Switching model predictive control considering nonlinear dynamics of long hydraulic pipelines and counterbalance valves for trajectory tracking of large-scale hydraulic manipulators.

This study aims to analyze the effectiveness of the application of the Problem Based Learning (PBL) model with ethnomathematical nuances in improving mathematical problem-solving skills and examining the role of students' confidence. This study uses a mixed method with the design of the Contol Group Posttest. The population in this study is all students of class XI of SMA Negeri 6 Semarang. The research sample consisted of two classes XI of SMA Negeri 6 Semarang which were selected based on the cluster random sampling technique, with the provision of one experimental class with treatment and one control class. The instruments used included a test of problem-solving ability based on Polya's steps, a confidence questionnaire, and interview guidelines. Data were analyzed using SPSS. The results of the analysis prerequisite test showed that the data was normally distributed and had a homogeneous variance. The one-sample t-test resulted in an average experimental class score of 87.36 which is significantly higher than the KKM in schools of 75 with a significance value of 0.000. The independent sample t-test showed a significant difference between the experimental class and the control class, thus emphasizing that the application of the PBL model with ethnomathematical nuances was effective in improving mathematical problem-solving ability. Based on the results of the analysis of the percentage of questionnaire indicators and interviews with students, results were obtained at a high level of confidence, showing more optimal problem-solving achievement compared to students with medium and low levels of confidence. The results of this study show that the ethnomathematical PBL model not only has a significant impact on improving students' ability to solve mathematical problems, but also contributes to increasing students' confidence.

Learning batik motif design at Vocational High Schools requires learning media that can facilitate conceptual understanding visually and interactively in accordance with students’ characteristics. However, the use of interactive learning media that supports the​ improvement of students’cognitive abilities at SMKN 3 Pekalongan is still limited. This study aims to develop interactive learning media using Genially and to analyze its effectiveness in improving students’ cognitive abilities in traditional and contemporary batik elements at SMKN 3 Pekalongan. This study employed a Research and Development (R&D) method using the ADDIE model. The research subjects consisted of 61 eleventh-grade KKBT students, who were divided into an experimental class and a control class to examine the effectiveness of the developed learning media. The efectiveness test showed an increase in the learning outcomes in the experimental class from 74.45 to 89.55, with N-gain value 0.657 (moderate category), while the control class obtained an N-gain of 0.21 (low category). The Independent Sample Test results indicated a significant difference in learning outcomes between the experimental class and the control class. Therefore, the Genially-based interactive learning media is declared feasible, practical, and effective for use in learning.

Problem: the integration of local wisdom in junior secondary science learning remains limited, contributing to low students’ creative thinking skills. Furthermore, the use of digital teaching materials that support project-based learning is not yet optimal, resulting in less contextual and engaging learning. Objective: this study aimed to develop and examine the feasibility and effectiveness of a Project-Based Learning (PjBL)-based e-booklet on temperature and heat integrated with the local wisdom of Magelang pottery. Method: this research employed a Research and Development (R&D) approach using the ADDIE model and involved an experimental and a control class. The evaluation focused on feasibility (validity, readability, and practicality) and efeftiviness (product and process performance, as well as learning outcomes). Results: the developed e-booklet was found to be valid, practical, and received positive responses from students. Conclusion: the e-booklet was sufficiently effective in enhanving student engagement and creative thinking skills, making it a feasible contextual teaching material for junior secondary science learning.

