driven indicators, offering normative and analytical tools for evaluating insolvency systems in a more holistic manner. The findings contribute to insolvency scholarship by bridging fragmented theoretical strands and advancing a human-centered and resilience oriented understanding of corporate failure. The review further suggests that insolvency regimes embedding humanity, resilience, and equity are more likely to enhance institutional legitimacy, stakeholder trust, and long term economic sustainability, thereby providing a robust foundation for future empirical research and policy reform.

This study analyzes the implementation of the Central Papua One-Stop Service Information System (Sipersateng) at the Central Papua Provincial Secretariat as a model for administrative innovation in the New Autonomous Region (DOB). The main focus of the study is to explore how a region with extreme infrastructure limitations can leapfrog or institutionalize towards an agile and transparent digital bureaucracy. Using a qualitative descriptive-analytical method with a case study approach, this research involved in-depth interviews, participant observation, and documentation studies to capture the dynamics of the transition from manual to digital systems. The results show that Sipersateng successfully reduced administrative process time by up to 60%. This success was driven by three main dimensions: institutional legitimacy through strong leadership commitment, technical resilience through offline-syncing features to address internet signal fluctuations, and significant changes in work culture. Adaptation strategies such as peer-mentoring methods for senior officials and mandatory policies through gubernatorial instructions proved effective in breaking down organizational cultural resistance. This study concludes that Sipersateng is not merely a technical tool, but rather a manifestation of Frontier Digital Bureaucracy that is able to mitigate the risk of maladministration and build public accountability in the newly formed province. This innovation demonstrates that geographic limitations are not a major barrier to achieving clean governance if supported by inclusive and adaptive system design. These findings provide a theoretical contribution to the public management literature on digitalization in regions with high structural challenges.

This study examines how tax knowledge, the use of e-filing systems, and the enforcement of tax penalties influence individual taxpayers’ compliance in filing annual tax returns. Tax compliance is a critical factor for the sustainability of government revenue, yet public compliance rates remain suboptimal. The research employs a quantitative approach with an associative causal design, involving 131 respondents in West Jakarta selected through convenience sampling. The instrument, consisting of a questionnaire with 34 items, was tested for validity and reliability and then analyzed using multiple linear regression with the aid of SPSS. The results of the analysis indicate that tax knowledge, the use of e-filing, and tax penalties have a positive effect—both partially and simultaneously—on compliance with annual tax return filing. These findings underscore the need to improve tax literacy, strengthen the e-filing system, and ensure consistent enforcement of penalties to encourage compliance. This study provides an empirical basis for the development of more inclusive and efficient tax policies and supports the government’s strategy to optimize state revenue by raising taxpayer awareness and fostering a sense of responsibility.

Teachers, as professionals, play a crucial role in managing learning in the classroom. One essential skill that teachers must have is managerial skills, which involve organizing learning activities, setting up the learning environment, and applying suitable methods for learning tasks. In the context of differentiated learning focused on student needs, teacher managerial competence is vital for designing and managing instruction tailored to each student's requirements. Differentiated learning is an approach that emphasizes meeting the needs, interests, and learning styles of individual students. This study was conducted using a literature review method, drawing data from various sources including books, articles, and relevant previous research. The review shows that for successful differentiated learning, teachers need to implement managerial strategies for identifying students’ learning needs, managing content, processes, learning products, and conducting regular formative assessments. Furthermore, teachers must create an environment that supports the learning process through strong collaboration among students, between teachers and students, and with parents. Therefore, improving teacher managerial skills is one way to achieve inclusive learning and accommodate student diversity.

