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The Professional Work Experience (PKP) program at RA Mawaddah Warahmah Medan was conducted to enhance students’ understanding of teachers’ strategies in fostering young children’s learning motivation. The objectives were to identify baseline learning motivation, design teacher strategies based on children’s needs, and evaluate their impact on classroom engagement. The methods applied included classroom observation, interviews with mentor teachers, documentation, and participatory assistance through a classroom action approach. The strategies implemented consisted of affirmative communication, the use of concrete media, play-based learning, positive reinforcement, and effective transition management. Findings revealed a significant increase in children’s attention, active participation, and positive expression. Average motivation scores improved by 38% from pre- to post-intervention. Children became more focused, enthusiastic, and actively involved in core learning activities. Teachers also benefited from more conducive classroom environments and new creative teaching ideas. These results emphasize the crucial role of teachers as key drivers of learning motivation and demonstrate that simple yet targeted strategies can generate meaningful impacts. The PKP program is expected to contribute to the advancement of educational knowledge, particularly in implementing innovative, contextual, and child-centered learning approaches in early childhood education.

The digital era brings challenges as well as opportunities for Wustho students in managing self-regulation, especially in the use of technology and digital media. This study aims to analyze the optimization strategy of self-regulation of Wustho students in facing the digital era, focusing on aspects of time management, self-control, and technology adaptation. A qualitative approach is used in this study, involving observation, in-depth interviews, and document analysis. The results of the study show that student self-regulation can be improved through the integration of education-based technology, digital discipline habituation, and independence training programs. This strategy not only helps students in managing their daily activities but also supports the achievement of learning goals more effectively. The implications of this study provide practical guidance for Islamic educational institutions to prepare students to become independent and adaptive individuals in the era of digital transformation. The findings of this study are that strengthening spiritual-based intrinsic motivation can be an effective strategy to build self-regulation among students. This approach offers uniqueness, namely connecting religious values with self-management skills in the digital era, thus providing a strong moral foundation for students in using technology wisely. The implications of this study highlight the need for pesantren policies that are more adaptive to digital developments, while still maintaining Islamic identity as a core value in pesantren education.

Boredom during the learning process often becomes a significant barrier to students’ motivation and engagement, especially in vocational education settings. This phenomenon was also observed at SMKS Muhammadiyah 9 Medan, where some students demonstrated a lack of interest and active participation during learning activities. This study aims to analyze how the implementation of active learning strategies can reduce boredom and improve the quality of classroom interaction. A qualitative approach with a case study design was employed. Data were collected through semi-structured interviews with teachers and students, direct classroom observations, and supporting documentation. The data were analyzed inductively using thematic analysis to identify emerging patterns, trends, and meanings from teaching practices. The findings reveal that the application of active learning strategies—such as group discussions, project-based learning, problem solving, and the use of interactive learning media—positively impacts the learning process. These strategies not only enhance participation and learning motivation but also foster collaboration among students, improve teacher–student communication, and develop critical and social thinking skills. Furthermore, the classroom atmosphere becomes more dynamic, enjoyable, and participatory, significantly reducing learning boredom. Therefore, active learning strategies are proven to be relevant and effective in creating engaging, interactive, and meaningful learning experiences for students at SMKS Muhammadiyah 9 Medan. This research provides practical implications for teachers in selecting appropriate learning approaches to achieve educational goals more effectively.