The low level of students’ scientific literacy indicates the need for learning approaches that can train scientific thinking process through inquiry activities. This study aims to compare the effectiveness of Guided Inquiry Interactive Reinforcement learning with Guided Inquiry learning without Interactive Reinforcement on the topic of global warming in improving junior high school students’ scientific literacy. This research employed a quantitative approach with a quasi-experimental design conducted at a public junior high school in Sidoarjo Regency. This research subjects were students of class IX F as the experimental class and class IX B as the control class. Data were collected through scientific literacy test instrument, learning implementation observation sheets, and student response questionnaires. The test data were analyzed using the Mann-Whitney U test, effect size calculation, and N-Gain, while the data from the observation of learning implementation and student response questionnaires were analyzed descriptively using quantitative methods. The results showed that there was a significant difference in scientific literacy between the experimental class and the control class with an Asymp. Sig. (2-tailed) value of <0,001. The effect size calculation obtained a value of , categorized as a large effect, indicating a very strong influence. The improvement in scientific literacy in the experimental class was higher with an average N-Gain of 0,927 (high category) compared to the control class with 0,783 (high category). The level of scientific literacy also increased from level 2 in the pretest to level 6 in the experimental class and level 5 in the control class in the posttest. These results were supported by the implementation of learning in both classes, which was categorized as very good, and student responses that showed very good criteria with a higher percentage in the experimental class. Based on these findings, the Guided Inquiry Interactive Reinforcement learning model is proven to be more effective in improving junior high school students’ scientific literacy. This learning model is recommended to be applied to science topics that have contextual characteristics in order to enhance students’ scientific literacy.

Background-This study provides an overview of the impact of Wordwall-based learning games on students’ communication and collaboration skills. Objectives-The objectives of this research are: (1) Describe the comparison of communication skills between the control class and the experimental class, (2) Describe the comparison of collaboration skills between the control class and the experimental class, (3) The implications of Wordwall-based learning game for improving students’ communication and collaboration skills. Method-The method used is quantitative study employing an experimental approach. The instruments used include observation instruments for assessing communication and collaboration skills by teachers and peers. Results- The results showed that the t-test results for teacher observations on communication skills were 0.071, for peer observations 0.002, as well as teacher observations on collaboration skills at 0.012, and peer observations at 0.222. The results of the t-test indicated significant differences in several aspects, with the experimental class that implemented Wordwall-based learning game being more effective in improving communication and collaboration skills than the control class. Conclusions- Wordwall-based learning game can be used as a learning innovation to improve students' communication and collaboration skills, while also making learning more interactive and contextual. Wordwall-based learning game is not only able to improve communication and collaboration skills, but can also create a fun, interactive, and more meaningful learning experience.

The implementation of the Merdeka curriculum as an effort to improve the quality of education focuses on 21st-century skills, including critical thinking skills, which are essential for problem-solving. Evidence indicates junior high school students exhibit low problem-solving and cognitive ability. This study aims to analyze the differences and levels of problem-solving ability and cognitive outcomes in science after implementing a Problem-Based Learning model supported by Peer Tutoring. This quasi-experimental research used a non-equivalent control group design at Semarang State Junior High School 8, with cluster random sampling. Data were gathered through observation, test, and documentation. The research results showed a significant improvement in problem-solving ability and cognitive outcomes in science after implementing the Problem-Based Learning (PBL) model with Peer Tutoring. This is evidenced by the results of an independent t-test, which found that tcount was greater than ttable. The average posttest problem-solving score in the experimental class was higher (80.8) than in the control class (70.7). Similarly, the average posttest score for cognitive learning outcomes in science in the experimental class was higher (81.6) than in the control class (74.4). Analysis of problem-solving ability level and cognitive learning outcomes level showed an increase in the number of students in each indicator's good and very good criteria.

Childhood is a crucial time for sun safety, as sun exposure in children is a major risk factor for the development of skin cancers. Identifying which programs effectively target children within schools is essential. Three interventions ([1] delivery of a 30 minute presentation on sun-safety, [2] providing sunscreen samples to students at school, and [3] dispersal of letters to parents encouraging sun-safety item use) were evaluated. Six-grade 6 classrooms at 3 different schools were recruited, each with 1 intervention and 1 control class. Demographic information and sun safety knowledge and habits were assessed in early April 2024 using a validated questionnaire. Starting in mid-April 2024, the intervention classes received the 3 interventions. The questionnaire was re-administered to all classes in mid-June 2024. The responses were analyzed using descriptive and inferential statistical tests. A total of 111 students participated. The intervention classes showed positive trends in sun safety behaviours, including a greater increase in the number of sun safety items in school at follow-up and less of an increase in frequency of sunburns. Gender-based differences were also identified, such that female students exhibited lower overall baseline sun safety behaviours and a greater response to the interventions. The 3 interventions evaluated improved certain aspects of sun safety behaviors among children. Future research with longitudinal follow-up is needed to fully assess the impact of these interventions. However, given the low effort and cost, implementation of these interventions represents a low-barrier option to promote sun safety behaviours among children.

