Automated Canopy and Irrigation System for Efficient Plant Water Management Using Sensor-Based Technology

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This study presents the design, development, and evaluation of an Automated Smart Canopy and Irrigation System that integrates soil moisture, rainfall, and temperature/humidity sensors, along with a TTGO ESP32 microcontroller, to optimize small-scale plant water management. To coordinate irrigation and canopy actions, a retractable net canopy and an automated pump were controlled by threshold rules (soil moisture <30%, rain ≥80%, temperature ≥38°C). During prototype testing under dry, simulated rain, and heat scenarios, the system demonstrated reliable responses: soil-moisture control achieved 90% accuracy, while rain and temperature controls reached 100% in the tested simulations. Further analysis using a confusion matrix and standard performance metrics (precision, recall, F1) validated the system’s responsiveness and robustness. Taken together, these results indicate strong potential to reduce water waste and protect crops across variable Philippine climates, recommending further scaling, solar integration, and water-level sensing for field deployment.

Stability-Indicating HPLC Method for Simultaneous Estimation of Sofosbuvir and Ledipasvir

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The optimization of chromatographic conditions for the analysis of Ledipasvir and Sofosbuvir was successfully achieved using a Hibar C18(250×4.6mm)5µm column using 1% O-Phosphoric acid (pH 6.4): Acetonitrile (30:70 v/v) at a flow rate of 0.8 ml/min, ensuring excellent peak shape and resolution. System suitability tests confirmed compliance with essential parameters, including resolution, tailing factor, and theoretical plate count, ensuring reliability. The retention time of ledipasvir and sofosbuvir were found to be 7.1min and 3.7 min, respectively. During force degradation, drug product was exposed to hydrolysis (acid and base hydrolysis), oxidation, thermal degradation and photo degradation. Both the drugs were not degraded under thermal, oxidative, photolytic, acid and neutral hydrolytic conditions, but Sofosbuvir showed degradation under alkaine hydrolytic condition with a retention time 2.8 min and 4.1 min, respectively. The degraded products of Ledipasvir and Sofosbuvir were well resolved from the individual bulk drug response. The specificity of the method was confirmed by peak purity profile of the resolved peaks. In conclusion, the developed chromatographic method for Ledipasvir and Sofosbuvir is precise, accurate, linear, sensitive, and robust, making it suitable for routine pharmaceutical analysis and quality control. The validation results confirm compliance with regulatory standards, ensuring reliable identification and quantification of these antiviral drugs. Given its high stability and reproducibility, this method provides an efficient and dependable approach for analyzing Ledipasvir and Sofosbuvir in pharmaceutical formulations.

Evaluation in the Digitalization Implementation in the Sport Injury Therapy Service in Special Region of Yogyakarta

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This research aims to assess the outcomes of evaluating the context, input, process, and product of digitalization in sports injury therapy services in Special Region of Yogyakarta. This research employs the CIPP assessment model. The research participants included owners, managers, therapists, and patients at clinics in Special Region of Yogyakarta. The sampling method employed purposive sampling, with the criterion being the willingness to participate and complete questionnaires provided by the researchers. The data collection approaches included observation, interviews, questionnaires, and documentation procedures. This research included descriptive quantitative and descriptive qualitative analysis methodologies for data analysis. The success criterion employed intervals: 3.26-4.00 (Very Good), 2.51-3.25 (Good), 1.76-2.50 (Poor), and 1.75-1.00 (Very Poor). The findings indicate that the assessment of digitalization in sports injury therapy services in Special Region of Yogyakarta is at 3.10, categorized as good. The results derived from each evaluative component are as follows. Subsequently, each evaluative criterion is elucidated, specifically: The evaluation context of digitization in sports injury therapy services in Special Region of Yogyakarta is rated at 3.01, categorizing it as good. The input evaluation of digitalization in sports injury therapy services in the Special Region of Yogyakarta (DIY) is at 3.06, classified as satisfactory. The process evaluation of digitalization in sports injury therapy services in the Special Region of Yogyakarta (DIY) obtains a score of 2.20, classified as adequate. The assessment of digitalization in sports injury therapy services in the Special Region of Yogyakarta (DIY) obtains a score of 2.42, classified as adequate. The results indicate that, on average, each sports injury therapy clinic has adopted digitalization, albeit some have not executed it effectively.

The Role of Using Rubrics in TESOL Graduate Students’ Writing Performance at Kabul Education University

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The purpose of this study was to explore the role of using rubric by TESOL graduate students in their writing performance at Kabul Education University, identifying the effects of rubrics on their writing performance, their understanding and exposure to rubrics, and their attitudes and motivation toward the use of rubrics in writing. In this study, a quantitative survey design using questionnaire in Likert Scale format was employed. The participants for this study were 27 male students majoring in the TESOL graduate program at Kabul Education University who were selected purposively as they could provide the most useful and relevant information. For analyzing the data SPSS version 24 was used as statistical tool. The findings of this study revealed that TESOL students generally hold positive perceptions regarding the use of rubrics in writing. The study concludes that rubrics can be considered effective tools for improving students’ writing performance and supporting learning processes when used appropriately.

