Educational financing management plays an important role in improving the quality of education in primary schools. However, limited school operational funds often become an obstacle to achieving optimal educational outcomes. This study aims to analyze the efficiency of educational financing as a strategy for improving education quality at SDN Mekarjaya, Tasikmalaya Regency. The research employed a qualitative descriptive approach with a case study design. Data were collected through interviews, observations, and documentation studies involving the principal, teachers, and school financial documents. The findings indicate that the implementation of data-based planning, priority-scale budgeting, digital financial administration through the ARKAS application, and collaboration with various stakeholders contributed positively to improving school quality. Financing efficiency supported literacy programs, teacher competency development, learning effectiveness, and school management improvement. Although the school still faced challenges related to limited funding sources and administrative constraints, efficient financial management enabled the school to optimize available resources effectively. This study concludes that efficient, transparent, and accountable educational financing management can serve as a strategic instrument in supporting sustainable improvement in the quality of primary education.
Background and Objectives: Village officials serve as the frontline in implementing government programs and acting as trusted communicators for the community; however, many struggle to speak spontaneously and persuasively in public forums (1). Meanwhile, the Sundanese tradition of oratory (biantara Basa Sunda) which historically fostered polite and structured local communication is now rarely utilized in village governance (2). This study examines the communication capacity of officials in Sadananya Village (Sadananya District, Ciamis Regency) regarding public service delivery, following a training program that integrated extemporaneous public speaking methods with the structure and ethical values of biantara Basa Sunda (3). Methods: A descriptive-qualitative case study design was employed within a participatory framework involving the community (4). Fifteen participants, including the village head, village secretary, and members of the Village Consultative Body, underwent a structured intervention (5). This intervention comprised a needs-assessment focus group discussion (FGD), intensive face-to-face workshops, simulation exercises with immediate feedback, online follow-up evaluations, and ongoing mentoring, conducted between September and December 2025 (6). Data were collected through participant observation, structured performance assessments, questionnaires, and interviews, then analyzed descriptively based on pre-established capacity indicators (7). Results: Eighty percent of participants demonstrated measurable improvement in spontaneous speaking skills as assessed by facilitators; they were able to construct biantara Basa Sunda with a coherent opening-body-closing structure, delivered using polite and formal Sundanese diction (8). All five monitored program indicators stakeholder engagement, training outputs, capacity building, documentation, and sustainability potential achieved full success, and the program produced an interactive digital module on Sundanese biantara Basa Sunda that was officially handed over to the village government (9). Conclusion: The extemporaneous method, when integrated with the values of biantara Basa Sunda (Sundanese oratory), serves as an effective and culturally grounded strategy to strengthen the communication capacity of village officials; it also offers a replicable model for other villages seeking to enhance the quality of their public service communication (10).
The background of this study is ineffective mathematics learning, which has an impact on students' low mathematical connection abilities. This study aims to determine the effect of the challenge based learning model on students' mathematical connection abilities. The research method used is a quasi experiment with a Non-equivalent Pretest-Posttest Control Group Design. The population in this study were all students of grade VII at MTs Negeri 2 Ciamis, with a sample of two classes, namely class VII F as the experimental class and class VII E as the control class selected through purposive sampling techniques. Data analysis techniques were carried out through pretests and posttests of mathematical connection abilities which were analyzed using normality tests, homogeneity tests, two-mean difference tests, and effect sizes. The results showed that there were differences in mathematical connection abilities between the experimental class using the challenge based learning model and the control class using the conventional learning model. Thus, it can be concluded that the challenge based learning model has an effect on students' mathematical connection abilities. Latar belakang penelitian ini adalah pembelajaran matematika yang belum efektif, sehingga berdampak pada rendahnya kemampuan koneksi matematis siswa. Penelitian ini bertujuan untuk mengetahui pengaruh model challenge based learning terhadap kemampuan koneksi matematis siswa. Metode penelitian yang digunakan adalah quasi experiment dengan desain Non-equivalent Pretest-Posttest Control Group Design. Populasi dalam penelitian ini adalah seluruh siswa kelas VII di MTs Negeri 2 Ciamis, dengan sampel dua kelas, yaitu kelas VII F sebagai kelas eksperimen dan kelas VII E sebagai kelas kontrol yang dipilih melalui teknik purposive sampling. Teknik analisis data dilakukan melalui pretest dan posttest kemampuan koneksi matematis yang dianalisis menggunakan uji normalitas, uji homogenitas, uji perbedaan dua rata-rata, dan effect size. Hasil penelitian menunjukkan bahwa terdapat perbedaan kemampuan koneksi matematis antara kelas eksperimen yang menggunakan model challenge based learning dan kelas kontrol yang menggunakan model pembelajaran konvensional. Dengan demikian, dapat disimpulkan bahwa model challenge based learning berpengaruh terhadap kemampuan koneksi matematis siswa.
Kecelakaan lalu lintas yang melibatkan anak sebagai pelaku dan mengakibatkan meninggalnya orang lain menimbulkan persoalan hukum yang kompleks. Di satu sisi, hukum pidana menuntut adanya pertanggungjawaban atas perbuatan yang menimbulkan korban jiwa, sementara di sisi lain anak sebagai pelaku tetap harus memperoleh perlindungan hukum sesuai dengan prinsip kepentingan terbaik bagi anak. Penelitian ini bertujuan untuk menganalisis bentuk perlindungan hukum bagi anak sebagai pelaku tindak pidana kecelakaan lalu lintas yang menyebabkan kematian serta mengkaji pertimbangan hukum hakim dalam Putusan Nomor 212/Pid.Sus/2013/PN.Kray jo Putusan Nomor 74/Pid.Sus/2014/PT.Smg. Metode penelitian yang digunakan adalah yuridis normatif dengan pendekatan perundang-undangan dan pendekatan kasus, menggunakan bahan hukum primer dan sekunder. Hasil penelitian menunjukkan bahwa hakim tetap membebankan pertanggungjawaban pidana kepada anak, namun dengan mempertimbangkan usia, kondisi psikologis, serta dampak pemidanaan terhadap masa depan anak. Pertimbangan tersebut mencerminkan upaya menyeimbangkan kepastian hukum, keadilan bagi korban, dan perlindungan hukum bagi anak, meskipun penerapan prinsip Sistem Peradilan Pidana Anak belum dirumuskan secara eksplisit dalam pertimbangan putusan.
