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Teachers’ managerial competence plays a crucial role in ensuring effective and relevant learning, particularly in vocational education. Teachers are required not only to master subject matter but also to plan, manage, and evaluate learning through well-structured and contextual learning tools. This Community Service activity aimed to strengthen teachers’ managerial competence through training on the development of learning tools using a deep learning approach at SMK Muhammadiyah 2 Tangerang Selatan. The implementation method included conceptual material delivery, practical training, and mentoring in designing learning tools. The deep learning approach was applied to encourage learning designs that emphasize deep understanding, critical and reflective thinking, and alignment with workplace demands. The results showed an improvement in teachers’ understanding and skills in developing more systematic, innovative, and adaptive learning tools aligned with 21st-century competencies. This activity contributed positively to strengthening teachers’ roles as learning managers and supporting the improvement of learning quality in vocational schools.

In the Independent Curriculum implemented in schools starting the 2024/2025 academic year, there are Learning Outcomes (CP) that read "Students are able to modify/deconstruct literary works for creative economic purposes" and "Students are able to translate one text into another for creative economic purposes". In reality, in schools, there are still few teachers who connect literary works with economic issues, many teachers are still unfamiliar with the concept of translation, not many teachers have participated in translation training, and there is no guidebook for translating literary texts into non-literary texts or vice versa. This also applies to high school Indonesian Language teachers in Rembang Regency. Combining these two Learning Outcomes and connecting them to conditions in society, this community service conducted training on translating literary works into advertising texts for high school Indonesian Language teachers in Rembang Regency. The training was carried out with the first stage providing material on translation and advertising and the second stage providing mentoring to teachers to practice translating literary works into advertising.

Early childhood education is a fundamental phase in the formation of children's character, literacy skills, and social skills. However, children's basic literacy skills in various regions of Indonesia, including Aisyiyah 2 Aimas Kindergarten, Southwest Papua, are still relatively low, exacerbated by limited learning media, conventional teaching approaches, and teachers' lack of understanding of inclusive education and positive discipline. This study aims to analyze the implementation of basic literacy training with inclusive education and its impact on improving teacher competence. The method used is a one group pretest in the context of community service, involving six teachers as subjects. The program is carried out through three stages: pre-training (observation, interview, and pretest), training (literacy materials based on the DUBT model—Listen, Speak, Read, Write; inclusive education; and positive discipline), and post-training (posttest, classroom observation, reflection, and mentoring). The results showed a significant increase in teacher competence, as shown by the increase in the average pretest score from 57.5 to 84.8 in the posttest. In addition, 83% of teachers are able to implement literacy practices such as reading picture stories, letter cards, reading corners, and dialogue interactions with children. Teachers also began to show acceptance of children's diversity and applied positive discipline without punishment. These findings show that inclusion-based literacy training is effective in improving teachers' pedagogical knowledge and practices. This research emphasizes the importance of developing adaptive, humanist, and equitable literacy as the foundation of early childhood learning.

This Community Partnership Program (PKM) aims to improve the competence of mathematics teachers at Madrasah Tsanawiyah (MTs) in Lumajang Regency in developing ethnomathematics-based teaching materials integrated with Augmented Reality (AR) technology. This program was initiated due to the minimal use of local culture in mathematics learning and the low ability of teachers to develop innovative teaching materials. The activity was carried out in four main stages: socialization, training, technology application, and mentoring and evaluation. The training included an introduction to the concept of ethnomathematics, the preparation of differentiated teaching materials, and the creation of AR-based learning media using Unity 3D, Blender, Geogebra, and Vuforia. The results of the activity showed an increase in teachers' understanding of the concept of ethnomathematics and their ability to integrate the local cultural values of Lumajang into mathematics learning. In addition, teachers successfully produced contextual AR-based interactive teaching materials in line with the spirit of the Merdeka Curriculum. This activity also strengthened collaboration between lecturers, students, and teachers of the MTs Wilker III Mathematics MGMP and became a model for continuous training in the development of innovative learning media based on local wisdom and digital technology.

