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BRIDGE: The Multidisciplinary Research Portal
Published by SEKOLAH TINGGI TEKNOLOGI NUSANTARA LAMPUNG
ISSN : 30256585     EISSN : 30253640     DOI : -
Core Subject : Engineering,
Engineering
BRIDGE The Multidisciplinary Research Portal is an open access academic journal that publishes multidisciplinary research articles in various fields, including science and technology, health, social and humanities, arts and humanities, business and economics, and education. The journal aims to publish original research articles, literature reviews, conceptual papers, and applied research reports that have the potential to impact society positively. BRIDGE publishes twice a year in August and January, and all submissions undergo a rigorous peer-review process to ensure the highest quality of published articles. The journal promotes interdisciplinary collaboration and facilitates the exchange of knowledge and ideas across different disciplines, ultimately advancing science and technology and improving peoples lives.
Arjuna Subject : Umum - Umum
Articles 30 Documents
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Rectoral Leadership and Lecturer Performance in Higher Education Institutions Winata, Ganjar; Suprapto, Irawan
BRIDGE : The Multidisciplinary Research Portal Vol. 3 No. 1 (2025): JANUARY (I)
Publisher : LPPM Sekolah Tinggi Teknologi Nusantara Lampung

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Abstract

Effective leadership at the rectoral level plays a strategic role in shaping lecturer performance and institutional effectiveness in higher education. This study explores how rectoral leadership practices influence lecturer performance within a university context, drawing on perspectives of transformational, bureaucratic, and value-based leadership. Employing a qualitative case study design within an interpretivist paradigm, data were collected through in-depth interviews, participant observation, and document analysis involving university leaders, academic staff, and institutional records. Thematic analysis was applied to identify patterns of leadership practices related to motivation, performance management, and institutional support. The findings indicate that rectoral leadership contributes to lecturer performance primarily through structured coordination mechanisms, value-driven motivational communication, and the delegation of performance-related programs across institutional units. Leadership practices emphasize alignment with core academic responsibilities, including teaching, research, community service, and the integration of institutional values. Although leadership implementation is largely hierarchical, it is perceived positively due to its clarity of vision, moral legitimacy, and consistency with organizational culture. The study contributes to higher education leadership literature by providing empirical insights into how rectoral leadership functions as a multidimensional process that combines strategic direction, bureaucratic coordination, and value-based engagement to support lecturer performance. However, the findings are limited by their single-case design and context specificity. Future research is recommended to adopt comparative or multi-site approaches and to incorporate mediating factors such as organizational culture, job satisfaction, and academic motivation to further explain leadership–performance dynamics in higher education.
Project-Based Learning and Its Contribution to Student Character Development in Secondary Education Rospa; Irawan, Dodi
BRIDGE : The Multidisciplinary Research Portal Vol. 3 No. 1 (2025): JANUARY (I)
Publisher : LPPM Sekolah Tinggi Teknologi Nusantara Lampung

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Abstract

Project-based learning has increasingly been recognized as an effective pedagogical approach for fostering student character development in secondary education. This study examines the implementation of project-based learning as a strategy to strengthen student character development within a secondary school context, particularly through structured school management practices. Employing a qualitative descriptive design, data were collected through interviews, observations, document analysis, and questionnaires involving school leaders, teachers, and students. The data were analyzed thematically to identify patterns related to planning, implementation, supervision, and learning outcomes. The findings reveal that project-based learning contributes positively to student character development, especially in dimensions related to collaboration, creativity, independence, and social responsibility. Effective implementation is supported by systematic school management, including structured scheduling, clear role distribution, and alignment between project themes and learning objectives. However, the study also identifies several challenges, such as limited teacher involvement in the planning phase, uneven student engagement, insufficient operational guidelines, and constraints in funding and external supervision. These factors affect the consistency and depth of character development outcomes, particularly in higher-order skills such as critical reasoning. The study contributes to the literature on educational innovation by highlighting the importance of integrative management practices in maximizing the potential of project-based learning for character education. The findings suggest that inclusive planning, clear standard operating procedures, stakeholder involvement, and continuous evaluation are essential to enhance the effectiveness and sustainability of project-based learning initiatives. These insights offer practical implications for school leaders, educators, and policymakers seeking to promote holistic student development through innovative instructional approaches in diverse educational settings.
Principals’ Managerial Skills in Integrating Local Wisdom into School Culture and Character Education Nurjannah, Siti; Chandra, Edi
BRIDGE : The Multidisciplinary Research Portal Vol. 3 No. 1 (2025): JANUARY (I)
Publisher : LPPM Sekolah Tinggi Teknologi Nusantara Lampung