Lived Experiences of Selected Pioneer Senior High School Teachers in The Philippines

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 Using a modified Van Kaam method by Moustakas (1994), this study explored and described the lived experiences of the selected pioneer Senior High School teachers in the implementation of the Senior High School program in Surigao City Division, Caraga Region, Philippines. Ten informants were selected using purposive and criterion specifying as pioneer teachers at the senior high school. The emergent themes derived from the study are (1) 21st Century Skills-Based Instruction; (2) Inventiveness and Ingenuity; (3) Beyond Classroom Learning; (4) Competence and Readiness; and (5) Fulfilled Teaching Experience. The emergent themes explained how teachers have viewed the implementation, challenges, and success stories in the senior high school program. Undeniably, teachers’ lived experiences in the implementation of the senior high school program are fulfilling with commitment and passion to teach despite the challenges encountered. These challenges along the way have been addressed through the ingenuity and creativity of teachers like being resourceful in providing reference materials to learners. There may be lacking and inadequate learning facilities, but this does not hinder teachers from providing quality services to students.

Adapting the Five Pillars of Model Risk Management for Generative AI: The GEN-5 Validation Framework

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The emergence of Generative Artificial Intelligence (AI) systems has expanded the boundaries of traditional model development and validation, introducing new dimensions of model risk. Existing Model Risk Management (MRM) standards such as SR 11-7 and SS1/23 remain foundational; however, their application must evolve to address the dynamic and context-dependent behaviour of Large Language Models (LLMs), Retrieval-Augmented Generation (RAG) architectures, and multi-agent environments. These systems pose novel and high-impact risks due to their generative nature, contextual variability, and ability to self-orchestrate actions. Ensuring that such models produce consistent, auditable, and risk-mitigated outcomes has become critical, yet validators face growing challenges in assessing conceptual soundness, monitoring reasoning reliability, and evaluating control effectiveness within existing MRM frameworks.

This paper proposes GEN-5, a five-pillar validation and assurance framework that adapts established Model Risk Management (MRM) principles to the unique behaviours and risks of Generative AI, RAG pipelines, and multi-component AI systems. GEN-5 provides a standardized template and actionable methodology for assessing conceptual soundness, performance accuracy, outcome reliability, control effectiveness, and continuous monitoring across AI-driven environments. It integrates both qualitative and quantitative evaluation techniques—including hallucination detection, prompt robustness, retrieval fidelity, semantic consistency, and reasoning stability—while emphasizing the essential role of governance, safety guardrails, and control assurance. By extending traditional MRM rigor to modern AI architectures, GEN-5 offers practitioners a policy-aligned, technically grounded approach for identifying, evaluating, and mitigating the novel risks introduced by Generative and enterprise-scale AI use cases.

Differentiated Instruction for Slow Learner Inclusion Students in English Language Teaching: Challenges and Opportunities

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Despite the growing recognition of differentiated instruction for diverse learners, its implementation for slow learner inclusion students in English language teaching within resource-constrained Indonesian schools remains underexplored. This study investigates the implementation of differentiated learning models for slow learner inclusion students at SMPN 1 Rembon, South Sulawesi, Indonesia, focusing on the challenges these students face and the impact of differentiated instruction on their learning motivation and competence. Employing a qualitative case study approach, data were collected through in-depth interviews with nine slow learner inclusion students, two English teachers, and two homeroom teachers, complemented by classroom observations and document analysis. Thematic analysis was conducted within Miles and Huberman’s interactive framework. The findings revealed eight major challenges confronting slow learner inclusion students: negative emotional responses, perceived difficulty of English, comprehension failures, falling behind during instruction, need for extended learning time, vocabulary deficits, affective barriers, and environmental obstacles. Following differentiated learning implementation, four significant positive impacts emerged: improved comprehension and language skills demonstrated by increased ability in writing simple commands (from 20% to 75%), enhanced participation rates (from 75% to 85%), strengthened intrinsic motivation and self-confidence, and development of independent learning habits. Teachers identified five implementation challenges and employed eight effective strategies including content differentiation, discovery learning, parent collaboration, and individual learning plans. The study concludes that despite infrastructural and pedagogical constraints in peripheral educational settings, targeted differentiation strategies can substantially improve learning outcomes for slow learner inclusion students. These findings contribute original insights into differentiated instruction in the Indonesian ELT context, challenging the assumption that effective inclusion requires resource-intensive interventions while providing evidence-based recommendations for creating inclusive learning environments that advance educational equity in the Global South.