In a school environment, interpersonal intelligence is important, because the space of relationships and communication will never be separated from daily activities. Based on the results of interviews with the homeroom teacher of grade V at SD Negeri 01 Kota Baru, it shows that there are still some students who still have low interpersonal intelligence. This study was conducted to determine significant differences in students' interpersonal intelligence in the experimental class and the control class. The approach used was quantitative with a quasi-experimental research type with a posttest-only non-equivalent control group design. The sampling technique used was saturated sampling with 47 students from two grades of SD Negeri 01 Kota Baru as the control and experimental groups. Data collection used a questionnaire. Based on the results of the calculation of the questionnaire scores for Interpersonal Intelligence in the control class and the experimental class, the average value (mean) in the control class was 68.97 while the average value (mean) in the experimental class was 72. Then, an analysis was carried out using the Shapiro-Wilk normality test and the Livene's homogeneity test. After the data were normally distributed and homogeneous so that the T-test requirements were met, the hypothesis test was carried out using the Independent Samples T-Test. The test results showed a significance value of 0.165 > 0.05, which indicates that there was no significant difference in interpersonal intelligence in the experimental class that was given cooperative learning treatment with the control class that used conventional learning in science learning.

This study aims to determine the effect of gamification-based learning media through the Padlet application on Indonesian language learning outcomes in the material "Self-Expression through Hobbies" for fifth-grade students at SDN 117505 Panjang Tongah in the 2025/2026 academic year. The type of research used is quantitative research with a quasi-experimental method and a nonequivalent control group design. The study population was all fifth-grade students, totaling 50 students. The sample was determined using a purposive sampling technique, with class V-A as the experimental class that received treatment using gamification-based learning media (Padlet), totaling 23 students, and class V-B as the control class with conventional learning, totaling 27 students. The research instrument used a multiple-choice test consisting of 20 questions that had been tested for validity, reliability, difficulty level, and discriminating power. Data analysis techniques used normality tests, homogeneity tests, and hypothesis testing with an independent sample t-test. The results showed a significant difference in learning outcomes between the experimental class and the control class. The average posttest score of the experimental class was 88.04, higher than the control class's 63.33. The hypothesis test results obtained a significance value of 0.000 < 0.05 and a t-count of 8.298 > t-table 2.010, so H1 was accepted and H0 was rejected. Thus, it can be concluded that there is a significant effect of using gamification-based learning media through the Padlet application on the Indonesian language learning outcomes of fifth-grade students at SDN 117505 Panjang Tongah

This study was motivated by the low level of understanding among fourth-grade elementary school students regarding the topic of climate and its changes in the IPAS subject. This condition is caused by the learning process that is still teacher-centered, resulting in students being less active in understanding concepts in depth. Learning that does not actively involve students can lead to low learning outcomes. Therefore, a more innovative learning approach is needed so that students can be actively involved and understand the material better. This study aims to determine the effectiveness of using the deep learning approach with digital diorama media on IPAS learning outcomes in the topic of climate and its changes for fourth-grade elementary school students. The research method used was a quantitative method with a quasi-experimental design using a nonequivalent control group design. The sampling technique used was purposive sampling. The research sample consisted of 44 students, including class IV A as the experimental class with 21 students and class IV B as the control class with 23 students. Data collection techniques included interviews, tests, and documentation, with research instruments in the form of pretest and posttest questions. Data analysis was conducted through the Shapiro–Wilk normality test, homogeneity test, independent sample t-test, paired sample t-test, and N-Gain test. The results showed that the significance value of the independent sample t-test was 0.000 < 0.05, indicating a difference in learning outcomes between the experimental and control classes. The average posttest score of the experimental class was 87.14, which was higher than the control class with an average score of 74.13. In addition, the average pretest score of the experimental class increased from 55 to 87.14 in the posttest.

