This study examines the direct and indirect effects of competency-based training (CBT) on early childhood learning outcomes, mediated by the pedagogical competence of early childhood education (PAUD) teachers in Semarang Regency. Using a quantitative explanatory research design with a cross-sectional survey, data were collected from 153 PAUD teachers and their students through validated questionnaires and documentation. Findings indicate that CBT positively and significantly influences both early childhood learning outcomes and teachers' pedagogical competence. Furthermore, pedagogical competence also significantly influences children's learning outcomes. Most importantly, this study demonstrates that pedagogical competence acts as a significant mediator in the relationship between CBT and early childhood learning outcomes. These results underscore the importance of structured and ongoing professional development for PAUD teachers to enhance their pedagogical skills, which in turn is crucial for improving the quality of early childhood education.

This conceptual article explores the integration of Deep Learning principles into English Language Teaching (ELT) through the Cooperative Learning technique, Number Head Together (NHT), to enhance students’ speaking skills in Indonesian high school classrooms. This instructional model is constructed within the Genre-Based Approach (GBA) framework and aims to support the implementation of the Emancipated Curriculum. By aligning with the principles of mindful, meaningful, and joyful learning, this model encourages students to think critically, engage in collaborative discussions, and apply language in real-life contexts. This article provides a detailed explanation of how Cooperative Learning techniques can be strategically used to manifest Deep Learning, particularly in teaching high school students to express opinions. Through theoretical exploration and a structured instructional strategy, this framework offers practical implications for English teachers to design effective, student-centered speaking lessons that foster both language proficiency and higher-order thinking skills.

This study develops a course scheduling optimization system that integrates a genetic algorithm with the Tsukamoto fuzzy inference system to dynamically adjust fitness values. The objective of this research is to overcome the limitations of conventional genetic algorithms that rely on static fitness functions, which only evaluate schedule quality based on the number of constraint violations. The Tsukamoto fuzzy inference system is designed with three input variables: constraint violation level, lecturer workload distribution, and classroom utilization efficiency. It employs 27 fuzzy rules based on triangular and trapezoidal membership functions to produce a fitness adjustment factor.The research methodology consists of four stages: requirements analysis and problem modeling, Tsukamoto fuzzy inference system design, hybrid genetic algorithm implementation, and performance testing and evaluation. Experiments were conducted using a synthetic dataset comprising 50 courses, 20 lecturers, 15 classrooms, and 30 weekly time slots. The results show that the proposed hybrid genetic algorithm achieves 42% faster convergence with an average fitness value of 0.89 compared to 0.76 in the conventional algorithm. Constraint satisfaction improved from 82.4% to 94.7%, lecturer workload distribution became more balanced with the coefficient of variation decreasing from 0.34 to 0.19, and classroom utilization efficiency increased from 76.8% to 88.5%. Statistical tests indicate a significant difference (p-value < 0.001) with a substantial effect size (Cohen’s d = 1.23). This research contributes to the development of a hybrid approach that integrates the Tsukamoto fuzzy inference system into genetic algorithms, resulting in more optimal, adaptive, and efficient course schedules compared to conventional methods.

21st-century education demands that prospective educators possess creativity, critical thinking, communication, collaboration, and digital literacy. This study aims to determine students' responses to the implementation of the Creative Technology-Based Summary Task as a strategy for strengthening 21st-century teaching skills. The study used a survey method with a five-point Likert scale questionnaire instrument given to 20 students of the Physics Education Master's Program at the State University of Malang who had taken the Physics Learning Foundations course. Data were analyzed descriptively to obtain an overview of the tendencies of student responses. The results showed that the majority of students responded positively to the implementation of this task. 85% of respondents considered this task to strengthen critical thinking skills, 90% considered it to increase creativity, 75% considered it contributed to communication skills, and 80% stated that it was able to increase engagement and digital literacy. The variety of creative products produced by students included posters, comics, educational games, Instagram feeds, educational videos, and TikTok content. Reflecting students' ability to integrate technology into learning. This study concluded that the Creative Technology-Based Summary Task plays an important role in equipping students with 21st-century pedagogical competencies. It is recommended that further research involve a wider range of respondents, across study programs, and examine the long-term impact on teaching practices in schools.

The Society 5.0 era demands that the education sector produce human resources who are not only digitally literate but also possess a humanistic character and the ability to adapt to social changes and industrial needs. Vocational high school (SMK) graduates in Indonesia still face a competency gap with the demands of the world of work, especially in terms of employability skills such as creativity, communication, collaboration, and problem solving. This study aims to examine the potential of humanistic-digital curriculum innovation as an alternative approach to improving the employability skills of SMK graduates in the Society 5.0 era. The method used is a Systematic Literature Review (SLR) by examining scientific articles indexed by SINTA, Garuda, and Google Scholar in the 2020–2025 period. The results of the study show that the humanistic-digital curriculum has strategic potential in improving employability skills through the strengthening of soft skills based on humanistic learning, the integration of literacy and digital competencies relevant to industry needs, and the application of collaborative, reflective, and digital project-based learning. Although its implementation still faces structural obstacles, the humanistic-digital curriculum can be an innovative alternative in preparing vocational school graduates who are more adaptive, collaborative, and competitive in facing the dynamics of the world of work in the Society 5.0 era.

