This study aims to analyze the transformation of AI-based accounting learning in strengthening graduate profile dimensions and improving DUDIoriented work readiness within vocational education. The study employed a qualitative approach with a case study design conducted at SMK Batik 1 Surakarta. Data were collected through observations, in-depth interviews, and documentation involving school leaders, accounting teachers, internship coordinators, and students. Data analysis was conducted using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings indicate that accounting learning has transformed toward competency-based, contextual, and technology-supported instructional practices through the integration of computerized accounting, project-based learning, artificial intelligence literacy, and industrial internship programs. Graduate profile dimensions were strengthened through school culture, literacy reinforcement, religious habituation, discipline systems, and collaborative learning activities integrated into instructional processes. The study also reveals that AI integration in accounting learning remains in a developmental stage requiring continuous institutional support, teacher readiness, and technological adaptation. These findings demonstrate that holistic vocational learning contributes to strengthening technological competence, character formation, and adaptive work readiness aligned with industrial transformation and future workforce demands.
The implementation of the Merdeka Curriculum requires the realization of student-centered learning (SCL), which promotes students’ active participation, independence, and collaboration. However, classroom practices in schools are still often dominated by teacher-centered approaches, highlighting the need for innovative learning media that support this educational transformation. This study aims to analyze the implementation of student-centered learning within the Merdeka Curriculum through the utilization of the Educaplay platform in Pancasila Education at the senior high school level. This research employed a descriptive qualitative approach with a case study design. Data were collected through participatory observation, expert validation of learning materials and instructional tools, and documentation. Data analysis was conducted qualitatively using the Miles and Huberman interactive model, while validation data were analyzed using feasibility percentages. The findings revealed that the developed instructional tools achieved an average validation score of 98.75%, categorized as excellent. The implementation of Educaplay features, including interactive slideshow, matching game, and froggy jumps, successfully increased students’ active engagement, fostered learning independence, strengthened collaboration and communication skills, created more meaningful and contextual learning experiences, and transformed the teacher’s role into that of a learning facilitator. These findings are further supported by a synthesis of the literature indicating that gamification and game-based learning effectively enhance students’ motivation, participation, and learning outcomes. Therefore, Educaplay functions not only as a digital learning medium but also as a pedagogical tool that supports the implementation of student-centered learning principles within the Merdeka Curriculum.
Education plays an important role in supporting sustainable development, particularly through strengthening economic literacy and fostering students’ character in relation to sustainable consumption and production. The implementation of circular economy concepts in schools is expected to shape students’ knowledge, behaviour, and awareness regarding sustainability. This research employed a descriptive quantitative approach with causal analysis. The population consisted of students at SMP Negeri 2 Jatiwangi, while the sample focused on Year 9 students who had received learning materials related to the circular economy and sustainable economic literacy. Data were collected through questionnaires using a Likert scale and documentation techniques. Data analysis was conducted using descriptive analysis and Partial Least Squares (PLS). Instrument testing included validity, reliability, and mediation testing using the Sobel test. The findings revealed that all indicators for circular economy education, economic literacy, and student profile met the requirements of validity and reliability. The results of hypothesis testing showed that circular economy education positively and significantly affects economic literacy and student profile. Economic literacy also positively and significantly affects student profile. Furthermore, economic literacy strengthens the relationship between circular economy education and student profile. These findings indicate that the implementation of circular economybased education contributes to improving students’ economic literacy and shaping positive student character towards sustainable development.
The phenomenon of bullying in the school environment is a problem that requires serious attention, especially in the context of character formation of students. Strengthening the character of love of peace through learning Pancasila Education is seen as one of the preventive efforts to suppress this behavior. This study aims to analyze the strengthening of the peace-loving character in learning Pancasila Education as an effort to prevent bullying in students at Widya Darma Junior High School Surabaya. This study uses a qualitative approach with a case study method. Data was obtained through indepth interviews with Pancasila Education teachers, vice principals, and students, as well as observation and documentation during the learning process. The results of the study show that strengthening the character of peace love is carried out through the integration of Pancasila values in learning materials, the application of the Project Based Learning (PjBL) model, the use of contextual media, and attitude assessments in a sustainable manner. The approach encourages students to respect differences, build dialogue, and resolve conflicts peacefully, thus contributing to minimizing bullying behavior. However, there are obstacles in its implementation, such as differences in student backgrounds, limited learning time, and lack of family support. Thus, strengthening the character of peace love needs to be carried out consistently and collaboratively between schools and families so that the internalization of values can take place optimally in students' daily livesrewards and punishments is effective in increasing students’ active participation and creating a more engaging and interactive learning atmosphere.
Active participation is one of the key indicators of successful learning. However, in reality, active participation remains relatively low. Therefore, this study aims to increase students’ active participation through the application of symbolic rewards and punishments in social studies lessons on needs and wants in fourth-grade elementary school classes. The study employed the Classroom Action Research (CAR) design by Kemmis and McTaggart, conducted over two cycles. The research subjects consisted of 26 students. Data collection techniques included observation, interviews, field notes, and document analysis. The results showed that initially, student participation was still low and uneven. In the first cycle, most students fell into the active category (54%), but there were still students in the somewhat active category (23%). After improvements were made in Cycle II, there was a significant increase, with 88% of students reaching the very active category and 12% in the active category. Questionnaire results also showed positive responses from students toward the implementation of this strategy, which was able to boost students’ enthusiasm, courage, and discipline. Thus, the application of symbolic rewards and punishments is effective in increasing students’ active participation and creating a more engaging and interactive learning atmosphere.