Multicultural education offers hope in addressing various social tensions that have emerged in recent times, as it is an educational approach that consistently upholds values, beliefs, heterogeneity, plurality, and diversity in all aspects of education. This study aims to describe the implementation of multicultural inclusive learning in developing students’ moral character and to identify the challenges of its implementation at MIN 2 Gunungkidul Yogyakarta. The study employed a qualitative approach with a case study design. Data were collected through observation, interviews, and documentation involving the principal, teachers, and students as sources of information. The data were analyzed through data collection, data reduction, data display, and conclusion drawing or verification. The findings show that multicultural inclusive learning was implemented through the habituation of the 5S values (smiling, greeting, addressing, politeness, and courtesy), inclusive classroom arrangement for students with special needs, and the strengthening of discipline, responsibility, independence, care, and religious activities within the madrasah environment. These practices contributed to a warmer learning atmosphere, acceptance of differences, and social interaction between regular students and students with special needs. The main challenges included the limited availability of special assistant teachers, teachers’ limited competence in handling students with special needs, and insufficient inclusive learning facilities

This study aims to examine the development of teachers’ multicultural competence at SMA Ta'miriyah Surabaya. The study employed a qualitative approach using a case study design. Data were collected through interviews, observations, and documentation involving the principal and teachers as research informants. Data analysis applied the interactive model of Miles, Huberman, and Saldana, which consisted of data condensation, data display, and conclusion drawing. The findings revealed that the development of teachers’ multicultural competence at SMA Ta'miriyah was carried out through three main pathways. First, training programs that implicitly integrated multicultural values into general educational programs, such as the teacher mobilization program. Second, organizational development grounded in Islamic values as the foundation for fostering tolerance and respect for diversity, implemented through curriculum integration, school regulations, teacher role modeling, and collaboration among teachers. Third, career development, which remained primarily focused on academic aspects and had not explicitly incorporated indicators of multicultural competence. Teachers’ multicultural competence at SMA Ta'miriyah was reflected in three main dimensions. In terms of knowledge, teachers acquired understanding through teaching experience, formal education, and training. In terms of attitudes, teachers demonstrated tolerant and inclusive behavior when interacting with students from diverse cultural and ethnic backgrounds. In terms of skills, teachers were able to manage classroom diversity harmoniously through adaptive and responsive pedagogical approaches that accommodated students’ differences.

Indonesia’s multicultural diversity poses serious challenges in maintaining social harmony, marked by increasing cases of intolerance driven by differences in ethnicity, religion, and culture. Education, particularly civics (PPKn), plays a strategic role in instilling tolerance values from an early age. This study aims to analyze the strategies used by elementary school teachers in cultivating tolerance attitudes through PPKn  learning, identify the implementation of tolerance values in classroom activities and student social interactions, and reveal the challenges faced by teachers along with effective and contextual learning strategies. This study employed a qualitative descriptive approach based on library research, collecting data from accredited scientific journals published between 2021 and 2025, sourced from databases including google scholar, DOAJ, and sinta- indexed journals. Data were analyzed using descriptive qualitative analysis through stages of data reduction, data presentation, and conclusion drawing, with source triangulation appliet to ensure validity. The findings reveal that affective teachers employ a holistic approach encompassing cognitive, affective, and psychomotor domains, consistent with Bloom’s revised taxonomy. Teachers serve not only as knowledge transmitters but also as moral role models, as supported by Bandura’s Social Learning Theory. Implementation is carried out through three channels: intracurricular, co-curricular, and extracurricular activities. Key challenges include dominance of cognitive approaches, limited understanding of multicultural education, and negative influencesof social media. This study implies the urgent need for continuous professional training for PPKn teachers, differentiated and inclusive learning design, and active collaboration between schools and families to strengthen the internalization of tolerance values in elementary school students.

Inclusive education aims to provide equal learning opportunities for all students, including those with special needs, within regular educational settings. However, mathematics learning in inclusive classrooms remains challenging because mathematical concepts are often abstract and require logical reasoning that may not be easily accessible to learners with diverse cognitive characteristics. Ethnomathematics has emerged as an alternative approach by integrating cultural practices, local wisdom, and students’ daily experiences into mathematics instruction, creating more meaningful and accessible learning environments. This study aims to analyze the development, implementation patterns, opportunities, and research gaps related to ethnomathematics in inclusive mathematics learning. A literature review method was employed by examining scientific publications from 2020–2025 obtained from Google Scholar, Scopus, ERIC, Springer, and ProQuest databases. Data were analyzed through content analysis involving reduction, classification, interpretation, and synthesis. The findings indicate that ethnomathematics has been implemented through cultural artifacts, digital teaching materials, and project-based contextual learning. The approach supports inclusive learning through multi-representational access, instructional adaptations, scaffolding strategies, and collaborative teaching practices aligned with Universal Design for Learning principles. Furthermore, ethnomathematics enhances students’ motivation, conceptual understanding, mathematical literacy, and cultural identity. Nevertheless, studies focusing on disability-specific adaptations and long-term learning outcomes remain limited and require further investigation.

