Halal authentication using the polymerase chain reaction (PCR) technique relies on amplifying specific DNA sequences derived from non-halal sources, which requires thermostable enzymes such as Taq DNA polymerase. Currently, most commercial halal detection kits in Indonesia, as a Muslim-majority country, rely on imported Taq DNA polymerase enzymes for halal detection kits, resulting in limited access. In this study, the production of in-house recombinant Taq DNA polymerase (TaqPol) expressed in Escherichia coli BL21 Star (DE3) containing plasmid pD871 was optimized, and the TaqPol was applied as an enzyme in a halal detection kit in optimized condition. The optimization of expression parameters, including post-induction incubation time, IPTG concentration, and cell density (OD600), was carried out systematically. The optimum conditions obtained with maximum TaqPol production were a post-induction incubation time of 18 h, an IPTG concentration of 0.4 mM, and an OD600 of 0.6. Under these optimized conditions, the enzyme yield increased by approximately 145
Reading comprehension is essential in English language learning, yet many EFL learners continue to struggle with vocabulary, implicit meanings, and complex academic texts. Addressing these challenges requires innovative pedagogical approaches that go beyond surface-level instruction. This study reports on a needs analysis conducted to support the development of a Corpus-Based Language Pedagogy model integrated with AI for reading instruction. Data were collected through a questionnaire administered to Indonesian EFL students, focusing on their reading attitudes, challenges, and instructional expectations. The results reveal that students generally hold positive attitudes toward reading in English, particularly when authentic texts and interactive activities are incorporated. However, they experience notable difficulties with unfamiliar vocabulary, complex grammatical structures, and lengthy passages. Current classroom practices are often limited to surface-level comprehension, which students perceive as inadequate for developing critical and analytical reading skills. In contrast, learners express the need for authentic corpus-based materials, relevant vocabulary, and contextualized reading strategies. They also highlight the importance of integrating technology and AI to enhance engagement and facilitate deeper comprehension. The study concludes that a corpus-based approach integrated with AI can provide authentic language input, expand lexical knowledge, and foster data-driven learning. The proposed model, therefore, offers a promising framework for improving students’ reading competence in the EFL context.
Purpose: This study aims to examine the effect of integrating Design Thinking with GEMATH (GeoGebra and MATLAB) on vocational students’ critical thinking skills in mathematics learning. Method: The study employed a quasi-experimental research design using a pretest–posttest control group framework. The participants consisted of 50 eleventh-grade students from a vocational high school in Semarang, Indonesia, selected through cluster random sampling. Students were divided into an experimental group and a control group. The experimental group received mathematics instruction through a Design Thinking approach integrated with GEMATH, while the control group was taught using conventional teaching methods. Data were collected using a critical thinking test developed based on Ennis’ indicators, supported by observation sheets and technology readiness questionnaires. The data were analyzed using normality and homogeneity tests, followed by an independent sample t-test and effect size analysis. Findings: The findings reveal a statistically significant improvement in the critical thinking skills of students who participated in the Design Thinking–GEMATH learning environment compared with those receiving conventional instruction. Significance: The results indicate that integrating Design Thinking with digital mathematical tools can effectively promote higher-order thinking skills and provide an innovative pedagogical strategy for improving mathematics learning in vocational education.
This study aims to analyze and describe the role of school principal leadership in managing and developing learning communities at a junior high school in Kendal, Indonesia, particularly through the managerial functions of planning, organizing, actuating, and controlling. The study employed a descriptive qualitative approach using a single-site case study design conducted at SMP Negeri 3 Boja, Kendal Regency, Central Java. Participants were selected purposively and consisted of the school principal, teachers, and learning community coordinator. Data were collected through semi-structured interviews, observations, and documentation, including learning community programs, activity schedules, meeting records, supervision documents, evaluation reports, and activity photographs. Data were analyzed using the interactive model of Miles and Huberman, involving data reduction, data display, and conclusion drawing and verification. Data credibility was strengthened through triangulation by comparing information obtained from interviews, observations, and documentary evidence. The findings indicate that school principal leadership was implemented systematically through the integration of four managerial functions. Planning involved identifying teacher needs, developing programs, setting objectives, preparing facilities, and scheduling activities. Organizing included establishing structures, distributing responsibilities, appointing coordinators, and coordinating resources. Actuating was demonstrated through motivation, direction, mentoring, professional development, sharing of good practices, and appreciation. Controlling involves monitoring, academic supervision, evaluation, feedback, and follow-up. The integrated implementation of these functions strengthened teacher collaboration, professional development, instructional innovation, and learning quality while supporting the sustainability of the learning community.
The rapid development of science and technology in the 21st century demands educational transformation that prepares students not only to master knowledge but also to apply it in solving real-world problems. However, learning in Vocational High Schools (SMK) often still focuses on cognitive achievement rather than developing competencies related to sustainability and innovation. This study aims to explore the potential application of the Science, Technology, Engineering, Arts, and Mathematics (STEAM)-based Education for Sustainable Development (ESD) approach in Natural and Social Sciences (IPAS) project learning in Vocational High Schools (SMK). The research method used is qualitative descriptive with a literature review approach (library research), examining various sources from accredited national and international journals, conference proceedings, and educational policy documents. Data analysis was conducted using content analysis techniques to identify themes, patterns, and relevant findings from the literature. The research results indicate that the application of ESD-STEAM in IPAS project-based learning at SMK has great potential in enhancing 21st-century competencies, such as critical thinking, creativity, collaboration, and communication skills. Additionally, this approach integrates sustainability concepts with contextual project-based problem-solving, enabling students to apply knowledge practically in social, environmental, and technological contexts. These findings align with previous research demonstrating that the integration of ESD and STEAM can enhance science literacy, environmental awareness, and readiness for a sustainable workforce.