In recent decades, the Arctic has warmed at a rate that significantly exceeds the global mean, a phenomenon commonly referred to as Arctic amplification. Studies consistently show that Arctic temperatures are increasing at a rate roughly two to four times the global average, highlighting the exceptional sensitivity of northern environments to ongoing climatic change. Permafrost thaw is increasingly destabilizing high-latitude and high- altitude landscapes, giving rise to a range of slope failures with growing implications for ecosystems, infrastructure, and human activity. This dissertation examines thaw-driven mass-wasting processes across multiple spatial scales, focusing on retrogressive thaw slumps (RTSs) and active-layer detachment failures (ALDs) as dominant expressions of permafrost degradation under a warming climate. Integrating circumpolar susceptibility modeling, regional comparative analysis, applied infrastructure exposure assessment, and a tourism focused case study, the thesis develops a multiscale framework for understanding where thaw-related slope instability is likely to occur, how controlling factors vary among permafrost landscapes, and why these processes matter for society. At the circumpolar scale, statistical susceptibility modeling identifies consistent hemispheric patterns in RTS occurrence associated with climatic conditions and terrain settings commonly linked to ice-rich permafrost. Comparative regional analyses demonstrate that RTSs occupy distinct environmental envelopes throughout cold regions, highlighting pronounced environmental heterogeneity between regions. Regional-scale modeling of ALDs across Alaska and northwestern Canada reveals strong associations with slope morphology, cold-climate conditions, and fine-grained soils and shows extensive overlap between susceptible terrain and critical infrastructure networks. A local-scale synthesis in Yukon protected areas further illustrates that thaw-driven geomorphic hazards intersect with tourism, heritage, and governance, extending permafrost risk beyond infrastructure and settlements to transient human presence. Collectively, the results show that thaw-related slope failures are governed by consistent classes of environmental controls, such as climate and topography, whose expression and consequences are fundamentally scale-dependent. By linking physical susceptibility with environmental heterogeneity and patterns of human use, this dissertation advances an integrated perspective on permafrost thaw as a coupled socioenvironmental phenomenon. The findings provide a scientific basis for anticipated impacts of accelerating permafrost degradation and support the development of multiscale adaptation strategies in rapidly changing cryospheric environments.

Unmanned aerial vehicles (UAVs) are increasingly critical for long-endurance surveillance and border-patrol missions, offering persistent monitoring, rapid situational awareness, and reduced risk to human operators. However, achieving reliable loitering and accurate target tracking in the presence of dynamic targets, variable winds, and nonlinear flight dynamics remains challenging when using conventional guidance strategies and classical control methods, often resulting in tracking errors, frequent course corrections, and increased energy consumption. This paper addresses these challenges through a unified architectural integration of guidance, estimation, and control components within a cohesive framework. The proposed architecture combines a novel adaptive loiter radius algorithm, a predictive motion estimator, and a gain-scheduled PID autopilot to operate synergistically rather than as isolated modules. The adaptive loiter radius algorithm dynamically adjusts the loiter radius (150–800 m), pattern center, and flight trajectory based on real-time target motion, achieving a 73% reduction in lateral path deviation compared to conventional Line-of-Sight (LOS) guidance. In parallel, the predictive motion estimator anticipates target movements during both straight and turning flight segments, reducing target miss distance by 68%. A hybrid mode-switching logic is incorporated within the architecture to ensure seamless transitions between wide-area surveillance and focused target tracking. At the control level, the gain-scheduled PID controller preserves aerodynamic stability across varying flight conditions, including changes in speed, angles of attack, and wind disturbances (±8 m/s). The complete integrated architecture is modeled and validated in MATLAB/Simulink using nonlinear UAV dynamics, sensor imperfections, and environmental disturbances. Monte Carlo analyses (N = 500) demonstrate an approximate 42% reduction in energy consumption. The results confirm that the proposed architecture-driven integration of adaptive guidance, predictive estimation, and robust control yields significant improvements in tracking accuracy, robustness, and mission efficiency, highlighting the effectiveness of system-level architectural design in enhancing autonomous UAV surveillance and border-patrol operations.

