Financial inclusion facilitates transactions for micro and small entrepreneurs, so that their businesses can run more smoothly. This study examines the use of financial technology in Micro, Small, and Medium Enterprises (MSMEs). The approach applied in this article is a qualitative approach with a library study or Library Research. The references used come from studies in national and international reputable scientific articles that are in accordance with the research topic. Based on the literature review in the results and discussion, it can be concluded that financial services based on financial technology contribute positively to financial inclusion in Micro, Small, and Medium Enterprises. The impact on MSMEs, in the early stages, the use of Fintech products and services is a crucial period, where special attention is needed to the learning process, adjustments, and proper risk management so that Fintech can be utilized optimally for business sustainability. Fintech providers need to convey information accurately and carry out effective socialization to maintain user trust since the products and services were first introduced.

Various studies show that learning evaluation instruments in the field still dominantly emphasize memorization aspects and do not fully measure students' higher-level thinking skills. The mismatch between learning objectives and evaluation instruments has an impact on the low validity of learning outcomes. This research aims to identify fundamental principles in the development of test-based evaluation instruments and assess their effectiveness in representing learning outcomes. This research adopts qualitative method with descriptive-analytical research type and uses literature review technique. Data were collected through documentation study of national journal articles, textbooks, and relevant digital documents. The technique applied to analyze the data was content analysis. The findings of this study indicate that an effective evaluation instrument must fulfill the principles of validity, reliability, objectivity, and practicality, and be supported by the principles of integration, pedagogical value, accountability, and continuity. Instruments built based on these principles not only act as instruments for measuring cognitive achievement, but also as reflection tools that encourage the spirit of learning and continuous improvement of teaching.
 

This activity aims to increase awareness of children, parents, and teachers about the importance of choosing healthy snacks for the health and development of children at Wadi Fatimah Kindergarten.. The counseling program involved 73 children and utilized interactive methods such as PowerPoint presentations, educational animated videos, food replicas, group discussions, and practical simulations. The results showed a significant increase in children's understanding of healthy snacks, from 35% to 82%, as well as increased parental and teacher involvement in guiding snack choices. The methods used proved effective in creating an engaging and meaningful learning experience. This study recommends periodic evaluations and further collaboration to sustain long-term impacts.

Students need to be equipped with employability, which leads to individual efforts to utilize their knowledge and skills to the fullest to find and maintain employment. One strategy to meet employability standards from companies or recruiters is to increase emotional intelligence. Individuals who have a high level of emotional intelligence will be more confident in displaying their employability. This study aims to determine the relationship between emotional intelligence and employability in students participating in the UNNES PRIGEL MBKM program. The approach used was quantitative correlation and involved 350 students selected through quota sampling. Research data were taken using the employability scale and the Schutte Emotional Intelligence Scale (SEIS). Furthermore, the data were analyzed using Pearson's Product Moment correlation technique. This study obtained the results of the emotional intelligence and employability correlation test, which resulted in a count value = 0.626 with a significance value of p = 0.001 and p < 0.05. These results indicate a relationship between emotional intelligence and employability in college students.

Islamic religious education in schools plays an important role in instilling religious values through effective communication between teachers and students and using appropriate media. This study aims to analyze the influence of communication styles (verbal and non-verbal) and communication media (print and electronic) of Islamic Religious Education teachers on students' religious attitudes in schools. The approach used is an associative quantitative approach to explore the relationship between these variables. Data collection was conducted using a questionnaire with a Likert scale, selected to measure students' religious attitudes objectively. The research sample comprised 86 respondents, chosen through purposive sampling with specific criteria, such as students actively participating in lessons and at specific grade levels. The data obtained were analyzed using SPSS, involving validity and reliability tests, classical assumptions, and multiple linear regression (including t-test and F-test). The analysis results show that the teachers' communication style has a significant and positive effect on students' religious attitudes (Sig. 0.000). In contrast, the communication media shows a significant but negative effect (Sig. 0.004). Simultaneously, both variables significantly affect students' religious attitudes (F-test, Sig. 0.000). These findings indicate that although a good communication style can improve students' religious attitudes, inappropriate communication media may negatively affect those attitudes. Therefore, teachers need to choose the right communication style and media, considering the context and characteristics of the students, to support the optimal development of religious character. 

This research aims to describe competitive advantage which focuses on competitive strength, competitive area, and competitive results in improving the quality of Islamic education at SMAS Islam Sunan Gunung Jati Ngunut Tulungagung. This research uses a qualitative approach with a field study type. The method used in this research is descriptive with data collection techniques using in-depth interviews, observation, and documentation. The data analysis technique in this research was carried out in three stages, namely data condensation, data presentation, and verification of findings. Checking the validity of data in research uses extension and persistence of participation. The results of this research show that (1) the competitive strength of SMAS Islam Sunan Gunung Jati Ngunut Tulungagung refers to its advantages and differentiates it from competitors, thereby providing a competitive advantage in the market. (2) The competitive area includes certain market segments or the entire market targeted by educational institutions. (3) Then the competitive results are reflected in the institution's ability to attract prospective students, provide quality education, and meet the needs of students and parents effectively.

