This study aims to examine several writing errors or mistakes found in academic works by students in the process of completing their final assignments. The method used in this research involved analysing samples of students’ theses through the lens of standard writing language criteria. The findings of this study reveal the following: 1) Errors in the use of capital letters occurred 48 times (30.20%). 2) Errors in the usage of prepositions di, ke, and dari, as well as the prefixes di- and ke-, occurred 13 times (8.17%), comprising 10 errors in prepositions and 3 errors in prefixes. 3) Errors in punctuation usage occurred 68 times (42.76%), including 12 errors in using periods (.), 22 errors in commas (,), 18 errors in hyphens (-), 3 errors in question marks (?), and 13 errors in colons (:). This study contributes to understanding common writing errors in academic works by highlighting the frequency and types of errors related to capitalization, prepositions, prefixes, and punctuation. The findings provide insights that can help educators design targeted interventions to improve students' academic writing quality.

This research aims to analyze the effectiveness of implementing the Project Based Learning (PJBL) method in the Arabic language teaching module in the Independent Curriculum at the junior and senior high school levels in Semarang City. PJBL is a student-centered learning method, where they are involved in projects that are relevant to real-life contexts, to improve language skills and understanding of Arabic culture. This research uses a mixed approach with qualitative and quantitative methods. Data was collected through questionnaires, interviews, observations and document analysis from 10 schools (5 junior high schools and 5 high schools) with a total of 250 students and 15 teachers. The results of the research show that the implementation of PJBL significantly improves students' Arabic language skills, especially in speaking and writing. . In addition, students' learning motivation increases because they feel more involved and enthusiastic in the learning process. Collaboration and problem-solving skills have also improved, with students working effectively in groups to complete their projects. However, several challenges are faced, such as limited resources and teacher readiness in designing projects that suit students' level of understanding. Overall, the PJBL method has proven to be effective in improving the quality of Arabic language learning in Semarang City, in line with the principles of the Independent Curriculum which emphasizes integrated learning. Independent and creative. Recommendations from this research include the need for more intensive teacher training, provision of adequate infrastructure, as well as the development of PJBL- based teaching modules that are tiered according to students' education level.

Indonesian society is very diverse with various tribes, races, customs, classes, groups and religions. To the extent that these differences are recognized and understood, this situation actually makes sense. However, when differences arise and disturb the harmony of life, the differences must be resolved. (Taat Wulandari, 2020) Apart from that, education is a process of building and developing the human personality spiritually and physically. A society or nation will never progress without education, so it becomes less or even uncivilized. Education is also the process of improving a person's human resources to improve their social abilities and develop reciprocity between themselves, society and the surrounding cultural environment. The relevant methods that can be applied in Indonesia are as follows: 1. Contribution Approach, 2. Additive Approach 3. Transformation Approach 4. Social Action Approach. Thus, multicultural education can function as a transformer that can instill the values of humanism, pluralism and democracy into students' lives. The final goal of multicultural education is that students are not only able to understand the subject matter, but are also expected to have strong characters that will enable them to behave democratically, pluralist and humanist throughout their lives.

The Integrated Teacher Education Program (ITEP) is a four-year undergraduate initiative aligned with the National Education Policy (NEP) 2020, aimed at fostering the holistic development of educators. Unlike traditional teacher training programs, ITEP integrates theoretical knowledge, practical training, and value-based education to equip teachers with the skills needed for modern classrooms. The curriculum includes pedagogy, child psychology, subject-specific training, and technology, complemented by experiential learning through internships and community projects. ITEP emphasizes critical thinking, creativity, inclusivity, and ethics, preparing educators to adopt learner-centered methodologies while contributing to a diverse society. It also integrates technology to enhance teaching and learning. Continuous assessment fosters reflective practices among teachers, enabling them to adapt to changing educational needs. While promising, ITEP's success depends on addressing challenges like faculty training, infrastructure, and curriculum standardization. Collaborative efforts and widespread awareness are essential for its effective implementation. By promoting a holistic approach to education, ITEP aims to produce competent and socially responsible educators, aligning with NEP 2020’s vision of transforming teacher education and elevating educational quality in India.

In the Research Methodology Department of the Faculty of Medical Sciences of a private University of Mar del Plata, Argentina, the following activity was presented to be developed during 15 days in an asynchronous way: To promote the exchange of opinions between students of Dentistry and Kinesiology and Physiatry on their role in the approach to a patient. The proposal is developed in the following way. A premise is placed on the platform. The link is shared with the participants. The activities they had to do to prove it were posted. Postural alterations, bite disorders, risk of oral infection, state of joints and muscles of the face, neck, swallowing and speech disorders are some of the aspects that stand out. It is important that the heads of the different departments promote spaces for reflection and active work among students from different medical science courses, since in the future they will be working in teams to deal with problematic situations associated with the management of patients facing scenarios that arise.