The rapid development of digital technology requires teachers to possess competencies that are relevant to modern learning needs. This necessity underlies the focus of this community service program, namely transforming teacher competencies through character-based learning innovation supported by Artificial Intelligence (AI). The program was conducted at Madrasah Tsanawiyah Nurul Huda Muaro Jambi with the aim of strengthening teachers’ skills in utilizing AI as a tool to support interactive learning while instilling character values in students. The method included socialization, training, and direct mentoring in the practical application of AI-based learning media in the classroom. The results showed significant improvements in teachers’ ability to design technology-based learning materials, a better understanding of integrating character education, and increased motivation to innovate. Furthermore, the program fostered a more engaging learning atmosphere aligned with the needs of the digital generation. Therefore, the transformation of teacher competencies through AI not only enhances teacher professionalism but also plays a crucial role in shaping students with strong character amid technological advancement.

This study aims to evaluate the effectiveness of the Artificial Intelligence-Based Learning Media Development Program (P3MP-AI) in enhancing teachers’ technological and pedagogical competencies at SMK Muhammadiyah 2 Malang. The program employed a descriptive approach using both quantitative and qualitative methods, including pre-test and post-test assessments, as well as direct observation of the training process. A total of 30 teachers from various disciplines actively participated in the program conducted on August 12, 2025. The evaluation results revealed an increase in the participants’ average scores from 100 to 130 out of a maximum of 150, indicating a significant improvement in their understanding of AI concepts and applications in education. Beyond competency enhancement, the training also fostered teachers’ confidence, creativity, and ability to integrate AI-based tools into interactive learning media. However, several challenges were identified, such as limited technological resources and time constraints in classroom implementation. Overall, this program has made a tangible contribution to strengthening teachers’ digital literacy and can serve as a replicable professional development model for other vocational schools seeking to advance AI-based educational transformation.

In the era of digital transformation, modern, systematic, and integrated archive management has become a crucial element in creating effective, efficient, and accountable education governance. Office Management and Business Services (MPLB) teachers in East Java still face obstacles in implementing technology-based archive management due to limited digital literacy, lack of supporting facilities, and minimal ongoing training relevant to 21st-century needs. This Community Service (PKM) activity aims to improve the professional competence of MPLB teachers in modern archive management through interactive workshop-based training, intensive mentoring, and direct simulation of the use of digital archiving applications. The implementation methods included participant needs analysis, problem-solving-based module development, digital archive management practice using a cloud system, and pre-test and post-test-based evaluation to measure competency improvement. The results of the activity showed an average increase in participant understanding of 42%, a 58% increase in operational skills in using archiving applications, and a 35% increase in archive management time efficiency. In addition, teachers are able to implement an electronic file classification system in schools and build a database of digitized documents. These activities strengthen transparent and sustainable educational administration, as well as supporting the realization of inclusive and globally competitive education in line with the Asta Cita vision towards Indonesia Emas 2030.

This community service program focuses on training teachers at SMKN 1 Malingping in developing formative assessment instruments using the Quizizz and Wordwall platforms. The main objective is to enhance teachers’ competencies in integrating technology into classroom assessment practices, thereby improving the quality of teaching and learning. Formative assessment plays a crucial role in the learning process as it allows teachers to continuously monitor student progress, identify learning gaps, and provide timely feedback that supports both remediation and enrichment. By mastering digital tools such as Quizizz and Wordwall, teachers can design engaging, interactive, and effective assessment activities that align with curriculum objectives while also increasing student motivation and participation. The training was conducted through a workshop model, combining theoretical sessions on formative assessment principles with hands-on practice in creating and implementing online quizzes, interactive games, and customized learning activities. Teachers were guided step-by-step in account creation, content development, and analyzing assessment results for instructional decision-making. Feedback sessions were also integrated to address challenges and share best practices. The results of the training indicated a significant improvement in teachers’ skills and confidence in utilizing Quizizz and Wordwall for formative assessment. Participants demonstrated the ability to design varied assessment formats, adapt content to students’ needs, and effectively interpret assessment data to inform teaching strategies. Moreover, teachers reported increased student engagement when these platforms were implemented in classroom settings. This program highlights the importance of equipping educators with digital literacy skills that are relevant to 21st-century learning demands. The integration of Quizizz and Wordwall not only streamlines the assessment process but also fosters a more dynamic and student-centered learning environment. The experience from SMKN 1 Malingping suggests that similar training initiatives can be replicated in other schools to promote effective, technology-based formative assessment practices.