This study uses a quasi-experimental design to compare the efficiency of intelligent voice technology and traditional teaching in English listening and speaking. Unlike previous summative evaluation-focused studies, it constructs three dynamic models (interactive opportunity density, effective feedback closed loop, emotional filtering correction) to quantitatively analyze technical intervention's logic from exercise supply, feedback optimization, and psychological resistance alleviation. Results show intelligent voice technology breaks the “dilution effect” of class size on practice time via whole-class concurrent interaction; its millisecond real-time feedback improves error correction; the low-anxiety human-computer dialogue reduces emotional resistance. The experimental class outperforms the control class in fluency, pronunciation accuracy, and expression completeness, highlighting intelligent technology's advantages in enhancing listening and speaking teaching effectiveness.

This study is motivated by the need for technology-based learning innovations to enhance students’ learning motivation, particularly through the integration of the STEAM approach with educational games and virtual reality. This study aims to analyze the effect of STEAM-based learning assisted by educational games and virtual reality on students’ learning motivation. The method used was a quasi-experimental design with a pretest-posttest control group. The research subjects consisted of 56 students divided into an experimental class and a control class. Data were collected using a learning motivation questionnaire that had been tested for validity and reliability, while data analysis was conducted using multiple linear regression tests with IBM SPSS Statistics 27. The results showed that simultaneously, educational games and virtual reality had a significant effect (sig. 0.031 < 0.05) on students’ learning motivation. However, partially, educational games did not have a significant effect (sig. 0.091 > 0.05), and virtual reality also did not show a significant effect (sig. 0.984 > 0.05). The coefficient of determination (R²) value of 0.242 indicates that both variables contributed 24.2% to students’ learning motivation. These findings suggest that the integration of technology in STEAM learning has the potential to improve learning motivation; however, the effectiveness of each medium still needs to be optimized to produce a more significant partial effect.

This study aims to determine the effect of using a spinning wheel learning media assisted by colored buttons on students’ learning outcomes in multiplication operations. This research employed a quantitative approach with a quasi-experimental design using a pretest–posttest nonequivalent control group design. The study was conducted at SD Swasta Pelangi Medan in the academic year 2025/2026. The population consisted of all third-grade students, with class III-A as the experimental group and class III-B as the control group. Data were collected through pretest and posttest instruments that had been validated and tested for reliability. The data analysis technique included prerequisite tests (normality and homogeneity) and hypothesis testing using an independent sample t-test. The results showed that the average posttest score of the experimental class (80.42) was higher than that of the control class (61.88), with an improvement of 32.50 compared to 21.05. The hypothesis test results indicated a significance value of less than 0.05 (Sig. < 0.001), meaning that there was a significant effect of the spinning wheel media assisted by colored buttons on students' learning outcomes. Thus, the use of interactive learning media can improve students’ understanding, engagement, and learning outcomes in multiplication material.

The development of students’ Complex Problem Solving (CPS) skills remains constrained by mathematics instruction that is primarily procedural and insufficiently connected to real-world global issues, particularly climate change. To address this limitation, the present study investigates whether STEM learning supported by Dynamic Mathematics Software (DMS) can improve senior high school students’ CPS abilities within climate change contexts. A quasi-experimental, non-equivalent pretest–posttest control group design was implemented with 69 eleventh-grade students. The experimental group participated in STEM learning integrated with DMS, while the control group received direct instruction on the same climate change context. Data were analyzed using descriptive statistics, Wilcoxon signed-rank tests, paired-sample t-tests, N-Gain, and Cohen’s D. Results showed that the experimental group achieved a high N-gain score (0.79), whereas the control group attained a low gain (0.29). The magnitude of this increase is also reflected in the effect size Cohen's d values, 5.893 in the experimental class and 2.438 in the control class. These findings suggest that STEM learning supported by Dynamic Mathematics Software constitutes an effective pedagogical strategy for advancing students’ complex problem-solving skills and strengthening mathematics education

