This study aims to create and develop a product in the form of a differentiation-based inquiry learning method on the subject of economic problems in the accounting expertise program at SMK. The purpose of differentiation learning is to provide a learning experience that is in accordance with the level of readiness, interests, and individual learning styles of students. This study adopts the Research and Development (RnD) approach that adopts the 4D (Four-D) development procedure. The data used is factual data that has been implemented so far. This study did not use a trial but FGD ( Focus Group Discussion) by expert practitioners and academics . In addition, this study was also conducted to determine the activeness of students in differentiation learning in economics learning at SMK. This study was conducted at SMK Kudus Regency, namely SMK N 1 Kudus and SMK PGRI 1 Kudus. The results of this study are in the form of a differentiation-based inquiry learning method , the product is equipped with (1) Differentiation-based inquiry learning method; (2) Differentiation-based inquiry learning method guide; (3) Teaching Guide for differentiation-based inquiry learning economics learning that has been developed has been valid (qualified) to be used as a teaching guide for class XI economics learning in the accounting expertise program at SMK. The characteristics of the method developed are inquiry learning methods based on differentiation of economic problem topics. The products developed are teaching guides and design of inquiry learning methods based on differentiation. The results of the FGD showed that an average of 93% was obtained which was categorized as "very feasible" for the final model. The suggestion of this research is to apply the differentiation-based inquiry learning method to the results of this research for teachers to be able to use this method, they must pay attention to the characteristics of each student, class characteristics, facilities, etc. So that the differentiation-based inquiry learning method can be used effectively.

The number of pesantren in Indonesia is vast and has contributed to economic development and growth. The development of pesantren today is about providing entrepreneurial provisions for students (santri) so that they will be ready to enter the community by having the ability to act creatively and innovatively. This research intends to strengthen students' social entrepreneurship intentions by applying motivational training based on developing self-potential. The research to be carried out is experimental research with quasi-experimental research techniques (quasi-experimental design). The research was conducted at the Pondok Pesantren as Salafy Al Asror, Semarang City, Central Java, Indonesia. The data collection techniques used are tests, observations, and interviews. The results indicated that managerial ability, motivational ability, creativity, and communication significantly affect the intention of the student to pursue social entrepreneurship. This research also develops an entrepreneurial model for students by utilizing the abilities possessed by students, namely managerial abilities, motivation, creativity, and communication. The model developed was tested differently and, based on the model developed, was effective in increasing the intention of students to pursue social entrepreneurship. Thus, this research has contributed to creating social enterprise intentions in students through the students' self-potential.

The Omah Sawah community focuses on environment-based education for children aged 7-13 years. One of the activities is a weekly school held at the Omah Sawah Pavilion every weekend. Activities include environmental observation, flora-fauna identification, yoga, natural batik dyeing introduction, and writing. The limited skills of facilitators, consisting of teenage alumni of Omah Sawah, in innovating learning, and the lack of supporting facilities at Omah Sawah pose challenges. One alternative to enhance learning innovation and instructor skills is by introducing and studying Photovoice. This community service began with preparation, including permission requests and field surveys, followed by curriculum development training using the Photovoice method through lectures and practice. Evaluation was carried out through pre-test and post-test methods. The results showed an increase in participants' knowledge of the Photovoice method and its use in environmental education.