This research examines the influence of development policies on community empowerment in rural areas. Using a mixed-methods approach combining quantitative surveys (n=400) across four diverse rural districts with qualitative interviews (n=40) and focus group discussions (n=12), the study identifies key factors affecting the success of empowerment programs. Findings reveal that community participation in planning phases and equitable access to resources (financial, informational, and material) are fundamental determinants of successful rural empowerment. The research demonstrates that development policies are most effective when they: (1) enable genuine participation beyond mere consultation, (2) build on existing community institutions, (3) address power imbalances within communities, and (4) provide appropriate external facilitation. Statistical analysis shows strong correlations between empowerment outcomes and participation in planning (?=0.73, p<0.001) and access to financial resources (?=0.68, p<0.001). This study contributes to the theoretical understanding of empowerment processes and practical knowledge for policymakers and practitioners seeking to design more effective community development interventions in rural contexts.

Based on observation results, student learning outcomes are still low. This research aims to improve student learning outcomes in Integrated Thematic Learning using the Teams Games Tournament (TGT) learning model. This research was carried out at UPTD SDN 66 Kanjitongan, Kanjitongan Hamlet, Mattiro Tasi Village, Maros Baru District, Maros Regency. The subjects of this research were 19 students in class IIIA UPTD SDN 66 Kanjitongan for the 2023/2024 academic year. The type of research used is Classroom Action Research. Based on the research results, it can be concluded that the application of the Teams Games Tournament (TGT) model in Integrated Thematic Learning can improve the learning outcomes of class III A UPTD students at SDN 66 Kanjitongan. This is shown by the results of the analysis in cycle I, the percentage of students who have reached the Minimum Completeness Criteria is 68.42% and the percentage of students who have not reached the Minimum Completeness Criteria is 31.58%. 2 cycles with the percentage of students who have reached the Minimum Completeness Criteria89.47% and the percentage of students who have not reached the Minimum Completeness Criteria 10.53%.