Servo electric cylinders have been widely adopted in high-performance linear drive applications such as aerospace systems, robotic servo systems, medical equipment, advanced manufacturing, precision testing, and high-end equipment due to their advantages, including high cleanliness, compact structure, high transmission efficiency, and ease of achieving precise control. However, under complex operating conditions, system performance is influenced not only by control strategies but also closely related to factors such as friction, clearance, transmission flexibility, structural vibrations, and modeling accuracy. This paper reviews mainstream control strategies and dynamic simulation methods for servo electric cylinders, providing structured analysis and systematic evaluation of representative research. In terms of control strategies, key approaches, including classical PID control, robust nonlinear control, intelligent and learning-based control, and active disturbance rejection control, are discussed, with comparative analysis of their characteristics and limitations in tracking accuracy, robustness, adaptability, and engineering feasibility. Regarding dynamic modeling and simulation, methods such as multibody dynamics, finite element analysis, rigid-flexible coupling, and multi-domain collaborative simulation are reviewed, examining their applicability in nonlinear mechanism characterization, local structural response assessment, and high-fidelity system modeling. Current research indicates that servo cylinder control is evolving from single-method improvements toward integrated and composite approaches, while dynamic modeling has progressed from low-order simplified analyses to system-level, multi-level, and high-fidelity descriptions. Existing studies still face challenges, including insufficient unified evaluation criteria, inadequate cross-method comparisons, and insufficient integration between control design and high-fidelity models. Future research should focus on enhancing control-model co-design, experimental validation under complex conditions, and system-level optimization oriented toward intelligent and high-reliability systems.

The learning of Aqidah Akhlak at MTs Negeri 03 Muara Enim faces challenges in the form of low participation, lack of courage for students to ask questions, and the dominance of lecture methods that trigger passivity. The main problem of this research is to test the effectiveness of the Think Pair Share model in transforming student learning activity. The research steps used a quasi-experimental quantitative approach involving 25 students from the experimental class and 27 students from the control class in the odd semester of 2025/2026. Crucial stages include the distribution of an activity questionnaire that measures physical, mental, and emotional dimensions, followed by statistical analysis of the t-test. The quantitative research findings through the Independent Sample T-Test showed a significance value of 0.022, which is far below the threshold of 0.05. The data confirms the existence of a very real difference in activity between the two groups, proving that systematic interaction in the thinking, pairing, and sharing stages is able to trigger active student involvement significantly. The main conclusion confirms that this model has great potential to improve the instructional quality of Islamic education, although its success is still influenced by individual self-confidence and conducive classroom dynamics. Adapting strategies to heterogeneous groups is highly recommended to optimize learning outcomes sustainably and achieve a deep moral understanding for all students in the madrasah environment through active, meaningful and targeted collaboration in shaping the noble character of Indonesia's young generation.

This study aims to determine the effect of the Talking Stick learning model assisted by the “Kotak Rahasia Negara Kita” media on the conceptual understanding of fifth-grade elementary school students. The study employed a quantitative approach with a quasi-experimental method using a Nonequivalent Control Group Design. The research subjects consisted of two groups, namely the experimental class and the control class, which were selected through purposive sampling. Data collection techniques were carried out using tests to measure students’ conceptual understanding through pretest and posttest in the form of essay questions based on conceptual understanding indicators. In addition, non-test techniques such as observation, questionnaires, interviews, and documentation were used as supporting data. Data analysis was conducted using SPSS through validity tests, reliability tests, item difficulty, discrimination index, normality test, homogeneity test, and hypothesis testing using independent sample t-test and simple linear regression. The results showed that there was a significant effect of the Talking Stick learning model assisted by the “Kotak Rahasia Negara Kita” media on students’ conceptual understanding. This is indicated by the t-test significance value of 0.004 (<0.05) and the regression significance value of 0.024 (<0.05). Therefore, the learning model is effective in improving students’ conceptual understanding.