Curriculum changes are caused by several problems in curriculum implementation including the unpreparedness of students in implementing curriculum changes, limited facilities and infrastructure, lack of educational welfare, students do not participate in intense activities, and teachers are limited in mastering the new curriculum. The dynamics of curriculum change in Indonesia aims to make education in Indonesia able to compete with developed countries around the world. This study was conducted to determine the dynamics of curriculum changes on the quality of education in Indonesia. In its implementation, this study uses a qualitative research type. This research was conducted with a systematic literature review (SLR) research method which has an even and systematic nature by reviewing, analyzing and providing an assessment of the results of existing data, and the review process is carried out in thorough detail so that conclusions can be drawn. The results of this study indicate that curriculum changes occur due to a number of causal factors, including (1). The freedom of certain regions in the world from the domination of the colonialists. (2). The development of science and technology is very fast (3). Rapid growth with increasing population.

The success of the curriculum is determined by how the management is carried out. This study aims to collect data and information regarding the implementation of the Arabic language curriculum at SD Ummu Aiman ​​Lawang and the supporting and inhibiting factors. Curriculum management at the institution is an attraction for research because the curriculum is made independently by a team of Arabic language teachers and is supported by a supervisor appointed by the principal as the curriculum curriculum and subject teacher at the school. This study uses a qualitative method. The data sources of this research are: observation, interview, and documentation. The results of this study indicate: the implementation of Arabic language curriculum management at Umm Aiman ​​Elementary School has fulfilled the 6 main elements of curriculum management, namely: people are supervisors, curriculum team as well as Arabic teachers, large costs (money) due to online learning and offline, question and answer methods, lectures, and mubasyaroh as well as blended learning models, curriculum administration materials (PROTA, PROMES, basic competencies, materials, syllabus, RPE, RPP, and KKM), and markets. implementer of curriculum, implementer of learning and evaluation. While the supporting factors come from the school, the supervisor's message and the curriculum curriculum team, the supervisor's ability and the curriculum curriculum and the responses of students and guardians of students. While the inhibiting factors are the diagnosis of needs, the weakness of the instructional objectives, and the evaluation is not in accordance with the instructional objectives.

Pineapple (Ananas comosus L. Merr) is one of Indonesia’s important fruit commodities. Indonesia became the world’s fourth-largest pineapple producer in 2020. The monoculture cultivation system can lead to the continuous presence of pests and diseases in plantation areas. Mealybug wilt disease is caused by Pineapple mealybug wilt-associated virus (PMWaV) and its thought to be associated with phytomatodes. This study aims to determine the type of phytomatodes in pineapple plants with three health degrees: healthy plants, moderate symptoms, and severe symptoms. The soil and roots were sampled at 3, 5, 13, and 14 MAP (Month after Planting). Nematodes were extracted from the soil using the flotation-centrifugation method, while the root samples were extracted using the mist chamber method. Identification of nematode morphology was based on anterior (mouth and stylet shape), posterior (tail shape and reproductive organs), and the type of annulation or nematode cuticle surface. Seven genera of phytomatodes were identified from soil and root samples: Pratylenchus spp., Rotylenchulus spp., Meloidogyne spp., Helicotylenchus spp., Crinonemoides spp., Tylenchus spp., and Rotylenchus spp.. The dominant phytonematodes in the soil samples were Rotylenchulus spp. (66.67/100 ml of soil), while Pratylenchus spp. predominated in the roots (58.33/10 g of roots). Based on the three degrees of plant health, the phytonematodes that dominated the soil samples were Rotylenchulus spp. on the health degree of healthy and moderate symptoms, and Meloidogyne spp. dominate the sample at severe symptoms. Pratylenchus spp. dominated the root samples at healthy and severe symptoms, while Rotylenchulus spp. predominate in moderate symptomatic samples.