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Abstract

The integration of local wisdom into school culture has become an essential strategy for strengthening character education in increasingly globalized educational contexts. This study explores how principals’ managerial skills contribute to the effective integration of local wisdom values into school culture and their implications for student character development. Employing a qualitative case study design, data were collected through in-depth interviews, non-participant observations, questionnaires, and document analysis involving principals, teachers, students, and community stakeholders. Thematic analysis was applied to examine managerial practices across key functions, including planning, organizing, directing, and supervising. The findings indicate that principals with strong managerial leadership are able to align school vision and mission with local cultural values, facilitate teacher collaboration, adapt curriculum and extracurricular programs, and actively engage community participation. These practices support the institutionalization of local wisdom within daily school activities and learning processes. As a result, schools demonstrate notable improvements in student character indicators, particularly discipline, responsibility, respect, collaboration, and participation in cultural activities. However, the study also identifies persistent challenges, such as limited resources, uneven teacher commitment, and varying levels of stakeholder support, which require adaptive leadership and continuous evaluation. This study contributes to the educational leadership literature by providing empirical insights into the role of managerial leadership in sustaining culturally responsive school environments. The findings highlight the importance of strategic leadership, stakeholder engagement, and systematic monitoring in embedding local wisdom as a foundation for holistic character education across diverse school contexts.
Juvenile Justice and Sharp Weapon Possession: A Socio-Legal Study in North Lampung Bakar, Abu; Dwiono, Sugeng
BRIDGE : The Multidisciplinary Research Portal Vol. 3 No. 2 (2025): AUGUST (II)
Publisher : LPPM Sekolah Tinggi Teknologi Nusantara Lampung

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Abstract

This study examined the dynamics of handling criminal cases involving juveniles carrying sharp weapons in North Lampung, Indonesia, using a qualitative socio-legal case study approach. The research aimed to analyze how formal legal norms are implemented in practice and how social and contextual factors influence law enforcement decisions involving children in conflict with the law. Primary data were collected through in-depth interviews with judicial actors, probation officers, and juveniles involved in sharp weapon possession cases, complemented by document analysis of relevant laws and court decisions. The findings indicate that although statutory provisions serve as the primary legal basis, their application is significantly shaped by judicial discretion, local social norms, and concerns regarding the long-term impact of punitive sanctions on juveniles. In rural and agrarian contexts, sharp weapons are often perceived as tools for daily use or self-protection, creating ambiguity between lawful and unlawful possession. This condition presents challenges for law enforcement and highlights the limitations of rigid punitive approaches. The study further demonstrates that rehabilitative and restorative justice-oriented responses, supported by inter-agency coordination and community engagement, are more consistent with the objectives of juvenile justice and child protection. This research contributes to socio-legal and juvenile justice scholarship by providing contextualized empirical insights from a rural setting and offers policy-relevant recommendations for developing more adaptive, humane, and sustainable legal responses to juvenile offending.
Financial Feasibility of Coconut Shell Briquette Manufacturing for Export-Oriented Biomass Industries Noor Maulana, Ana
BRIDGE : The Multidisciplinary Research Portal Vol. 3 No. 2 (2025): AUGUST (II)
Publisher : LPPM Sekolah Tinggi Teknologi Nusantara Lampung

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Abstract

The increasing global demand for renewable and environmentally friendly fuels has positioned coconut shell briquettes as a competitive biomass-based energy product, particularly for export markets. This study evaluates the financial feasibility of establishing a coconut shell briquette manufacturing plant in Indonesia by integrating systematic facility planning with comprehensive investment appraisal. A quantitative approach was employed, combining capital investment estimation, operating cost analysis, profit and loss projections, balance sheet evaluation, and capital budgeting techniques over a ten-year planning horizon. Financial feasibility was assessed using key indicators, including Payback Period (PP), Net Present Value (NPV), Internal Rate of Return (IRR), and Benefit–Cost Ratio (BCR). The results indicate that the proposed project is economically viable, achieving a payback period of approximately 2 years and 7 months, a positive NPV at a 10% discount rate, and an IRR exceeding the minimum attractive rate of return. The financial projections demonstrate stable cash flows, prudent liability management, and sustained equity growth, reflecting strong investment performance and resilience. In addition, the integration of systematic layout planning supports efficient material flow and cost optimization, enhancing overall operational feasibility. The findings confirm that coconut shell briquette manufacturing represents a financially attractive and sustainable investment opportunity, contributing to biomass valorization, export competitiveness, and renewable energy development. This study provides practical insights for investors, industry practitioners, and policymakers in evaluating and developing export-oriented biomass manufacturing projects.
Thermal and Environmental Degradation of Low-Voltage Cable Insulation for Predictive Maintenance Applications Sandi Nugraha, Dekki; Agus Riyanto, Dwi
BRIDGE : The Multidisciplinary Research Portal Vol. 3 No. 2 (2025): AUGUST (II)
Publisher : LPPM Sekolah Tinggi Teknologi Nusantara Lampung

