Electronic money laundering has become a critical issue as a form of cybercrime. Advances in technology demonstrate that digital forensic applications, particularly those utilizing smartphones, can be employed to uncover digital traces of money laundering transactions. This study aims to analyze the relevance of existing legal frameworks, the effectiveness of smartphone forensic techniques, and the challenges faced in their implementation in Indonesia. Based on a review of the literature and regulatory analysis, it was found that legal frameworks such as UU No. 8 of 2010 on the Prevention and Eradication of Money Laundering (TPPU) and UU No. 19 of 2016 on Information and Electronic Transactions (ITE) provide an adequate legal foundation. However, gaps in implementation, such as limited human and technological resources, remain significant obstacles. Forensic techniques, including metadata analysis and device extraction, have shown great potential in identifying the flow of illicit funds. Nonetheless, their application is hindered by data confidentiality and the lack of uniform technical standards. Given the increasing complexity of digital crimes, an integrated approach is required, combining regulatory strengthening with technological capacity building, to enhance the effectiveness of smartphone forensics in addressing electronic money laundering.

This study aims to improve students' mathematics learning outcomes through the implementation of cooperative learning model using the Think Pair Share (TPS) technique. The subjects of the study were the students of class VII-A at SMPN 3 Surabaya. This Classroom Action Research (CAR) was conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages. Data were collected through tests, namely formative tests and post-tests. The results showed a significant improvement in students' mathematics learning outcomes after the application of the Think Pair Share technique. In the first cycle, the average student scores increased significantly compared to before the intervention, with even greater improvements observed in the second cycle. Besides improving learning outcomes, the application of the Think Pair Share technique also had a positive impact on student participation and interaction during the learning process. Students became more active in discussions and helped each other understand the lesson material. Therefore, the Think Pair Share technique has proven effective in enhancing the mathematics learning outcomes of students in class VII-A at SMPN 3 Surabaya.
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