The Child Identity Card (KIA) policy is one of the policies that has been issued by the government in accordance with Minister of Home Affairs Regulation Number 2 of 2016. The policy regarding child identity cards (KIA) started in 2016 in each Regency/City, while the implementation of this policy is implemented in Karimun Regency itself started in May 2018. In its implementation there were several problems that emerged where there were still many children under the age of 17 who still did not have a child identity card (KIA), of course this was not in line with the number of children in Karimun Regency which each year is increasing. The aim of this research is to determine the implementation of the child identity card (KIA) policy and to find out what are the inhibiting factors. The research method used in this research is a qualitative descriptive method. The data collection techniques used were observation, interviews and documentation. This research uses the main theory of Edward III, seen from 4 variable indicators that can influence the implementation of a policy. The results of the research show that the implementation of the child identity card (KIA) policy by the Population and Civil Registration Service of Karimun Regency, when viewed from the communication aspect, has run optimally. Judging from the aspect of resources, it is quite competent, and in terms of quality it is adequate. Judging from the disposition aspect, the officers/employees uphold high enthusiasm in implementing policies and carrying out their assigned tasks. Then, if we look at the bureaucratic structure aspect, officers/employees can always manage well in collaborating with each other. The inhibiting factor in this research is that the availability of budget to finance blanks is still relatively lacking, many applicants for child identity cards (KIA) have not yet completed the requirements, so this makes it difficult for officers/employees to process them.

This research aims to determine the effect of Montessori learning media on mathematical problemsolving abilities. This research method is experimental with regression analysis techniques. The research sample consisted of 70 Bina Bangsa Vocational School students in South Tangerang City who were taken using a simple random sampling technique. The instrument for measuring mathematical problem solving uses a descriptive test of 5 questions. The results of the research show that there is a significant positive influence of Montessori learning media on mathematical problemsolving abilities with a value of tcount (3.61889) > ttable (3.13167).
 

Culinary business is an economic sector that continues to grow, especially in the food business made from Tahu Walik. This study aims to explore and analyze the development potential of Tahu Walik culinary businesses through an entrepreneurial approach. Data were collected through in-depth interviews with business owners and direct observation at the business location related to marketing and management strategies that have been implemented. The results showed that the entrepreneurial approach plays an important role in the development of the Tahu Walik culinary business. In addition, there is the potential and uniqueness of Tahu Walik as a culinary product as well as supporting factors and obstacles in the implementation of the Tahu Walik culinary business. By utilizing the potential and uniqueness of the product and overcoming existing obstacles, the Tahu Walik industry can continue to grow and contribute to the preservation of Indonesia's culinary culture and the country's economic growth.
 

Permasalahan utama yang dihadapi guru-guru di SMK Negeri 7 Yogyakarta ialah belum pernah mengikuti pelatihan pengembangan media pembelajaran menggunakan Canva. Media pembelajaran yang sering digunakan oleh guru adalah Powerpoint, sehingga perlu adanya pelatihan untuk memberikan alternatif media pembelajaran interaktif dengan menggunakan Canva. Setelah mengikuti pelatihan ini, diharapkan guru terampil dalam mengembangkan media pembelajaran interaktif menggunakan Canva. Pelatihan diselenggarakan dengan ceramah, tanya jawab, dan praktik. Ketercapaian dari kegiatan pelatihan ini meliputi: (1) 90% peserta pelatihan memahami konsep media pembelajaran interaktif, (2) 90% peserta memahami pengembangan media pembelajaran interaktif, (3) 90% peserta menguasai materi pelatihan dnegan baik, (4) peserta mengumpulkan hasil media pembelajaran interaktif menggunakan Canva yakni terdapat 21 media pembelajaran interaktif berupa presentasi dengan Canva yang dibuat oleh peserta.