Learning tools are very meaningful documents for teachers in planning a regular and meaningful learning process. In this digital era, the use of technology such as ChatGPT and Canva can help teachers in compiling RPP, LKPD, and interesting teaching materials. The purpose of this study was to assess the effectiveness of training in the use of ChatGPT and Canva in improving the skills of junior high school teachers in creating teaching tools. Through a training approach involving the participation of 12 teachers, it was found that 95% of participants felt more efficient, creative, and confident after using these two applications. These findings indicate that artificial intelligence and visual design technology have great potential to support teacher professionalism in the era of the Independent Curriculum.

The advancement of artificial intelligence (AI) has opened new opportunities in education, particularly at the primary level. This article presents the outcomes of an AI training program for early childhood education (PAUD) teachers in Semarang Regency, aimed at enhancing their understanding and skills in integrating technology into teaching and administration. The study employed observations, interviews, post-tests, and focus group discussions. Findings reveal significant improvement in teachers’ abilities to use tools like ChatGPT and Canva, alongside increased confidence in adopting technology. However, infrastructure limitations and lack of post-training support remain key challenges. The study highlights the need for continuous and adaptive training to ensure successful AI integration in education.

Improving the quality of education in Indonesia requires continuous efforts to develop teachers' competencies, especially in soft skills related to pedagogical abilities and the use of technology in learning. This community service aims to enhance the soft skills of teachers in the Majelis Dikdasmen PNF PDM of Sorong City through the application of the microteaching method with simple interactive visual media. The microteaching method provides teachers with the opportunity to practice teaching in short sessions, which are then evaluated by peers and facilitators. Additionally, simple visual media such as PowerPoint, learning videos, and infographics are used to enrich the teaching and learning experience. This community service is conducted in the form of theory and practice sessions, followed by group discussions and reflections to strengthen participants' understanding. The results of the service show an improvement in teachers' ability to effectively use visual media, as well as an enhancement in their skills in managing classrooms interactively. This service is expected to significantly contribute to the professionalism of teachers in Sorong City, particularly in improving the quality of the teaching-learning process in non-formal education levels.

Based on the preliminary study, it can be seen that the Japanese Language MGMP in Central Java is facing problems regarding the teaching of Japanese pronunciation. Many students pronounce Japanese incorrectly causing communication to not go smoothly. For example, when pronouncing the word ojiisan (おじいさん) which means “grandfather”, but pronounced with a short sound ojisan （おじさん）which means “uncle”. In addition, when pronouncing the word “ame” （雨）which means “rain” which should be pronounced with a high accent at the beginning, it is pronounced with “ame” （飴）with a high accent at the end, so the meaning changes to “candy”. Teachers have difficulty teaching it. To overcome the partner's problems, a workshop was held with the aim of providing knowledge about using the OJAD website and Tsutaeru Hatsuon. Through this workshop, high school Japanese teachers in Central Java can improve their ability to master and apply Japanese pronunciation, especially on Japanese accent, intonation and rhythm, then teach it to students.

Raba Ege Village is one of the villages located in the sub-district of West Wewa, Southwest Sumba Regency. This is where the community service activities are held. Based on the results of observations and surveys conducted, it turns out that children in Raba Ege village still lack understanding and knowledge in Indonesian. As a result of this problem, children in Raba Ege village are very embarrassed when they meet people from outside Sumba (migrants). As a form of responsibility and concern, this community service is present as an answer to these needs. The goal is that children in raba ege village can become individuals who are responsible for themselves and help children in raba ege village to be able to communicate using Indonesian. The implementation of this community service uses the method of translators, sign language, surveys, discussions, and is supported by literature studies. The results obtained from this effort are that children in Raba Ege village can communicate (speak) using good and correct Indonesian.

The development of ICT has an impact on the education sector. In Indonesia itself, the development of ICT is not balanced with literacy and numeracy skills. There needs to be follow-up on the low literacy and numeracy skills of students. Follow-up should not only focus on student abilities, but should also be teacher-centered. PGSD Study Program, STKIP Kusuma Negara, through the Field Work Lecture (KKL) course, implements the tri dharma of higher education, namely Community Service (PKM) in the form of a national webinar with the theme My Teacher, My Hero - Literacy and Numeracy in the Digital Era for Elementary School Teachers. PKM implementation goes through 3 stages, namely pre-preparation, implementation and post-implementation stages. The training was conducted with 2 resource persons and attended by 268 participants who were elementary school teachers and students from all over Indonesia.

