This study aims to analyze the spatial distribution of the impact of nitrogen residue/diversification on the diversity of aquatic biota and contribute to the management of aquatic ecosystems as a source of life. Water quality sampling was carried out by grab sampling with water quality parameters measured including total nitrogen (TN), ammonia (NH?), nitrate (NO??), and nitrite (NO??). TN analysis was carried out using the Total Kjeldahl Nitrogen (TKN), nitrate, and nitrite calculation methods. NH? was measured using the Flow Injection Analysis method, while NO?? was analyzed using the Cadmium Reduction Method and NO?? with the colorimetric method.Plankton sampling was done by filtering 20 liters of water from the surface layer using a 2-liter bucket. The plankton species diversity index was calculated using the Shannon-Wiener Index method. The effect of environmental factors on nitrogen chemical fertilizer residues in each research location was analyzed using the Principal Component Analysis (PCA). The results showed an increase in ammonia and nitrite residues followed by a decrease in total nitrogen and nitrate concentrations. Seven classes and 22 plankton species were identified, consisting of 18 phytoplankton species and four zooplankton species. The dominant plankton came from Cyanophyceae, Bacillariophyceae, and Chlorophyceae. The highest plankton species diversity index was recorded in Irrigation IX and VII. Based on the study results, plankton diversity at the research location is included in the moderate category. The main environmental factors that influence the presence of plankton in irrigation channels are the concentration of nitrate and nitrogen in the water.

Disaster-prone regions require an education system that equips students with both scientific understanding and disaster preparedness. However, integration of disaster mitigation content into subject-specific learning, particularly physics, remains limited. This study aims to develop and evaluate the effectiveness of physics teaching materials integrated with disaster mitigation education to enhance students’ disaster literacy skills. A mixed-method approach with an exploratory sequential design was employed. The development process followed the 4D model (Define, Design, Develop, and Disseminate) to systematically design and implement teaching materials. The study was conducted in two high schools in South Lampung Regency, Lampung, Indonesia involving four classes (two experimental and two control groups) with a total of 128 students, consisting of 63 students in the experimental groups and 65 in the control groups. The T-test results show that the use of disaster mitigation-based teaching materials had a statistically significant effect on students' disaster literacy abilities, with a significance value of 0.000 (p < 0.05).  Furthermore, the results of the effect size analysis (Cohen’s d = 0.62 and 0.66) fall within the moderate category, confirming that this intervention had a significant impact on enhancing students’ disaster literacy skills related to disaster mitigation. The implementation of this teaching material not only enhances students’ understanding of physics concepts but also increases their awareness and preparedness for disasters, particularly around disaster literacy, making it a strategic innovation in disaster education. This research contributes significantly to the development of disaster education curricula in Indonesia, particularly within the context of physics education.

This study analyzes AI-generated writing assessments' scoring reliability and feedback consistency using ChatGPT. Adopting a mixed-methods approach, 23 student descriptive texts were evaluated across three assessment rounds. Quantitative findings showed high scoring reliability, with an Intraclass Correlation Coefficient (ICC) of 0.93, indicating excellent consistency across repeated evaluations. Qualitative analysis revealed that ChatGPT consistently addressed five core writing criteria—content, organization, vocabulary, language use, and mechanics. However, the feedback varied in focus and detail across rounds, and the absence of reference to prior feedback limited its support for revision as a recursive process. The findings suggest that although ChatGPT demonstrates reliable scoring and generally stable feedback themes, it lacks the continuity to facilitate sustained writing development. To enhance its pedagogical value, AI-based feedback systems should be designed to build upon previous responses, thereby enabling more effective support for students' progressive improvement in writing.

Force is one of the most fundamental concepts in physics, used to describe and explain a wide range of phenomena. Students can use force diagrams to learn about fundamental force concepts and solve problems related to forces. However, a limited study has focused on students’ views in drawing force diagrams. This study aims to explore students’ views about force diagrams while solving physics problems. A qualitative study was conducted to explore students’ views on drawing and using force diagrams when solving force problems, involving 18 physics education students. Before the semi-structured interviews were conducted, the students were given two force problems to solve. All interviews were recorded, transcribed, and coded for analysis. Data from the interview was analyzed using NVivo software. This study identified five themes related to students’ views on force diagrams: purposes, conventions, physics concepts, mathematical concepts, and incomplete diagrams. The most frequently mentioned theme by students was the purpose of drawing force diagrams. Students’ knowledge about force concepts and trigonometry also affected their diagrams. Students had different ways to draw diagrams, either on the dot or on the object, and had reasons for drawing the incomplete force diagrams. These findings suggest that students should possess sufficient knowledge of physics and mathematics to draw force diagrams effectively. Students should also understand when force diagrams are applicable and recognize the advantages of drawing them. This study suggests that to support students' effective understanding of force diagrams, educators should employ appropriate strategies and equip students with the skills to create and utilize force diagrams while learning about force concepts and solving problems.

This study aims to analyze the impact of Green Human Resource Management (GHRM) on Employee Green Behavior (EGB), mediated by Green Work Engagement (GWE) and moderated by Individual Green Values. GHRM plays a crucial role in encouraging employees to engage in environmentally friendly practices, yet its impact on EGB is not always consistent. Using a quantitative-explanatory approach, data were collected through questionnaires with a Likert scale distributed to 66 employees involved in sustainability programs at the resort. The results of this study indicate that GHRM and GWE can influence the EGB, GWE can mediates the relationship between GHRM and EGB, IGV can moderates the relationship between GHRM and EGB. Future studies are encouraged to examine the role of employee ambidexterity as a moderating factor in the relationship between GHRM and GWE on EGB. Moreover, it is recommended that future research adopts a longitudinal design and a mixed-methods approach to provide more in-depth insights into employee environmental behavior.

