The implementation of the digital economy in Bandung City reflects the synergy between entrepreneurship and technology in driving economic growth. As a creative city, Bandung has leveraged digital technology to strengthen its strategic sectors. Economic acceleration follows an approach adapted from the IMF, ADB, and G20, with operational adjustments tailored to local conditions. Sector analysis is conducted using qualitative techniques with nominal or ordinal scales to measure qualitative variables. Clustering and ranking methods are applied to categorize sectors based on specific criteria, facilitating the identification of priority interventions. The findings indicate that the information and communication sector serves as the primary driver of economic growth in Bandung City. Additionally, the city demonstrates strong MSME diversification, particularly in the food, beverage, and fashion industries. This diversification enhances the resilience of MSMEs against economic crises. Although most MSMEs remain micro-scale with low income levels, they possess growth potential if supported by appropriate policies. The adoption of digital technology has progressed rapidly in marketing and payment systems; however, its application in production and design remains limited and requires further development to enhance business competitiveness.
Perempuan memiliki hak yang sama dalam memperoleh pelayanan publik yang mudah, cepat, transparan, akuntabel, dan responsif. Namun, masih terdapat keterbatasan literasi pelayanan publik, seperti kurangnya pemahaman mengenai hak dan kewajiban, persyaratan administrasi, prosedur pengaduan, serta pemanfaatan layanan publik digital. Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan pengetahuan, pemahaman, dan keterampilan perempuan dalam mengakses serta berpartisipasi dalam pelayanan publik. Metode pelaksanaan dilakukan melalui sosialisasi secara partisipatif mengenai hak dan kewajiban masyarakat, standar pelayanan, mekanisme aspirasi dan pengaduan, serta pemanfaatan layanan publik secara aman dan efektif. Peserta berjumlah 30 orang masyarakat Gampong Ateuk Lam Ura, Kecamatan Simpang Tiga, Kabupaten Aceh Besar. Evaluasi dilakukan melalui lembar penilaian untuk mengukur pemahaman, keterampilan, manfaat, dan perubahan kemampuan peserta. Hasil kegiatan menunjukkan peningkatan soft skill, terutama kemampuan berkomunikasi, menyampaikan pendapat, mengidentifikasi kebutuhan pelayanan, serta keberanian menyampaikan aspirasi dan pengaduan. Literasi pelayanan publik juga meningkat, ditandai pemahaman yang lebih baik mengenai hak, prosedur, keterbukaan informasi, dan mekanisme pengaduan. Kegiatan ini memperkuat kapasitas perempuan agar mandiri, responsif, dan berdaya.
This study aims to explore and synthesize the literature on the adaptation of the Problem-Based Learning (PBL) model in the era of Generative Artificial Intelligence (GenAI) in higher education. The background of this research is the rapid development of GenAI, such as ChatGPT, which has transformed the educational landscape; however, a knowledge gap remains regarding how the PBL model fundamentally adapts. This study employs a systematic literature review method with a scoping review approach following the PRISMA guidelines. The literature search was conducted across four major databases (Scopus, Web of Science, ERIC, and ScienceDirect) with publication limits from 2021 to 2026. The findings identified five main themes: Forms of GenAI integration in PBL; shifting roles of educators and students; challenges and ethical considerations; opportunities and benefits; and pedagogical strategies for effective implementation. The findings indicate that GenAI not only functions as an assistive tool but also transforms the essence of the PBL process through personalized learning, real-time feedback, and the redefinition of educator roles from knowledge providers to facilitators and learning designers. The conclusion of this study affirms that the adaptation of the PBL model in the GenAI era requires the redesign of problem scenarios, the development of critical AI literacy, the formulation of ethical guidelines, and faculty training to utilize AI responsibly.
Abstract This study aims to develop a Problem-Based Learning (PBL) model integrated with self-efficacy in Social Studies education to enhance the critical thinking skills of prospective elementary school teachers. The study is motivated by the demands of 21st-century education, which emphasize the mastery of critical thinking skills, while the learning process in higher education continues to be dominated by conventional approaches that have not optimally fostered students' analytical abilities and self-confidence. This research employed a Research and Development (R&D) method based on the Tjeerd Plomp development model using a mixed-methods approach. The participants consisted of 60 students enrolled in the Elementary School Teacher Education Program at Universitas Iskandar Muda. The research stages included preliminary investigation, design, construction, testing, evaluation, revision, and implementation. The findings indicate that the developed model met the criteria of validity, practicality, and effectiveness, as evidenced by expert validation and field implementation. The implementation of the model resulted in significant improvements in students' critical thinking skills, particularly in the aspects of analysis, evaluation, argumentation, and logical conclusion drawing. In addition, students' self-efficacy improved, especially in terms of confidence in completing academic tasks, perseverance in overcoming challenges, and active participation in the learning process. This study concludes that integrating self-efficacy into the Problem-Based Learning model provides an effective instructional innovation for preparing prospective elementary school teachers who are critical, reflective, and adaptable to the demands of 21st-century education.
The rapid integration of Artificial Intelligence (AI) into higher education is transforming how prospective elementary school teachers access, interpret, and construct knowledge in Social Studies education. This study examines changes in learning patterns among prospective elementary school teachers in AI-supported Social Studies education, identifies factors associated with these changes, and explores instructional strategies used to maintain critical and reflective learning. Using a qualitative exploratory design, the study was conducted at Universitas Iskandar Muda, Banda Aceh, Indonesia. Data were collected through classroom observations, in-depth interviews with two lecturers and two prospective teachers, and document analysis. Data were analyzed interactively through data reduction, data display, and conclusion drawing. The findings reveal a shift from predominantly literature-based and reflective learning toward faster, AI-assisted information seeking and knowledge production. Participants associated this transformation with technological development, digital learning culture, academic workload, limited academic literacy, generational characteristics, and lecturers’ pedagogical practices. Although AI was perceived to improve the efficiency of information retrieval and broaden access to learning resources, participants also expressed concerns about reduced critical reflection, weaker social argumentation, and less intensive academic interaction when AI was used uncritically. In response, lecturers employed problem-based, inquiry-based, reflective, and collaborative learning, supported by AI literacy development, to encourage verification, interpretation, and critical engagement with AI-generated information. These findings highlight the importance of pedagogically guided AI integration in developing adaptive, critical, reflective, and human-centered Social Studies education.