This study examines the effect of digital banking transformation on financial inclusion in emerging economies, using Indonesia as a case study. Digital banking transformation refers to the technological development of banking services, including accessibility, transaction speed, system security, service integration, and the availability of user-relevant financial features. Financial inclusion is defined as individuals’ ability to access, use, and benefit from formal financial services in an easy, secure, affordable, and sustainable way. This research employs a quantitative explanatory design. Data were collected through structured questionnaires distributed to users of mobile banking, internet banking, digital bank applications, and digital payment services in Indonesia. Respondents were selected using purposive sampling with criteria of being at least 17 years old, residing in Indonesia, and having used digital banking services within the last six months. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that digital banking transformation has a positive and significant effect on financial inclusion, with a path coefficient of 0.684, a t-value of 14.276, and a p-value of 0.000. The R-square value of 0.468 shows that 46.8% of the variance in financial inclusion is explained by digital banking transformation. These findings suggest that digital banking expands access to financial services, increases usage of formal financial products, and reduces barriers related to distance and cost. However, its effectiveness still depends on digital literacy, security, trust, infrastructure, and consumer protection. The study implies that banks and regulators should strengthen inclusive, secure, and affordable digital financial services for underserved communities.

This article discusses the issue of self-confidence crisis among students of class XI-4 at SMAN 8 Medan in expressing their opinions during the learning process. This phenomenon leads to passive classroom interaction, where students tend to remain silent, hesitant to ask questions, and afraid to answer due to psychological barriers in the form of speech anxiety. The purpose of this article is to identify the factors causing low self-confidence, describe the behavioral manifestations of anxiety, and design an interactive, solution-oriented strategy. The methodology employed is a descriptive qualitative approach, with data collection techniques including open-ended questionnaires distributed to 35 students, in-depth interviews with the subject teacher, and field documentation. The results indicate that students' low self-confidence is predominantly driven by internal factors, such as the fear of negative evaluation and physical responses like nervousness or trembling. Furthermore, a rigid teaching approach in the classroom influences students' willingness to speak by up to 80%. As a solution, the implementation of an innovative strategy through the "Talk or Challenge" game using a paper ball relay proved effective in reducing speech anxiety, triggering instant critical thinking skills, and fostering a supportive, inclusive, and collaborative peer-support ecosystem.

This study examines the tradition of nikah malem songo within the framework of cultural Islam as a form of acculturation between Islamic teachings and local traditions in the coastal community of Tuban, East Java. The research aims to analyze the acculturation process, identify the religious and cultural values embedded in the tradition, and explore its relevance in contemporary society. A qualitative descriptive approach with a case study design was employed. Data were collected through observation, in-depth interviews, and documentation involving religious leaders, community figures, and local residents. The findings show that nikah malem songo reflects a harmonious integration of Islamic principles and local cultural practices while maintaining the essential requirements of Islamic marriage. The tradition also contains symbolic elements, such as selecting a sacred time believed to bring blessings. In addition, the practice serves as a social mechanism that strengthens community solidarity, reinforces cultural identity, and transmits values across generations. Although challenged by modernization, globalization, and puritan religious views, the tradition continues to survive through reinterpretation and selective preservation. The study concludes that nikah malem songo represents an inclusive and contextual form of Islam capable of adapting to changing social dynamics.