Despite growing enthusiasm for music examinations, the music education landscape in Malaysia has led to dissatisfaction among music teachers due to limited developmental growth in violin pedagogy. Based on the available literature, a research gap is observed in violin pedagogy and the emotional wellness of music teachers in Malaysia. This qualitative, exploratory, ethnographic research investigates the influence of the Suzuki Violin Method, recognized for its holistic benefits globally, on the emotional well-being of violin teachers in urban areas of Malaysia. Semi-structured interviews with six Suzuki-trained violin teachers are analyzed thematically to examine the effects of the Suzuki method on teachers’ self-identity, focusing on self-efficacy, commitment, agency, and musician-teacher comprehension. Using symbolic interactionism and Wagoner’s framework of music teacher identity, the findings reveal that the Suzuki method fosters a positive teaching identity, contributing to meaningful interactions and positive experiences that result in the teachers’ positive emotional wellness. The study highlights the potential of Suzuki philosophy to enhance both teaching practices and teacher well-being, encouraging the need for wider adoption and promoting awareness of self-reflection and emotional well-being among the teachers involved. Furthermore, this study provides insight into the challenges unique to this demographic, contributing to the development and regeneration of Malaysia’s music education.

Entrepreneurship intention is an attraction to the world of entrepreneurship. This study aimed to analyze the influence of entrepreneurial practices in mediating entrepreneurial knowledge and self-efficacy on the entrepreneurial intention of students at SMK PGRI 01 Semarang. The research method uses a quantitative method. The population of this study was 150 male and female students in grade XI of SMK PGRI 01 Semarang. The sampling technique used the simple random sampling technique. The data collection method used a questionnaire method that had been tested for validity and reliability. The data analysis employed path analysis and hypothesis testing methods. The results of this study indicate that entrepreneurial knowledge has a positive effect on entrepreneurial intention in class XI students of SMK PGRI 01 Semarang, as self-efficacy has a positive effect on entrepreneurial intention in class XI students of SMK PGRI 01 Semarang, entrepreneurial practice has a positive effect on entrepreneurial intention in class XI students of SMK PGRI 01 Semarang, self-efficacy has a positive effect on entrepreneurial intention through entrepreneurial practice, and there is a positive influence of entrepreneurial knowledge and self-efficacy through entrepreneurial practice on entrepreneurial intention in class XI students of SMK PGRI 01 Semarang. This study suggests that schools must optimize entrepreneurial development practices by evaluating existing entrepreneurial practice learning programs, ensuring that they align with the needs and interests of students, and providing knowledge and skills relevant to their field of expertise at SMK PGRI 01 Semarang.

This study aims to analyze the accuracy level of smash shots in badminton extracurricular participants at Junior High School 3 Batumandi, Balangan Regency. This research used a descriptive quantitative method with a population and sample of 15 participants (total sampling). Data were collected using a smash accuracy test, where each participant performed 20 smash attempts evaluated based on the landing position of the shuttlecock using a scoring system ranging from 0 to 5 points. The results showed that 1 participant (6.7%) was in the very good category, 2 participants (13.3%) in the good category, 3 participants (20%) in the fair category, 8 participants (53.3%) in the poor category, and 1 participant (6.7%) in the very poor category. The conclusion of the study is that the accuracy level of smash shots among badminton extracurricular participants at Junior High School 3 Batumandi is categorized as poor. This is mainly because most participants performed smashes from an unprepared position and did not execute preliminary footwork steps.

Grounded in cognitive neuroscience, Brain-Based Teaching (BBT) enhances science instruction by aligning classroom practices with how the brain optimally learns and processes information. This mixed-methods study investigated the effectiveness of BBT in improving Grade 8 students' conceptual understanding of Newton's Laws of Motion. Conducted in a public school in Manila, Philippines, the study involved 51 students who participated in an intervention utilizing BBT strategies, including relaxed alertness, orchestrated immersion, and active processing. Quantitative data were collected through a validated 25-item concept test, daily performance worksheets, and a Student Perception of Instruction Questionnaire (SPIQ). Qualitative data came from student journals and semi-structured interviews. Findings showed a significant improvement in post-test scores (M = 9.35), as confirmed by a paired-sample t-test (t(50) = 3.80, p < .001) and a moderate effect size (Cohen's d = 0.67). Daily worksheets consistently received "Very Good" to "Excellent" ratings. One-way ANOVA results revealed significant differences in post-test scores across prior ability levels (F(2, 48) = 10.07, p < .001, ?² = .30), suggesting that BBT's effectiveness varied depending on students' initial competence. The SPIQ survey revealed positive perceptions, with the highest mean score (3.6) indicating student satisfaction with the classroom environment and instructional support. Thematic analysis identified three key themes: enhanced instruction through various classroom activities, insightful learning, and retention of learning. Overall, BBT was found to be effective in fostering conceptual understanding and promoting a positive learning environment. Its novelty lies in highlighting the differentiated impact of BBT based on prior achievement in a resource-constrained public school context.