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Abstract

Low-voltage cable insulation degradation poses a significant risk to the reliability and safety of power distribution systems, particularly under combined thermal and environmental stress conditions. This study investigates the dominant degradation mechanisms affecting low-voltage cable insulation in distribution networks, using field measurements at the PR009 transformer substation as a representative case. The analysis focuses on the interaction between thermal overloading, electrical stress, moisture ingress, and environmental contamination, and their cumulative impact on insulation performance. A quantitative experimental field approach was employed, integrating insulation resistance testing, dielectric loss (tan δ) analysis, partial discharge evaluation, and theoretical modeling of electrical and thermal behavior. The results indicate that excessive current loading and phase imbalance lead to elevated conductor temperatures, intensifying thermal stress and accelerating insulation aging. Intrinsic electrical breakdown, streamer-induced partial discharge activity, dielectric losses, and limited heat dissipation were identified as primary contributors to degradation. Environmental factors, particularly high humidity and acidic soil conditions, were found to further exacerbate chemical and mechanical deterioration of polymeric insulation materials. The findings highlight the effectiveness of condition-based diagnostic techniques for early detection of insulation deterioration and support the implementation of predictive maintenance strategies. This study provides practical insights for utilities and asset managers to enhance service reliability, reduce unplanned outages, and optimize the lifecycle management of low-voltage distribution cables under realistic operating and environmental conditions.
Diffusion of Innovation in Anti-Corruption Education Textbooks and Integrity-Based School Culture Development Heliza, Nanang
BRIDGE : The Multidisciplinary Research Portal Vol. 3 No. 2 (2025): AUGUST (II)
Publisher : LPPM Sekolah Tinggi Teknologi Nusantara Lampung

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Abstract

Anti-corruption education plays a critical role in fostering integrity, ethical awareness, and responsible citizenship from an early age. This study examines the diffusion of innovation associated with the development and implementation of a localized anti-corruption education textbook in elementary schools in Pesawaran Regency, Indonesia. Guided by Rogers’ diffusion of innovations theory, the research explores the stages of adoption, stakeholder responses, and the contribution of the textbook to integrity-based school culture formation. A qualitative research design was employed, involving semi-structured interviews and open-ended questionnaires administered to school principals, teachers, students, and parents across elementary education units. Data were analyzed using thematic content analysis to identify patterns related to awareness, persuasion, adoption decisions, classroom implementation, and confirmation. The findings indicate that the anti-corruption textbook was widely accepted and effectively integrated into instructional practices due to its contextual relevance, pedagogical flexibility, and strong institutional support. Teachers reported improved instructional confidence, while students demonstrated increased understanding of honesty, responsibility, and fairness in both academic and daily contexts. Furthermore, the innovation contributed to the development of a school culture grounded in integrity and ethical behavior. The study highlights the importance of localized curriculum innovation, policy alignment, and teacher agency in sustaining values-based education. These findings offer theoretical and practical implications for educational policymakers and practitioners seeking to strengthen early anti-corruption initiatives through curriculum-based innovation.
Evaluating Differentiated Instruction Implementation in Early Childhood Education Using the CIPP Model Rodiyah, Siti
BRIDGE : The Multidisciplinary Research Portal Vol. 3 No. 2 (2025): AUGUST (II)
Publisher : LPPM Sekolah Tinggi Teknologi Nusantara Lampung