The rapid advancement of artificial intelligence (AI) has significantly altered the landscape of business decision-making, particularly for Micro, Small, and Medium Enterprises (MSMEs) in Indonesia. Despite their critical role in economic growth and employment generation, MSMEs frequently encounter substantial barriers related to technological adoption, digital literacy, and resource allocation. This research systematically investigates the utilization of artificial intelligence as a responsive innovation mechanism designed to optimize decision-making processes within the MSME sector. By employing a comprehensive systematic literature review methodology, analyzing peer-reviewed publications from globally recognized academic databases between 2018 and 2024, this study delineates the multifaceted benefits, complex challenges, and contextualized adoption strategies associated with AI integration. The findings reveal that artificial intelligence holds transformative potential for enhancing operational efficiency, refining predictive analytics, and sustaining long-term competitiveness. Conversely, critical challenges, including inadequate digital infrastructure, financial constraints, and organizational resistance, remain pervasive obstacles. Consequently, the study advocates for a gradual, responsive innovation approach that aligns technological adoption with specific business needs and environmental pressures. The insights derived from this research offer substantial theoretical and practical implications, providing a strategic framework for policymakers and MSME owners to accelerate digital transformation inclusively.

Religious radicalism in the school environment has become an increasingly important issue due to its potential to influence students’ mindsets, attitudes, and behaviors. This study aims to examine anticipatory efforts to prevent the development of radical religious ideologies and behaviors within schools. The research employs a qualitative approach with a descriptive design, utilizing data collection techniques such as interviews, observations, and document analysis. The findings indicate that anticipatory efforts can be implemented through strengthening character education, integrating values of religious moderation into the curriculum, enhancing the role of teachers as agents of guidance, and fostering active involvement of parents and the community. Furthermore, creating an inclusive, tolerant, and dialogical school environment is a crucial factor in countering radicalism. In conclusion, preventing religious radicalism in schools requires a holistic approach involving all elements of education in a sustainable manner. This study is expected to serve as a reference for educational institutions in formulating effective preventive strategies against religious radicalism.

Diabetes mellitus, as a persistent non-infectious metabolic pathology increasingly prominent in the global epidemiological spectrum, is fundamentally characterized by dysfunctional hyperglycemia rooted in primary disruptions of pancreatic insulin hormone synthesis or peripheral resistance to its biological action, thereby inducing dynamic imbalances in gluconeogenesis and glycolysis pathways; amid the hypothesis that body mass index (BMI) as a measure of central adiposity potentially mediates variability in serum glucose levels, this quantitative observational study with a cross-sectional design rigorously tests the causal relationship between BMI and fasting/random blood glucose concentrations in a cohort of 134 adult subjects with type 2 diabetes mellitus affiliated with primary care services at Puskesmas Bongo II, Boalemo Regency, through an inclusive total sampling recruitment strategy, precision anthropometric measurement instruments (height, weight, WHO BMI categorization), and laboratory-validated glucometric validation, with multivariate inferential processing based on the Chi-Square independence test at a Type I error rate of α=0.05 using the latest edition of the SPSS analytical suite; the demographic profile highlights female gender supremacy (90 individuals, 67.2%), the normoweight group (78 cases, 58.2%), concurrent with substantial glycemic elevation prevalence (78 subjects, 58.2%), but the crucial statistical output reveals a p-value of 0.831 (>0.05) that negates any probabilistically meaningful association, thus the substantive conclusion affirms the non-significance of the BMI-glucose relationship in this local context, while implying the dominance of alternative etiopathogenic factors such as hypercaloric macronutrient intake patterns, deficits in aerobic/anaerobic physical activity, non-adherence to multidisciplinary pharmacological protocols (e.g., metformin/oral hypoglycemics), and a comprehensive management paradigm integrating behavioral education, continuous monitoring, and personalized interventions to mitigate long-term cardiovascular risks across the diabetes mellitus spectrum.