Pancasila Education plays an important role in shaping the character of Indonesia's young generation amidst the challenges of globalization and technological advancement. The purpose of this research is to understand how Pancasila education can help the younger generation comprehend and internalize the values of Pancasila in their daily lives. The method used is qualitative analysis with a literature study approach. Data were collected from various literary sources, such as books, scientific journals, articles, and other reliable sources. The research results show that more than 70% of the young generation in Indonesia experience difficulties in understanding and applying Pancasila values. The lack of instilling Pancasila values in the educational curriculum has led to a decline in morals and ethics among the younger generation. Therefore, systematic, innovative, and contextual efforts in Pancasila education are needed to attract the interest of the younger generation and help them deeply understand Pancasila values. The conclusion of this research is that Pancasila education is crucial for the young generation of Indonesia to build a strong and moral national character.
 

<p class="Abstract" align="center"><strong>ABSTRACT</strong></p><p class="Abstract">The fence acts as the first layer in maintaining the security of a building. One of the technologies used to control the opening and closing of the gate is the use of fingerprint sensors. The fingerprint sensor functions by recording and storing a person's fingerprint pattern through the sensor module, then using Arduino to make identification. If the detected fingerprint matches the stored data, the stepper motor will be activated to open the gate. The door will remain open until an object is detected on the track by the infrared proximity sensor, which will then cause the gate to close again. From the results of the tests that have been carried out, it can be concluded that the performance of the automatic turnstile controller prototype is in accordance with the predetermined design. The fingerprint sensor successfully detects five fingerprints that have been recorded, with verification that matches the database, causing the stepper motor to rotate to open the gate. In addition, the fingerprint sensor was also able to identify one fingerprint that was not registered in the database, so the stepper motor was not activated to open the gate. The infrared proximity sensor successfully detects the presence of objects on the track, and the program commands the stepper motor to close the gate. From the results of five tests, the average motor voltage was 5.0 V, the current was 0.0490 A, the rotation was 12.0 rpm, and the time required to open the gate was 5.18 seconds. As for closing the turnstile, the average motor voltage is 4.9 V, current is 0.0488 A, rotation is 11.7 rpm, and the time required is 5.22 seconds. This shows that the prototype has successfully achieved the expected performance.</p><p> </p><p class="IndexTerms">Keywords: Automatic Turnstile, Sensor, Fingerprint, Infrared Proximity, Arduino Uno.</p><p> </p><p class="Abstract" align="center"><strong>ABSTRAK</strong></p><p class="Abstract">Pagar berperan sebagai lapisan pertama dalam menjaga keamanan suatu bangunan. Salah satu teknologi yang digunakan untuk mengontrol pembukaan dan penutupan pintu pagar adalah penggunaan sensor sidik jari. Sensor sidik jari berfungsi dengan cara merekam dan menyimpan pola sidik jari seseorang melalui modul sensor, kemudian menggunakan Arduino untuk melakukan identifikasi. Jika sidik jari yang dideteksi sesuai dengan data yang tersimpan, motor stepper akan diaktifkan untuk membuka pintu pagar. Pintu akan tetap terbuka sampai ada objek yang terdeteksi di lintasan oleh sensor proximity infrared, yang kemudian akan menyebabkan pintu pagar tertutup kembali. Dari hasil pengujian yang telah dilakukan, dapat disimpulkan bahwa kinerja prototipe pengendali pintu pagar otomatis sesuai dengan perancangan yang telah ditetapkan. Sensor sidik jari berhasil mendeteksi lima sidik jari yang telah direkam, dengan verifikasi yang sesuai dengan database, mengakibatkan motor stepper berputar untuk membuka pintu pagar. Selain itu, sensor sidik jari juga mampu mengidentifikasi satu sidik jari yang tidak terdaftar dalam database, sehingga motor stepper tidak diaktifkan untuk membuka pintu pagar. Sensor proximity infrared berhasil mendeteksi keberadaan objek di lintasan, dan programnya memerintahkan motor stepper untuk menutup pintu pagar. Dari hasil pengujian sebanyak lima kali, diperoleh rata-rata tegangan motor sebesar 5,0 V, arus sebesar 0,0490 A, putaran sebesar 12,0 rpm, dan waktu yang dibutuhkan untuk membuka pintu pagar adalah 5,18 detik. Sedangkan untuk menutup pintu pagar, rata-rata tegangan motor adalah 4,9 V, arus 0,0488 A, putaran 11,7 rpm, dan waktu yang dibutuhkan adalah 5,22 detik. Ini menunjukkan bahwa prototipe telah berhasil mencapai kinerja yang diharapkan dan dapat digunakan secara efektif dalam aplikasi sehari-hari.</p>