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Abstract

Differentiated instruction has emerged as a core pedagogical strategy for addressing learner diversity in inclusive early childhood education. This study evaluates the implementation of differentiated instruction in early childhood education institutions using the Context, Input, Process, and Product (CIPP) evaluation model. Employing a qualitative descriptive design, data were collected through interviews, classroom observations, and document analysis involving school leaders, teachers, and institutional records. Data were analyzed thematically using triangulation to ensure analytical rigor and coherence across evaluation dimensions. The findings indicate that differentiated instruction has been implemented effectively across the four CIPP components. Contextually, supportive school environments and institutional commitment facilitate instructional adaptation. Input evaluation highlights the alignment of curriculum design, learning resources, and teacher competencies with differentiated learning principles. Process evaluation reveals that instructional practices are responsive to students’ readiness, interests, and learning profiles, supported by formative assessment strategies. Product evaluation demonstrates positive outcomes in student engagement, learning motivation, confidence, participation, and early critical thinking development. Despite these strengths, challenges remain related to time management, limited access to learning resources, and uneven teacher preparedness, which affect the consistency of implementation. This study contributes to the literature on early childhood education and inclusive pedagogy by providing a systematic evaluation of differentiated instruction using a well-established program evaluation framework. The findings underscore the importance of continuous professional development, school-based learning communities, and institutional monitoring to sustain effective differentiated instruction. Overall, the study offers evidence-based insights to inform policy refinement and pedagogical practice in early childhood education across diverse educational contexts.differentiated instruction
Principal Leadership in Implementing the Merdeka Curriculum: An Interdisciplinary Case Study in Indonesian Primary Education Zaky Fauzul Kabir, Wira
BRIDGE : The Multidisciplinary Research Portal Vol. 3 No. 2 (2025): AUGUST (II)
Publisher : LPPM Sekolah Tinggi Teknologi Nusantara Lampung

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Abstract

This study examines the role of school principal leadership in implementing the Merdeka Curriculum at a public primary school in Indonesia using an interdisciplinary qualitative approach. Employing a qualitative descriptive design, data were collected through structured interviews, observations, and document analysis at SDN 1 Sidorejo, a school that has implemented the Merdeka Curriculum at the independent sharing stage. The findings indicate that effective curriculum implementation is strongly influenced by the principal’s ability to integrate managerial, supervisory, and instructional leadership roles. As a manager, the principal optimized limited resources and prioritized teacher development to support curriculum demands. Through academic supervision, the principal monitored instructional practices and provided feedback that contributed to gradual improvements in teaching quality. In addition, instructional leadership was reflected in efforts to foster teacher collaboration, encourage pedagogical innovation, and build a supportive learning culture. Despite positive outcomes, challenges were identified, including varying levels of teacher readiness, resistance to change, and limited access to technological resources. The study concludes that successful implementation of the Merdeka Curriculum requires sustained and adaptive school leadership capable of managing organizational change while supporting teachers’ professional growth. These findings contribute to the international literature on school leadership and curriculum reform, particularly in the context of primary education in resource-constrained settings.
Statistical Literacy and Grouped Data Analysis Using SPSS in Undergraduate Education Krisnamurti Sigamura, Radha; Nurul Istiqomah, Dhian
BRIDGE : The Multidisciplinary Research Portal Vol. 4 No. 1 (2026): JANUARY (I)
Publisher : LPPM Sekolah Tinggi Teknologi Nusantara Lampung

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This study investigates undergraduate students’ understanding of grouped data analysis using SPSS within an interdisciplinary framework integrating statistics education, computer science, and educational psychology. Employing a descriptive qualitative design, the study involved 18 computer science students who had completed coursework in grouped data computation. Data were collected through semi-structured interviews, classroom observations, and document analysis, and analyzed using iterative coding and thematic categorization. The findings reveal a gradient of understanding: 55.56% of students demonstrated high-level conceptual–procedural integration, 33.33% exhibited moderate understanding characterized by procedural competence with partial conceptual articulation, and 11.11% showed limited conceptual and interpretative ability. The results indicate that operational proficiency in statistical software does not automatically ensure statistical literacy. Students with higher understanding were able to justify class interval construction, interpret frequency distributions, and contextualize SPSS outputs within research applications. Conversely, lower-level understanding was associated with procedural dependency and limited interpretative reasoning. These findings reinforce contemporary perspectives emphasizing that technology-enhanced learning must integrate conceptual explanation, computational execution, and reflective interpretation. The study contributes to the discourse on interdisciplinary statistical education by highlighting the importance of aligning computational fluency with conceptual reasoning in higher education contexts. Strengthening pedagogical scaffolding in software-supported statistics instruction may enhance students’ readiness for quantitative research and improve the quality of undergraduate academic work.

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