To improve the quality of teacher education and encourage the establishment of the merdeka learning system at the elementary school level, technology plays an important role. The educational concept called Merdeka Learning provides opportunities for students to choose and organize educational programs according to their interests and needs. Technology is now very capable of supporting the integration of independent learning into classroom practice in this digital era. Technology integration in teacher learning has a positive impact on improving the quality of learning at the elementary school level. Teachers who are trained and assisted in the use of technology can create learning content that is more interesting and interactive. In addition, technology also gives students the freedom to organize their own learning and choose learning resources according to their individual interests and learning styles. This research provides great benefits for teachers and students in elementary schools. Teachers can use technology to improve the quality of learning, while students feel the freedom in learning that is more personal and according to their interests.

The purpose of this community service activity is to provide assistance to the educators/council of ustadz and ustadzah at TPQ Salafiyah Ar-Risalah regarding the making and use of smart card media to improve writing abilities and skills both in terms of khat, vocabulary, sentence structure and grammatical Arabic. This research uses qualitative methods because the object of research is focused on the process of learning Arabic in the form of the use of smart card media in writing skills both in terms of khat, vocabulary, sentence structure and grammar. With the smart card learning media, it will certainly make the students enthusiastic when learning takes place, especially after the learning activities of the students are active, enthusiastic and able to answer questions about maharoh kitabah. Assistance activities to the community in the form of PAR (Participatory Action Research) service to educators at TPQ Salafiyah Ar-Risalah Curah Putih Tegalwangi, through this smart card learning media made of cardboard and origami paper, have many benefits in learning Maharoh Kitabah and can invite students to be more enthusiastic and play an active role during the activity

Guru harus mampu mengidentifikasi sejauh mana pengajaran yang diberikan kepada siswa terkait dengan pengembangan pembelajaran selama dan setelah pasca pandemi Covid-19. Pengembangan proses sains dalam pembelajaran menjadi tantangan tersendiri bagi guru dan calon guru biologi. Mereka dituntut agar dapat memiliki pengetahuan dan keterampilan untuk mewujudkan desain pembelajaran yang inovatif, melatih keterampilan sains serta mengamodasi kebutuhan belajar abad 21. Metode yang digunakan dalam program pengabdian ini adalah penyuluhan, pelatihan, dan pendampingan. Tahapan kegiatan terdiri dari observasi kebutuhan, pemberian materi pelatihan, pendampingan di kelas, pendampingan praktikum, refleksi dan diskusi interaktif, pembagian kuesioner. Hasil kegiatan menunjukkan adanya  peningkatan kemampuan pengetahuan dan pemahaman terkait model pembelajaran inovatif dan praktikum sains siswa SMA AL-Khairat Kota Ternate, Maluku Utara.

Keberhasilan pembelajaran tidak terlepas dari penggunaan metode yang tepat. Metode pengajaran salah satu cara seorang guru menjelaskan materi yang diajarkan untuk mencapai tujuan pengajaran. Masalah dalam penelitian ini adalah belum optimalnya hasil proses belajar siswa. Hal ini didukung oleh hasil evaluasi siswa yang tidak memenuhi syarat minimum perolehan nilai (KKM) di sekolah. Tujuan dari penelitian ini adalah untuk memahami implikasi metode tanya jawab terhadap hasil belajar siswa. Tanya jawab adalah metode pengajaran yang meminta siswa untuk menuliskan pertanyaan mereka dalam bentuk rencana pelajaran. Hal ini juga akan berdampak buruk pada motivasi belajar dan hasil belajar siswa. Pengamatan sementara penulis masih banyak siswa yang kurang berperan aktif, tidak berinisiatif, serta kurangnya rasa percaya diri, yang menjadikan kenyataan ini menjadikan aktifitas pembelajaran hanya didominasi oleh guru. Penelitian ini dilakukan pada mata pelajaran PAI. Metodologi yang digunakan dalam penelitian ini adalah metodologi observasional dengan Teknik pengumpulan data melalui pengamatan disertai dengan pencatatan-pencatatan hasil pengamatan objek sasaran. Berdasarkan hasil penelitian dapat disimpulkan bahwa metode pengajaran tanya jawab dapat meningkatkan nilai siswa PAI kelas X SMK Karya Guna 1 Bekasi dan menguatkan hipotesis. Kesimpulan penelitian ini dapat menjadi panduan untuk memilih dan menggunakan strategi instruksional yang ditujukan untuk meningkatkan standar pendidikan.    

