Purpose: The purpose of this study was to measure the ergonomics and hazards of meatball sellers. Research methodology: For assessing ergonomic and hazard risk on meatball sellers, the researcher use REBA and HIRARC. Results: The result of REBA is a grand score of 3 which signifies that meatball sellers had a low risk of work and maybe needed change. Meanwhile, based on risk assessment by HIRARC, it is found that one type of hazard is included in the high-risk category from heat from heating pan (boil) meatball broth hazard, two types of hazards that fall into the medium category, namely preparing food while standing and not using assistive devices (gloves) when preparing food, as well as two types of hazards that are classified as the low risk that consist of long working hours/lack of rest and various kinds of customer behavior. Limitations: Data collection and documentation are still influenced by the accuracy of researchers. In addition, the results of the risk assessment analysis are based on the assumptions of the researcher with all researcher’s limited knowledge. Contribution:  This study provides insight about ergonomics, especially about the working posture of meatball sellers, hazard risk they face.

Purpose: This study aims to enhance functional literacy in medical students by integrating biochemistry teaching with clinical application, thereby fostering professional competence and decision-making readiness. Research Methodology:  A mixed-method approach was implemented with 86 second-year medical students divided into control and experimental groups. The experimental group engaged in case-based learning, simulation tasks, interdisciplinary projects, and formative assessments. Pre- and post-tests, clinical reasoning rubrics, surveys, and instructor observations were used for data collection. Quantitative analysis employed t-tests and ANOVA, while qualitative data underwent thematic content analysis. Results: The experimental group demonstrated a significant improvement in functional literacy (+26.3%, p < 0.01) compared to the control group (+12.7%, p > 0.05). Higher proportions of experimental group students reached advanced competency levels in applying biochemical knowledge to clinical contexts. Qualitative feedback indicated increased engagement, clarity of purpose, and confidence in clinical reasoning. Conclusion: Integrating clinical context, active learning strategies, and interdisciplinary collaboration into biochemistry instruction effectively improves functional literacy and bridges the gap between theory and clinical application. Limitations: The study was limited to one institution and one academic year, which may constrain generalizability. Contribution: The research offers a cohesive pedagogical framework for embedding functional literacy development into biochemistry courses, demonstrating measurable gains in clinical reasoning and professional readiness.