This study aims to describe novice teachers’ insights regarding classroom management in rural schools. This Study employed a descriptive method through which the researchers determined a written instrument to be fulfilled. A total of eighty three teachers with various majors (i.e., Math, Biology, English, Physics, Economy, Art, Religion, Counselling, and Sport) were involved in a survey study. Through an online survey, a questionnaire was sent to the participants via email and WhatsApp platform. Collected data were analyzed through a descriptive statistical analysis where means and percentages were used to indicate response estimation. The findings shows that there were eight indicators of rural teachers’ classroom managements, including seating arrangement, student teacher relationship, time management, use of writing board, classroom norms, conducive environment, appropriate instructional techniques, and feedback. From all of them, the teachers encountered barriers in terms of feedback, and use of writing board. It is noticed that novice rural school teachers performed positive attitudes on time management, relationship with students, and norms applied in the classroom. This current study implies that there should be an educational policy that leads the teachers to manage their classrooms as effective as they could.
Numerous Indonesian EFL students have difficulty with their writing because the process is complicated. This study aims to determine various writing challenges of Indonesian EFL students over the last ten years. This study used qualitative meta-analysis through journal articles about students' writing challenges from 2014-2024. The primary data comes from Google Scholar because reputable and managed by credible and competent institutions in their respective fields. This study was analyzed using a checklist flow diagram PRISMA, which consists of identification, screening, and include. The results of keyword searches found articles totalling (n=6.791). Then, the researcher was identified based on the title and abstract, and screening through inclusion and exclusion criteria was conducted by the researchers. The researchers found (n=21) articles to be discussed. The results of this study show several aspects of writing problems, including affective (38.71%), linguistic (45.16%), and cognitive (16.13%). Researchers found grammar dominates in linguistic challenge, writing anxiety dominates in affective challenge, and difficult to developing ideas in cognitive challenge. This study suggests that educators using a textual approach to emphasize the understanding of language, an error analysis learning approach in linguistic. Building a positive atmosphere, providing constructive psychological support in an affective challenge. Emphasize students using writing processes as a cognitive strategy. Another recommendation for policymakers is to ensure that writing a teaching curriculum is more integrated and holistic between cognitive, linguistic, and affective aspects. In conclusion, this study highlights the various Indonesian writing challenges to integrating these aspects into teaching strategies and curriculum design to achieve educational success.
This study explores the integrative effects of Green Human Resource Management (GHRM), Sustainable Operations Management (SOM), and Digital Transformation (DT) on sustainability performance in the energy sector, using empirical data from 300 employees at PT Castrol Indonesia. The survey was conducted using both online and offline distribution methods with a purposive sampling technique. Data were analyzed using SmartPLS version 4. The results confirm that both GHRM and SOM positively influence sustainability outcomes. More importantly, DT plays a dual role—strengthening the effect of GHRM while paradoxically weakening the SOM-sustainability link, indicating a functional asymmetry in digital readiness. These findings underscore the critical need for synchronized strategies across HR, operations, and digital domains to avoid implementation misalignments. The study advances the socio-technical systems perspective by highlighting the triadic interaction between people, processes, and technology. Practical implications include the importance of cross-functional collaboration and adaptive digital frameworks in advancing sustainability goals, particularly in emerging economies. Future research should adopt longitudinal and cross-sectoral approaches to assess how digital integration interacts with environmental policy and circular economy transitions over time.
A Grafen-TiO2 anatase (G-TiO₂) nanocomposite-based voltammetry electrode has been successfully developed to detect chlorpyrifos pesticide residues. These electrodes utilize titanium dioxide (TiO₂) anatase as the main material, which is synthesized through the sol-gel method. The synergistic effect between graphene and TiO₂ (2:1 w/w) provides a significant improvement in electrode sensitivity, selectivity, and stability. Material characterization using FTIR, SEM, and XRD evaluated the success of the synthesis described by the presence of metal oxide interactions, homogeneous particle distribution, and the formation of a stable structure. Cyclic voltammetry electrochemical performance testing showed a sensitive detection response with detection limit (LOD) and quantization (LOQ) values of 0.80 µg/L and 2.68 µg/L, respectively. The linear relationship between peak current and the concentration of chlorpyrifos 1–11 µg/L indicates outstanding electrode performance with the acquisition of a determination coefficient value of R² = 0.9993. In addition, these electrodes have excellent precision and stability through the representation by values
The limited academic writing skills of undergraduate students often hinder their ability to produce coherent, critical, and argumentative scholarly work. The lack of adaptive interventions in writing instruction further exacerbates this challenge, particularly in the digital era that demands the integration of technology. This study aims to analyze the effectiveness of ChatGPT in enhancing students’ academic writing quality, explore students’ perceptions of its use, and examine the emerging ethical implications. Employing a mixed-methods design, the study involved 114 undergraduate students who participated in AI-assisted writing training. Data were collected through writing tests (pre-test and post-test), closed-ended questionnaires, and open-ended interviews. Research instruments included an academic writing rubric and a Likert-scale perception survey. Data analysis was conducted using paired t-tests for quantitative data and thematic analysis for qualitative data. The findings revealed a significant improvement of 29.2% in students’ academic writing performance. Furthermore, 92% of respondents perceived ChatGPT as effective in supporting idea development and paragraph organization. However, concerns were also raised, with 65% reporting potential dependency and 48% struggling to distinguish between AI generated content and their own work. These results indicate that ChatGPT has the potential to serve as an innovative learning tool in academic writing, yet its application requires appropriate pedagogical strategies and regulatory frameworks to minimize ethical risks in higher education.