<p><em>The use of robotics to cut grass has been widely used to make it easier and reduce the risk of danger from being hit by cutting blades. Robotic lawn mowers can replace conventional lawn mowers in terms of efficiency and safety in use. In this research, a grass cutting robot will be designed, which will be controlled remotely using a remote control. The drive on the lawn mower robot uses a DC Gearbox motor for forward and reverse movement, a DC Servo motor for turning right and left, and a DC RS 755 motor for movement or to rotate the lawn mower blade. From the results of the tests that have been carried out, the driving performance of the grass cutting robot is in accordance with the design. For forward and reverse movement, the remote control can remotely control the DC Gearbox motor, and the robot lawn mower motor has forward and reverse movement. Where for the forward movement speed of step 1, the speed is 287 rpm - 489 rpm with a torque of 1.1651 Nm - 0.6838 Nm. For step 2 forward movement speed, the speed is 608 rpm - 1,200 rpm with a torque of 0.5500 Nm - 0.2787 Nm. Then for step 1 reverse movement speed, the speed is 432 rpm - 631 rpm with a torque of 0.7741 Nm - 0.5299 Nm. For step 2 reverse movement speed, the speed is 973 rpm - 1,071 rpm with a torque of 0.3437 Nm - 0.3122 Nm. Then for right and left turning movements, the remote control can remotely control the DC Servo motor, and the grass cutting robot has turned right and left. Where for the robot's turning movement to the right and left, step 1 at a speed of 287 rpm - 489 rpm gets a turning angle of 30° with a turning radius of 180°, and step 2 at a speed of 608 rpm - 1,200 rpm gets a turning angle of 20° with a turning radius. 180°. Furthermore, for the movement of the lawn mower blade, the remote control can remotely control the RS 755 DC motor, and the lawn mower blade on the robot rotates. Where for the step 1 grass cutter blade movement speed, the speed is 172 rpm - 229 rpm with a torque of 1.9442 Nm - 1.4602 Nm. For step 2 grass cutter blade movement speed, the speed obtained is 806 rpm - 918 rpm with a torque of 0.4149 Nm - 0.3643 Nm. For step 3 grass cutting blade movement speed, the speed is 976 rpm - 1,147 rpm with a torque of 0.3426 Nm - 0.2915 Nm.</em> </p><p> </p><p class="IndexTerms"><strong>Keywords</strong>: Mover, Robot, Lawn Mower.</p><p class="Abstract" align="center"><strong> </strong></p><p class="Abstract" align="center"><strong>ABSTRAK  </strong></p><p class="Abstract">Penggunaan robotika untuk memotong rumput sudah banyak dilakukan untuk memudahkan serta mengurangi resiko bahaya terkena pisau pemotong. Robot pemotong rumput dapat menggantikan mesin potong rumput konvensional dalam hal efisiensi serta keamanan dalam penggunaaan. Pada penelitian ini akan dirancang penggerak robot pemotong rumput, yang dikendalikan yang dikendalikan dari jarak jauh menggunakan remote control. Penggerak pada robot pemotong rumput menggunakan motor DC Gearbox untuk gerakan maju dan mundur, motor DC Servo untuk gerakan belok ke kanan dan ke kiri, dan motor DC RS 755 untuk gerakan atau untuk memutar pisau pemotong rumput. Dari hasil pengujian yang telah dilakukan, kinerja penggerak pada robot pemotong rumput sesuai dengan perancangan. Untuk gerakan maju dan mundur, remote control dapat mengendalikan dari jarak jauh motor DC Gearbox, dan robot pemotong rumput motor telah bergerak maju dan mundur. Dimana untuk kecepatan gerakan maju step 1 didapatkan kecepatan 287 rpm -  489 rpm dengan torsi 1,1651 Nm - 0,6838 Nm. Untuk kecepatan gerakan maju step 2 didapatkan kecepatan 608 rpm - 1.200 rpm dengan torsi 0,5500 Nm - 0,2787 Nm. Kemudian untuk kecepatan gerakan mundur step 1 didapatkan kecepatan 432 rpm - 631 rpm dengan torsi 0,7741 Nm - 0,5299 Nm. Untuk kecepatan gerakan mundur step 2 didapatkan kecepatan 973 rpm - 1.071 rpm dengan torsi 0,3437 Nm - 0,3122 Nm. Kemudian untuk gerakan belok ke kanan dan ke kiri, remote control dapat mengendalikan dari jarak jauh motor DC Servo, dan robot pemotong rumput telah belok ke kanan dan ke kiri. Dimana untuk gerakan belok ke kanan dan ke kiri robot step 1 saat kecepatan 287 rpm -  489 rpm didapatkan sudut belok 30° dengan radius putar 180°, dan step 2 saat kecepatan 608 rpm - 1.200 rpm didapatkan sudut belok 20° dengan radius putar 180°. Selanjutnya untuk gerakan pisau pemotong rumput, remote control dapat mengendalikan dari jarak jauh motor DC RS 755, dan pisau pemotong rumput pada robot telah berputar. Dimana untuk kecepatan gerakan pisau pemotong rumput step 1 didapatkan kecepatan 172 rpm - 229 rpm dengan torsi 1,9442 Nm - 1,4602 Nm. Untuk kecepatan gerakan pisau pemotong rumput step 2 didapatkan kecepatan 806 rpm - 918 rpm dengan torsi 0,4149 Nm - 0,3643 Nm. Untuk kecepatan gerakan pisau pemotong rumput step 3 didapatkan kecepatan 976 rpm - 1.147 rpm dengan torsi 0,3426 Nm - 0,2915 Nm. </p>