Diabetes mellitus, as a persistent non-infectious metabolic pathology increasingly prominent in the global epidemiological spectrum, is fundamentally characterized by dysfunctional hyperglycemia rooted in primary disruptions of pancreatic insulin hormone synthesis or peripheral resistance to its biological action, thereby inducing dynamic imbalances in gluconeogenesis and glycolysis pathways; amid the hypothesis that body mass index (BMI) as a measure of central adiposity potentially mediates variability in serum glucose levels, this quantitative observational study with a cross-sectional design rigorously tests the causal relationship between BMI and fasting/random blood glucose concentrations in a cohort of 134 adult subjects with type 2 diabetes mellitus affiliated with primary care services at Puskesmas Bongo II, Boalemo Regency, through an inclusive total sampling recruitment strategy, precision anthropometric measurement instruments (height, weight, WHO BMI categorization), and laboratory-validated glucometric validation, with multivariate inferential processing based on the Chi-Square independence test at a Type I error rate of α=0.05 using the latest edition of the SPSS analytical suite; the demographic profile highlights female gender supremacy (90 individuals, 67.2%), the normoweight group (78 cases, 58.2%), concurrent with substantial glycemic elevation prevalence (78 subjects, 58.2%), but the crucial statistical output reveals a p-value of 0.831 (>0.05) that negates any probabilistically meaningful association, thus the substantive conclusion affirms the non-significance of the BMI-glucose relationship in this local context, while implying the dominance of alternative etiopathogenic factors such as hypercaloric macronutrient intake patterns, deficits in aerobic/anaerobic physical activity, non-adherence to multidisciplinary pharmacological protocols (e.g., metformin/oral hypoglycemics), and a comprehensive management paradigm integrating behavioral education, continuous monitoring, and personalized interventions to mitigate long-term cardiovascular risks across the diabetes mellitus spectrum.

The phenomenon of hate speech on social media, particularly on platform X, has intensified alongside the increasing level of public interaction within open and largely unregulated digital spaces. This condition not only generates communicative conflicts but also shapes complex social experiences for individuals, particularly in relation to identity, emotion, and power relations. This study aims to gain an in-depth understanding of how hate speech is constructed, interpreted, and negotiated by users within the context of digital interaction. Employing a qualitative approach with a Critical Discourse Analysis (CDA) design, data were collected through in-depth interviews, non-participant observation, and digital document analysis involving 10–15 active users of platform X who have experienced hate speech. Data were analyzed thematically by identifying patterns of meaning emerging from participants’ experiences. The findings reveal three major themes: hate speech as a lingering yet normalized emotional experience; discourse as a site for the reproduction of power and identity delegitimization; and self-negotiation strategies employed by participants to survive within digital spaces. These findings indicate that hate speech operates not only at the linguistic level but also in shaping users’ social and psychological realities. Theoretically, this study reinforces Critical Discourse Analysis by emphasizing the importance of subjective experience in interpreting discursive practices. Practically, it contributes to the development of digital literacy, content moderation policies, and efforts to create more inclusive and reflective communication spaces in the digital era.

In multilingual English as a Foreign Language (EFL) classrooms, students often draw on multiple linguistic resources to support comprehension and interaction during collaborative learning activities. However, translanguaging practices within structured cooperative learning techniques, such as the Jigsaw method, remain underexplored in Indonesian higher education contexts. This study investigates how students employ translanguaging during Jigsaw-based collaborative activities and how they perceive its role in supporting their participation and understanding in an Indonesian EFL classroom. The study adopted a qualitative classroom-based case study design conducted at a pesantren-based university in East Java, Indonesia. Data were collected through semi-structured interviews with five fifth-semester students who participated in Jigsaw learning activities across different English-related courses. The data were analyzed using thematic analysis to identify patterns in students’ language practices and perceptions. The findings reveal that translanguaging played several important roles in facilitating collaborative learning. First, students used translanguaging to clarify complex concepts and ensure shared understanding during group discussions. Second, translanguaging functioned as peer scaffolding, enabling students to assist classmates by explaining ideas and translating unfamiliar terms. Third, the flexible use of multiple languages helped reduce anxiety and encouraged more active participation in group interaction. Finally, students expressed positive perceptions toward translanguaging, viewing it as a helpful strategy that supported comprehension while still maintaining the importance of English for academic communication. These findings suggest that integrating translanguaging into cooperative learning strategies such as the Jigsaw technique can create more inclusive and interactive learning environments in multilingual EFL classrooms.