The purpose of this study was to evaluate the badminton club performance coaching physical training program. This research was conducted at the badminton coaching club Bengkulu city in 2021. In this study using the CIPP Model with survey research methods. Data obtained through observation, questionnaires, interviews, and documentation study. This study uses non-statistical qualitative analysis methods, where the data reduction component and data presentation are carried out simultaneously with the data collection process after being collected, so that the three components are analyzed (data reduction, data presentation, drawing conclusions) interact. The results of this study indicate that (1) the process of the eligibility mechanism and the qualifications of coaches and badminton achievement coaching club athletes in Bengkulu City includes PB. Orchid, PB. Porpu, PB. Tupperware is quite decent. (2) The implementation of the physical exercise program has not been going well, in the trainer and athlete sectors. (3) The facilities and infrastructure owned by the badminton achievement coaching club in Bengkulu City are still in the poor category because only PB. Porpu have adjusted the facilities and infrastructure according to PBSI standards while PB. Anggrek and PB.Tupperware still need to be fixed.

This study aims to determine and describe the role of principal leadership in improving the work discipline of teachers and employees and to find out what obstacles are obstacles to the role of principal leadership in improving the work discipline of teachers and employees at SMA Negeri 2 Lahat. This research is a descriptive qualitative research type and uses purposive sampling technique. There are five roles of the Principal and two obstacles faced by the Principal in improving the work discipline of teachers and employees. From the results of the research shows that the principal of SMA Negeri 2 Lahat carries out the role as a leader by planning and deliberating, as a manager by creating collaboration between teachers and employees, as educators by preparing learning program plans as administrators by managing facilities and infrastructure as well as financial administration, motivators. by providing motivation with a conducive school environment. The obstacles faced by school principals in improving the work discipline of teachers and employees are teachers and employees who are less disciplined in carrying out their duties so that they are also difficult to improve their work discipline, as well as obstacles in inadequate school facilities and infrastructure.

This study analyzed how students in Indonesia and Nigeria used Project-Based Learning to develop their entrepreneurial skills. Qualitative methods with observation and documentation instruments used in this study. The success of the Project-Based Learning strategy is evaluated by reviewing projects completed by students. The findings of this study can be used by universities in Indonesia, Nigeria, and other countries as an alternative learning strategy. This research has never been done before because it examines entrepreneurial skills using Project-Based Learning in the context of Indonesia and Nigeria. The results obtained in Nnamdi Azikiwe University and Universitas Bengkulu<strong> </strong>indicated that PjBL approach increases students’ entrepreneurship skill development, creative thinking, and problem solving. These are very important for future entrepreneurial endeavours. Hence, PjBL is an effective method that can be used to enhance the entrepreneurial skill of students compared to the traditional class structure where the teacher or lecturer do more of the teaching with less students’ involvement. This study provides an alternative option for developing entrepreneurial skills through project-based learning in both Indonesia and Nigeria.

The purpose of this study is to develop ethnosains learning modules that are feasible and practical for use after being validated by several experts and responded by several teachers and students. The research method uses the Borg & Gall development model which consists of 8 stages, namely a preliminary study stage, a research planning stage, a design development stage, an initial trial phase, an initial product revision, a limited field test, a revised stage of the results of a limited field test, and a product stage end. This research is limited to the limited field trial stage namely the feasibility and practicality of the module. The instrument used was a questionnaire for module eligibility and student and teacher response questionnaires to test the practicality of the module. Data from the analysis of the questionnaire by calculating the percentage of achievement in each component of the percentage of achievement criteria of eligibility and practicality of science learning modules based on ethnics that was developed. Ethnographic-based science learning modules developed were declared feasible to be used with a percentage of 90.00% (linguists), 88.00% (material experts), 96.00% (design / media experts) with the very feasible, feasible, and very feasible and the percentage of eligibility of 3 colleagues is 91.46%. Practical to use with the response percentage of 10 students 84.83% (very practical category), and the response of 2 science teachers with a percentage of 93.40% (very practical category). Practical to use with the response percentage a total average of 10 students namely 84.83% are in the interval of 80% ≤ PRM ≤ 100%. And based on the teacher’s questionnaire response that is 93.40% which is included in the category of very practical From the results of these data it can be concluded that the module has been feasible and practical to be used as teaching material in supporting the teaching and learning process on the material interaction of living things with their environment.

The aim of this study is to create a high-quality blended learning model using moodle and an ADDIE development step. This research results in a blended learning model based on components and learning model tools, as well as an e-learning moodle guide for lecturers and students. Based on expert validation assessments, the resulting blended learning model is of great quality. This blended learning model can help teachers navigate the complexities of BL, such as the integration process and navigation of essential learning activities and seek to involve, prepare, and support learning that has integrated online learning and F2F learning activities. Blended learning products are also developed to make it easier for lecturers to implement blended learning into the learning process and to make it easier for students to participate in learning activities according to the components of blended learning.