<p class="Abstract">The tool used to carry goods is a trolley. To simplify the process of carrying goods using a trolley, the trolley can be combined with robot technology. In order for the trolley robot to see objects or the surrounding atmosphere, it needs a sense that can be integrated with a sensory system that can sense the presence of an object, namely an ultrasonic sensor. An ultrasonic sensor is a device that captures the motion of an object and converts it into a sound reflection that can be read and processed by a computer. This sound reflection is an input signal that will be processed on a computer to produce information that is useful for certain purposes on the system. From the results of the tests that have been carried out, the performance of the Arduino Uno DIP-based automatic robot carrier prototype with ultrasonic sensors is in accordance with the design. Where for advanced control, the ultrasonic sensor still responds well to hand objects, bags, hats, plastic, clothes, and books, at a distance of 50 cm. Then for the right turn and left turn control, the ultrasonic sensor responds well to objects at a distance of 5 cm, and for reverse control, the ultrasonic sensor still responds well to objects at a distance of 11 cm-20.5 cm. Furthermore, the ultasonic sensor still responds well in reading hand objects at a distance of 50 cm, when given a load with a weight of 1.0 kg-3.0 kg, where the prototype still moves forward even though it starts to become unstable and experiences a decrease in speed. When given a load of 3.5 kg, the prototype does not move forward or has an error. So it can be concluded that the maximum load of the goods carrier robot prototype is 3 kg.</p><p> </p><p class="IndexTerms"><strong>Keywords</strong>: Design, Prototype, Carrier, Arduino, Ultrasonic Sensor.</p><p> </p><p class="Abstract" align="center"><strong>ABSTRAK</strong></p><p class="Abstract">Alat bantu yang digunakan untuk membawa barang adalah troli. Untuk mempermudah proses membawa barang dengan menggunakan troli, maka troli dapat dikombinasi dengan teknologi robot. Supaya robot troli dapat melihat objek atau suasana sekitarnya dibutuhkan sebuah indra yang dapat terintregasi dengan sistem indra yang dapat merasakan keberadaan suatu objek, yaitu sensor ultrasonik. Sensor ultrasonik merupakan perangkat yang berfungsi menangkap gerak suatu objek dan mengubahnya ke dalam bentuk refleksi bunyi yang dapat dibaca dan diproses oleh komputer. Refleksi bunyi ini merupakan sinyal masukan yang akan diproses pada komputer dapat menghasilkan informasi yang berguna untuk keperluan tertentu pada sistem. Dari hasil pengujian yang telah dilakukan, kinerja prototipe robot pembawa barang otomatis berbasis Arduino Uno DIP dengan sensor ultrasonic sesuai dengan perancangan. Dimana untuk kontrol maju, sensor ultrasonic masih merespon dengan baik terhadap objek tangan, tas, topi, plastik, baju, dan buku, pada jarak 50 cm. Kemudian untuk kontrol belok kanan dan belok kiri, sensor ultrasonic merespon dengan baik terhadap objek pada jarak 5 cm, dan untuk kontrol mundur, sensor ultrasonic masih merespon dengan baik terhadap objek pada jarak 11 cm-20,5 cm. Selanjutnya sensor ultasonic masih merespon dengan baik dalam membaca objek tangan pada jarak 50 cm, saat diberi beban dengan berat 1,0 kg-3,0 kg, dimana prototipe masih bergerak maju walaupun mulai tidak stabil dan mengalami penurunan kecepatan. Pada saat diberi beban 3,5 kg, prototipe tidak bergerak maju atau error. Sehingga dapat disimpulkan bahwa beban maksimal prototipe robot pembawa barang adalah 3 kg.</p>