This study investigates the influence of overprotective parenting on independent character development among out-of-town university students enrolled in a Home Economics Education Program. Independence in emerging adulthood encompasses emotional, behavioral, and value-based autonomy, essential for functioning as responsible adults. Using a quantitative approach with simple linear regression analysis, data were collected from 103 students selected through purposive sampling. The results show a negative relationship between overprotective parenting and student independence; however, the effect was not statistically significant (p = 0.744). These findings suggest that while overprotective parenting may inhibit autonomy to some extent, student independence is more significantly shaped by broader contextual factors such as peer interaction, campus engagement, and experiential learning. Peer interaction can provide opportunities for students to practice independence in a supportive environment, while campus engagement and experiential learning can foster autonomy by encouraging students to take initiative and make decisions. The study highlights the need for holistic strategies within higher education to foster independence beyond family influences alone. Implications of this study indicate that universities should create structured programs that support student autonomy and self-regulation. At the same time, future research is encouraged to explore mediating variables that may better explain the development of independence during emerging adulthood.

The development of education today is marked by rapid technological innovation. This requires adjustments to the education system to keep in line with the needs of the workplace, which is also constantly changing due to technology. In other words, education needs to adapt so that graduates have skills that are relevant to the existing job market. The selection and use of learning media must be in line with the rapid advances in science and technology. Therefore, lecturers are expected to utilize information and communication technology to support the teaching and learning process, so that learning becomes more effective. The Cosmetology Education Study Program, as one of the study programs at State University of Medan, has a vision to become a superior study program in the field of vocational education, mastering technology, industrial engineering, and culture, in line with the field of cosmetology. To facilitate students in learning the material, the author created a digital learning medium in the form of a video tutorial on the use of electric facial care tools in the electric skin care subject in the Cosmetology Education Study Program, Faculty of Engineering, Medan State University. Therefore, this study aims to describe the practicality of video tutorials. This study is a quantitative descriptive study with data collection using questionnaires. The respondents in this study were 35 students majoring in Cosmetology who took the Electric Skin Care course in the odd semester from August to December 2024. The results of the study indicate that the tutorial videos used in the lectures were categorized as very practical with a score percentage of 42%; practical with a score percentage of 50%; and 8% were categorized as sufficient practical.

This study aims to investigates factors contributing to speaking anxiety in oral presentation-based assessments among English Language Teaching (ELT) students and their strategies to overcome it. Speaking is a crucial skill, yet it is often the most challenging for ELT students. While previous research has identified causes of general speaking anxiety, there is a gap in understanding how students specifically manage this anxiety in the context of oral presentation-based assessments, particularly for students learning to be future English teachers. To address this, descriptive qualitative research was conducted with thirty-one fourth-semester ELT undergraduate students at a state university in Indonesia. Data were gathered through a questionnaire adapted from the Public Speaking Class Anxiety Scale (PSCAS) and semi-structured interviews. The findings revealed three main domains of speaking anxiety: discomfort in speaking English, communication anxiety, and test anxiety. Discomfort in speaking English was primarily attributed to the fear of spontaneous speaking and lack of self-confidence due to peer comparison. Communication anxiety was mainly caused by nervousness while waiting to present and the fear of being judged for mistakes. Test anxiety was influenced by the awareness of presentations being graded and the pressure to meet teacher expectations. To manage these anxieties, students employed strategies such as practicing the presentation multiple times, using breathing or relaxation techniques, preparing cue cards, thinking positively, and practicing in front of a mirror or recording themselves. These results provide practical insights for educators to create supportive learning environments and provide students with effective coping mechanisms.

This study aims to evaluate the implementation of differentiated assessment in the garment preparation phase of the Fashion Design and Production subject in vocational high schools (SMK). Differentiated assessment is a strategic approach that aligns evaluation with students’ readiness, interests, and learning profiles, and is strongly promoted by the Merdeka Curriculum. Using a mixed-methods approach and the CIPP (Context, Input, Process, Product) evaluation model, this study involved 10 teachers, 160 students, 3 school principals, and 2 program heads from selected SMKs in Semarang. Data were collected through document analysis, classroom observations, questionnaires, interviews, and focus group discussions. The results show that differentiated assessment is only partially implemented. Most teachers adapt task difficulty but rarely differentiate based on students’ learning styles or interests. Major obstacles include limited professional development, lack of contextualized assessment tools, and time constraints. Despite these challenges, the study finds that students exhibit higher engagement and improved performance when provided with flexible and personalized assessment options. The findings emphasize the need for structured teacher training, development of project-based differentiated assessment tools, and school policies that support inclusive evaluation practices. This study contributes to both local and global discourse by highlighting the practical implications of differentiated assessment in vocational education and strengthening its relevance within the context of Indonesia’s education reform.

The problem of low motivation and involvement of learning community in learning at PKBM is the background of this research, due to the learning approach that is still conventional and less contextualized. This study aims to describe the implementation of contextual learning in English subjects and analyze its impact on the learning motivation of PKBM residents. This research uses a descriptive qualitative approach with data collection techniques through observation, interviews and documentation of six respondents. The results show that CTL is implemented through planning based on the social context of the learning community, implementation that utilizes discussion methods, hands-on practice, digital media, and evaluation that is participatory and authentic. This approach is proven to encourage increased learning motivation in the six main aspects. The implication of this research shows the importance of integrating experiential learning in non-formal education. The novelty of this research lies in the application of CTL in the context of equivalency education, which has not been widely studied, especially in English subjects. This research not only makes a practical contribution in strengthening pedagogical practices, but also expands the theoretical understanding of the application of CTL in equality education that is inclusive and oriented towards empowering learning citizens.