Speaking Skills Development in Indonesian Senior High School: A Mixed Methods Needs Analysis of Student Preferences, Challenges, and Teacher Support

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Despite widespread recognition of speaking proficiency as central to English language learning, senior high school students in Indonesia continue to exhibit significant difficulties in oral communication, and the specific preferences, challenges, and support needs driving these difficulties remain insufficiently understood. This study investigates two interrelated questions: (1) what types of learning activities do students prefer to enhance their speaking skills, and (2) what challenges do students encounter in learning English speaking skills, and what teacher support do they identify as most beneficial? A convergent mixed-methods design was employed, integrating quantitative data from a 25-item Likert-scale questionnaire administered to 15 students across five needs analysis dimensions Target Situation Analysis (TSA), Present Situation Analysis (PSA), Learning Needs (LN), Learners’ Wants (LW), and Learning Preferences (LP) with qualitative data from semi-structured interviews conducted with five purposively selected participants. Quantitative data were analysed using descriptive statistics; qualitative data underwent systematic thematic analysis following Miles, Huberman, and Saldaña’s (2020) interactive model. Findings revealed that students demonstrated Very High awareness of speaking importance (TSA M = 4.78) while simultaneously recognising significant deficiencies in current proficiency (PSA M = 3.83), particularly vocabulary limitations (M = 4.00) and difficulty expressing ideas fluently (M = 3.93). Students articulated strong learning needs (LN M = 4.41), prioritising frequent oral practice (M = 4.53), immediate constructive feedback (M = 4.40), and teacher modelling. Qualitative analysis identified six themes: linguistic challenges, affective barriers, peer influence, classroom contextual factors, out-of-class environmental factors, and desired teacher support. The consistent convergence of quantitative and qualitative strands strengthens the validity of the findings and generates evidence-based implications for speaking instruction design, teacher professional development, and curriculum policy in Indonesian EFL contexts.​

Between Readiness and Reality: EFL Teachers’ Deep Learning Implementation in Indonesia’s Merdeka Curriculum Amid Remote-Region Constraints

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This study investigates the readiness of EFL teachers in Toraja, a geographically remote region of South Sulawesi, Indonesia, to implement the Deep Learning approach within Indonesia’s Merdeka Curriculum, and examines the systemic, pedagogical, student-related, and infrastructural challenges they encounter during implementation.A sequential explanatory mixed-methods design was employed, involving six purposively selected junior secondary school EFL teachers. Quantitative data were collected through a validated 20-item questionnaire measuring four readiness dimensions (pedagogical, technological, psychological, and institutional) on a five-point Likert scale, analyzed using descriptive statistics. Qualitative data were gathered through in-depth semi-structured interviews and analyzed using reflexive thematic analysis within Miles and Huberman’s interactive framework. Quantitative results revealed Very High overall teacher readiness (M = 4.28, SD = 0.470), with pedagogical and psychological readiness achieving Very High categorization (M = 4.40 each) and technological and institutional readiness achieving High categorization (M = 4.20 and 4.13 respectively). Four of six teachers (66.7%) were classified as Very High readiness. However, qualitative analysis identified four major challenge themes that systematically constrain implementation: (1) systemic institutional constraints inadequate sporadic professional development, rigid curriculum structures, and heavy administrative burden; (2) pedagogical instructional difficulties severe time constraints, challenges implementing inquiry and reflection phases, and authentic assessment design gaps; (3) student-related barriers uneven readiness, limited EFL vocabulary, passive learning habits, and cultural deference norms; and (4) infrastructure and technological limitations limited shared devices, unstable internet, and forced pedagogical regression reducing deep learning quality by up to 50%. This study reveals a critical readiness-reality gap: teachers demonstrate high internal readiness, yet face substantial external constraints that systematically undermine implementation quality. The findings contribute evidence-based insights to the emerging literature on Deep Learning implementation in under-resourced Indonesian EFL contexts and offer targeted recommendations for teachers, school leaders, district authorities, and national policymakers to achieve sustainable implementation in Toraja and comparable remote regions.​

Integrating Ethnopedagogical Approaches in English Vocabulary Learning: A Qualitative Study from Toraja, Indonesia

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learning and identifies the challenges teachers face in implementing these culturally responsive approaches in the Toraja context, Indonesia. Employing a qualitative research design with thematic analysis following the Miles and Huberman interactive model, data were collected through in-depth interviews with English teachers regarding the integration of ethnopedagogical approaches in vocabulary instruction. Findings reveal that ethnopedology significantly enhances student motivation across eight dimensions: increased learning attractiveness and information retention, enhanced overall motivation, greater active participation, increased confidence, improved long-term vocabulary retention, stronger sense of ownership and cultural pride, increased perseverance, and fostered independent learning habits. Teachers face ten substantial implementation challenges, including limited competence in integrating local wisdom, insufficient contextual materials, absence of evaluation standards, time constraints, difficulty balancing cultural content and linguistic targets, and assessment difficulties. Despite these challenges, teachers employ ten effective strategies including the use of authentic cultural objects, storytelling, discovery learning, cultural portfolios, and collaboration with community experts. This study contributes to the growing body of literature on culturally responsive language teaching by providing empirical evidence from an under-researched Indonesian context, offering practical implications for teachers, curriculum developers, and policymakers.