This research is entitled "Archaic Vocabulary in the Aceh Dictionary the Works Aboe Bakar and Friends". This study aims to find out what has been archaic in the Aceh Language Dictionary by Aboe Bakar and his friends. The approach used in this research is quantitative. The data collection in this study was using a questionnaire given to respondents from the categories of adolescents (15-20) years, adults (21-45) years and the elderly (46-65) years. The source of the data for this research is the native Aceh language, the researchers chose two sub-districts in Lhokseumawe City, namely Banda Sakti sub-district and Muara Dua sub-district. The researcher found that there were already archaic Acehnese vocabularies, as many as 148 vocabularies, namely abeusi, abeueng-abeueng, abiek, abin, acan, abôk. acok, asôb, 'aduat, akok, akô, 'ala/'akla, alang, alén, alét, bahie, bakeusih, bakai, baki, bako, balah, balak, balo, baloe, balôh, baluem, bandôt, bangkéh, bantaban, barah, baréng, basoe, basôh, bateue, baweue, bawôih, beuaih, bleutèe, beung'u, beupak, bijoe, beureu ôn, beuténg, beutôh, bhak, bhong, biduen, biheue, bingkéh, can'ok, cawöi, dabèe, daih, dampéng, darôi, dudom, dugom, deumpék, dangdhöt, dapa/dapha, dawok, deuru, dung'ok, èeng-èeng, èekeulaih, èekheutieue, èejeuba, gubra, ganong, geuny'ie, gumoe, guntoe, guroe, haleumab, haling, hanggô, hangèek, hany'ang, hareutoe, harôih, harok harök, hilam, himpôn, hiram, hirö, idan-idan, ilat, ingkang, meu (ingkang), ingoih, iréh, jaban, jaja, jagon jagön, kancôt, keubeueng, keudöt, keululu, keureukôih, keutupéng, kinca, kiwieng, laböh, labon/labön, lamb.

The ability of teachers' TPCK is an important factor that determines the success of improving the quality of education in urban area. The purpose of this study was to find out the perception TPCK of science teachers in Lhokseumawe City using TPACK survey instrument that consist of 7 components, namely Technological Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and TPACK in Likert scale. The data of TPACK perceptions were analysed using descriptive statistics. Based on the results, it shows that TPACK perception of that the. Teachers in Lhokseumawe City have a good category. High school science teachers have started to integrate technology into science learning, using digital platforms recommended in the independent learning curriculum.

Improving the quality of teachers is the toughest challenge as well as a strategic effort that must be done to improve the quality of education in Indonesia, especially Aceh. The qualifications of a teacher are determined by the ability of technological pedagogical content knowledge (TPACK). The ability of teachers' TPACK is an important factor that determines the success of improving the quality of education in an area. The purpose of this study was to determine the level of TPACK ability of science teachers in Lhokseumawe City using the fuzzy t.,sukamoto method in evaluating teacher learning. Based on the results of the study, it can be supposed that the Fuzzy Tsukamoto method can be used to determine the level of TPACK ability of science teachers in Lhokseumawe City. Using a random sample of 10 (ten) data records that 5 (five) records have a degree of very good, 4 (four) records have a degree of good and 1 (one) record has a degree of very bad. Teachers in Lhokseumawe City have a very good level of TPACK