The ability to think critically and creatively is essential for students to be able to face the challenges of the industrial revolution 4.0. Lectures must be designed to enhance students’ critical and creative thinking skills. This study aims to examine the implementation of problem-based learning in learning management information systems courses to improve students critical and creative thinking skills. The research design carried out was classroom action research. The subject in this study was students of Economics Education, Faculty of Economics, Universitas Negeri Semarang. The research was conducted in April-May 2019. The procedure for implementing class action research are two cycles (plan, action, observation, and reflection). The research data was taken by observation and interview methods. The data analysis method used is descriptive quantitative and qualitative methods. The results showed that two class action research cycles were well implemented. The application of the problem-based learning method can improve students’ critical and creative thinking skills. Students are able to solve a given case by doing the right analysis and being able to provide alternative solutions. Students consider the learning process to be more exciting and challenging. Students can express their opinions well in front of the class. The implication of this research is that lecturers can apply PBL with various combinations of learning strategies to improve students' critical and creative thinking skills.

AbstrakKegiatan pengabdian kepada masyarakat ini dilaksanakan sebagai upaya untuk mengedukasi keuangan syariah guru-guru Taman Pendidikan Alquran (TPQ) di Kecamatan Gunungpati Kota Semarang melalui kegiatan literasi keuangan syariah. Hal ini dilatarbelakangi dengan kenyataan bahwa kegiatan edukasi yang dilakukan selama ini untuk meningkatkan literasi keuangan syariah masih belum tersosialisasi dengan baik. Dan belum bisa menyentuh kalangan guru-guru TPQ. Penyelenggaraan TPQ (taman pendidikan al quran) menjadi sangat penting dan mendasar untuk memberikan bekal bagi siswa-siswa TPQ untuk lebih dini mengenal keuangan syariah. Melalui TPQ, guru-guru TPQ dapat mengenalkan dan memberikan pemahaman dengan sangat kondusif. Materi yang disampaikan adalah pengenalan lembaga keuangan syariah. Kegiatan pengabdian dilaksanakan dalam bentuk sosialisasi dan penyuluhan. Kegiatan pengabdian telah dilaksanakan dalam beberapa tahap; koordinasi persiapan pelaksanaan, pelaksanaan kegiatan edukasi, dan kegiatan evaluasi kegiatan. Kegiatan pengabdian diikuti 37 peserta guru TPQ. Pondok Pesantren (PP) Al Asror sebagai tuan rumah memberikan dukungan penuh pelaksanaan kegiatan pengabdian. Kegiatan pengabdian kepada masyarakat dapat meningkatkan literasi keuangan syariah peserta. Hal ini ditunjukkan dengan semakin pahamnya peserta mengenai perbedaan bank syariah dan bank konvensional, konsep dasar keuangan syariah dan akad-akad yang digunakan untuk pengembangan produk lembaga keuangan syariah.Kata Kunci: lembaga keuangan syariah, perbankan syariah, literasi keuangan syariah, guru TPQAbstractCommunity service activities are conducted as an effort to educate the shariah finance of TPQ teachers in Gunungpati Sub-district, Semarang City through syariah financial literacy activities. This is motivated by the fact that educational activities conducted so far to increase the literacy of Islamic finance is still not well socialized. And can not touch the TPQ teachers. Implementation of TPQ (al Quran education) becomes very important and fundamental to provide stock for TPQ students to be more familiar with sharia finance. Through TPQ, TPQ teachers can introduce and provide understanding very conducive. The material presented is the introduction of syariah financial institutions. The community service are carried out in the form of socialization and counseling. The community service has been carried out in several stages; coordination of preparation, implementation of education activities, and evaluation activities. The commnity service activities were attended by 37 TPQ teachers. PP Al Asror as the host provides full support for the implementation of community service activities. The community service activities can increase participants' sharia financial literacy. This is indicated by the increasing understanding of the participants regarding the differences between Islamic banks and conventional banks, the basic concepts of Islamic finance and akad-akad used for the development of Islamic financial institution products.Keywords: Islamic financial institution, islamic banking, sharia financial literacy, TPQ teacher

The implementation of Indonesia’s Merdeka Belajar policy requires transformative leadership approaches to address post-COVID-19 educational disruption. This study examines the associations between e-leadership, the adoption of disruptive learning innovations, and the implementation of the Merdeka Belajar policy in Indonesian junior high schools. Drawing on the Technology Acceptance Model, Social Cognitive Theory, and Digital Leadership Theory, we surveyed 162 principals in Bandung City using proportionate stratified random sampling and validated instruments demonstrating satisfactory reliability (Cronbach’s α = 0.842–0.891; CR = 0.857–0.906), convergent validity (factor loadings = 0.717–0.921; AVE = 0.571–0.671), and discriminant validity. E-leadership significantly predicted disruptive learning innovation (β = 0.728, t = 18.394, p < 0.001, R² = 0.530). Disruptive learning innovation strongly predicted policy implementation (β = 0.790, t = 24.671, p < 0.001, R² = 0.624). E-leadership also exerted a significant direct effect on policy implementation (β = 0.126, p = 0.020). Mediation analysis confirmed that disruptive learning innovation mediates 82.0% of e-leadership’s effect on policy implementation (indirect β = 0.575, p < 0.001; VAF = 0.820), indicating predominant partial mediation, with high predictive relevance (Q² = 0.823). This study provides the first empirical evidence of e-leadership’s role in educational policy implementation through disruptive innovation mechanisms, contributing to digital leadership theory in educational contexts. While situated in the Indonesian Merdeka Belajar context, the framework generalizes to educational systems worldwide implementing digital transformation, competency-based curriculum reforms, and technology-enhanced learning initiatives, offering practical guidance for school principals navigating 21st-century educational change globally. Practical implications include prioritizing e-communication and e-trustworthiness training for school leaders, allocating resources to support innovation adoption infrastructure, and establishing digital platforms for implementation monitoring.

Type of the article: Research ArticleAbstractEntrepreneurship is a strategic rehabilitative approach within correctional institutions, offering incarcerated individuals viable opportunities for economic independence and social reintegration. The high recidivism rates and severe social stigma faced by women upon release underscore the relevance of identifying effective psychological and social drivers to maximize the success of these initiatives. The study aims to examine the impact of prison entrepreneurship programs (PEP) on the entrepreneurial intentions of female inmates following their release, specifically exploring whether the moderating influences of personal resilience or external social support are the predictors in this process. A quantitative research design was adopted, utilizing primary data collected through a structured survey. The population comprises 225 female inmates who are currently incarcerated but have actively participated in vocational and entrepreneurship-oriented training for a minimum of three months in four selected correctional facilities. Data processing and model estimation were performed using partial least squares structural equation modelling (PLS-SEM). The findings demonstrate that participation in the PEP has a substantial and positive effect on entrepreneurial intention (β = 0.345, p < 0.001), with the overall model explaining 62.2% of the variance in entrepreneurial intention (R² = 0.622). The moderating analysis reveals that resilience does not have a statistically significant moderating effect on the relationship between PEP participation and entrepreneurial intention (p > 0.05). In contrast, social support emerges as a significant positive moderator, strengthening the effect of PEP participation on entrepreneurial intention (β = 0.265, p < 0.001). The study concludes that PEPs are highly effective, but their success hinges more on the assurance of post-release social support networks than on the inmates’ individual psychological resilience.