Keadaan saat ini yang terjadi dalam pembelajaran mendorong semua pihak untuk melakukan pembelajaran secara daring dalam pelaksanaan pembelajaran di dalam kelas melakukan penyimpanan data berupa tugas dan file materi. Semua kegiatan yang dilakukan oleh guru saat ini harus dilakukan secara online. Para guru di TK AL-Fatah terbebani dengan besarnya file penyimpanan data karena harus mengirim data satu-persatu ke siswa didiknya melalui Whatsapp sehingga media penyimpanan Smartphone penuh. Dengan adanya permasalahan tersebut tim melakukan pengabdian masyarakay untuk menyelesaikan maslaah tersebut.  Google Drive sebagai media penyimpanan dan berbagi bahan ajar bagi guru TK Al-Fatah yang berbasis cloud yang dapat diakses kapan saja dan dimana saja. Metode yang digunakan dalam pelatihan ini yaitu berupa workshop. Tim pengabdian melakukan pelatihan secara langsung dengan 1 narasumber sebagai pemateri workshop dan 2 pendamping untuk mendampingi guru dalam pelaksanaan workshop. Pelatihan ini dapat menambah pengetahuan guru dalam memanfaatkan Google Drive sebagai media penyimpanan bahan ajar.

Proses interaksi belajar mengajar yang dilakukan oleh SMA Perguruan Cikini masih terbilang sangat tradisional dan belum memanfaatkan teknologi dengan cukup baik. Learning Management System atau LMS. Dengan adanya LMS untuk SMA Perguruan Cikini siswa dan guru serta administrasi sekolah bisa melakukan proses belajar mengajar dan menyampaikan informasi kepada seluruh warga sekolah. Selain itu proses belajar mengajar pun juga terbilang efektif karena guru bisa langsung memberikan materi secara langsung dan siswa bisa mendownload materi tersebut secara langsung di dalam website LMS tersebut Pada tahap program yang dilaksanakan dalam pembuatan serta pengembangan dari LMS untuk SMA Perguruan Cikini ini yaitu Observasi lokasi sekolah untuk memudahkan tim pengembang dalam melakukan interaksi dan sistem kerja yang efisien, Lalu menganalisa kebutuhan, hambatan, serta permasalahan yang terjadi pada SMA Perguruan Cikini dalam proses belajar dan mengajarnyaProgram pembuatan LMS untuk SMA Perguruan Cikini ini adalah untuk meningkatkan kualitas dari pembelajaran serta interaksi antara guru dan siswa di SMA Perguruan Cikini. Di Dalam Program ini team pengembang berusaha memaksimalkan LMS untuk bisa dipakai dengan baik serta menjadi sistem andalan dan sistem percontohan untuk sekolah sekolah lain yang ada di jakarta ini, Khususnya sekolah SMA Perguruan Cikini lain yang bisa memakai sistem ini dengan menyesuaikan teknologi sistem yang sudah ada didalam LMS tersebut. Untuk jangka waktu pendek pihak SMA Perguruan Cikini akan memasukkan seluruh database Siswa & Guru yang akan dimasukkan kedalam sistem tersebut. Pihak sekolah akan mulai memasukkan satu persatu data data informasi murid yang saat ini masih menjadi penyimpanan data secara tradisional mulai ingin melakukan migrasi data secara modern untuk dimasukkan kedalam LMS Perguruan Cikini yang sudah dibuat ini. Selain itu pun juga nantinya guru akan mulai menyimpan seluruh materi yang akan disediakan untuk bisa diakses oleh seluruh siswa yang akan melihat materi dari SMA Perguruan Cikini tersebut.