The aim of this research is to analyze the influence of the role of AI and big data in increasing the success of e-commerce assistance and its implications for the quality of the capacity development model for MSMEs with disabilities in Serang City, Semarang City and Banjarmasin City, Indonesia. The sample in this study was 184 respondents consisting of 3 (three) regions including Serang City, Semarang City and Banjarmasin City, Indonesia. Sampling technique using technique random sampling. Data collected through questionnaires was then analyzed using SEM-PLS. The results of research and data analysis show that: The role of AI directly has a positive and significant effect on increasing the success of e-commerce assistance; Big Data directly has a positive and significant effect on increasing the success of e-commerce assistance; The role of AI directly has a positive and significant influence on the Quality of the MSME Capacity Development Model; Government Big Data directly has a positive and significant effect on the Quality of the MSME Capacity Development Model; Increasing the Success of E-Commerce Assistance directly has a positive and significant effect on the Quality of the Capacity Development Model for MSMEs with Disabilities in Serang City, Semarang City and Banjarmasin City, Indonesia. Increasing the Success of E-Commerce Assistance is able to mediate indirectly on the Role of AI and Big Data on the Quality of the Capacity Development Model for MSMEs with Disabilities in Serang City, Semarang City and Banjarmasin City, Indonesia.

This study explores the intricate relationships among Critical Thinking Skills, IT-Based Learning Innovation, Students' Mastery of Materials, and Academic Achievement in the context of education. The study employed a quantitative research approach to investigate the relationships. The hypotheses examined reveal significant findings. Firstly, IT-Based Learning Innovation positively impacts both Students' Mastery of Materials and Academic Achievement, emphasizing the pivotal role of technology in modern education. Secondly, Critical Thinking Skills influenced Students' Mastery of Materials and Academic Achievement, underscoring the importance of fostering these skills in students. Additionally, Students' Mastery of Materials was identified as a crucial factor positively affecting Academic Achievement. Moreover, the study confirmed that Students' Mastery of Materials mediates the relationship between IT-Based Learning Innovation and Academic Achievement, highlighting the indirect impact of innovative IT-based learning methods on Academic Achievement through enhanced material mastery. However, in contrast, Students' Mastery of Materials was not found to mediate the relationship between Critical Thinking Skills and Academic Achievement, suggesting a potential direct link between these factors. Theoretical implications encompass enriching educational theory by emphasizing the significance of Critical Thinking Skills and the multifaceted nature of academic achievement. Practical implications include curriculum revisions, pedagogical approaches, and assessment strategies that promote critical thinking and effective technology integration. Bridging the digital equity gap is crucial, and future research should explore intervention strategies and international comparisons to inform evidence-based educational practices. Overall, this study contributes to a comprehensive understanding of the complex dynamics in education, offering insights for both researchers and educators.