This research endeavors to scrutinize how keen students are on learning Islamic Religious Education (PAI) at SMKS Muhammadiyah 9 Medan. The impetus for this investigation arises from the noticeable lack of enthusiasm among students when they attend PAI lessons. These lessons are frequently seen as uninteresting, lacking variety, and less stimulating when compared to the vocational subjects they are studying. These circumstances create difficulties for PAI instructors, who must establish a learning environment that not only delivers content but also cultivates real motivation and a genuine passion in the students. A qualitative descriptive method was used for this study, and information was gathered through classroom observations, conversations with instructors and students, and surveys to gain insights into students' views on their educational experiences. The information was analyzed to pinpoint the internal and external elements that affect learning interest. The results show that the students' level of interest in learning is somewhere between moderate and low. Personal drive, study routines, and students' mental preparation are examples of internal variables, whereas teaching strategies, the use of educational resources, and the backing of the school setting and family are examples of external variables. The research emphasizes the necessity for teaching strategies that are relevant, diverse, engaging, and more in line with the requirements of the students, based on these findings. It is hoped that learning PAI will not only improve cognitive comprehension but will also raise awareness of the significance of Islamic principles in daily life.

This study investigates the implementation of the Problem-Based Learning (PBL) model integrated with animated video media to enhance student motivation, creativity, and learning outcomes in economics at MA Salafiyah. Employing a classroom action research approach with a pretest-posttest design, the research involved 35 grade XI students. Data were collected through observation sheets, motivation and creativity questionnaires, and learning outcome tests. The Shapiro-Wilk test was used to assess data normality, while the Wilcoxon Signed Rank Test evaluated the significance of differences between pretest and posttest scores. The findings reveal that the application of PBL with animated video media significantly improves student motivation, creativity, and learning outcomes. Students demonstrated increased engagement, generated more creative ideas, and showed deeper understanding of economic concepts. Motivation was reflected in higher posttest scores and active participation, while creativity was evident in the ability to propose innovative solutions and think critically. Learning outcomes improved substantially, with average scores rising from 46.142 (pretest) to 83.571 (posttest). The integration of animated video media in PBL created a dynamic and interactive learning environment that facilitated comprehension, stimulated interest, and encouraged practical application of knowledge. This study concludes that PBL supported by animated video media is an effective pedagogical strategy for improving educational quality in economics learning.

This study highlights the crucial role of learning interest as a key determinant of success in the educational process. The research was conducted through interviews with teachers and direct observations in the learning environment, aiming to explore how various factors influence students’ interest, particularly in religious education. The findings indicate that teachers play an essential role by adopting creative approaches in their teaching methods. For instance, the integration of digital tools, such as instructional videos, was found to be highly effective in capturing students’ attention and enhancing their engagement during lessons. Furthermore, parental support emerged as a significant factor, as parents act as the first educators at home by instilling fundamental religious values and attitudes that shape students’ motivation. The results also suggest that a positive classroom atmosphere, where students feel appreciated and supported by their teachers, contributes to higher levels of interest and participation in religious studies. In addition, the study emphasizes the importance of differentiated instruction, where tasks are adjusted to match students’ abilities and learning needs. By connecting lesson materials with real-life experiences, teachers can further foster students’ intrinsic motivation, making learning more meaningful and relevant. Overall, the research demonstrates that cultivating interest in learning requires collaboration between teachers, parents, and supportive learning environments.

This study aims to analyze the learning difficulties experienced by fifth-grade students at Yayasan Al-Hidayah and identify innovative solutions in the learning process. The research uses a descriptive quantitative method with data collected through questionnaires. The results indicate that students still face challenges in understanding the material, primarily due to the fast pace of the teacher's explanations, a lack of supporting media and teaching aids, and limited learning facilities. The most difficult subjects for students to understand are Mathematics, followed by English and Science. Despite these challenges, parental involvement in supporting the learning process is relatively good, and students tend to prefer interactive learning, such as educational games, group discussions, experiments, and the use of digital media. Based on these findings, there is a need for innovation in learning, focusing on technology-based learning, the use of more varied teaching aids, and the application of creative strategies to enhance motivation, understanding, and student learning outcomes. Such innovations are expected to provide more engaging and effective learning experiences for students, addressing the difficulties they encounter in learning.

The Ar-Royyan Islamic boarding school is a multi-level Islamic educational institution with a focus on preparing graduates who are ready to synergize with the society. To attain this objective, it is imperative to have educational personnel well-versed in the field of information technology. One strategic approach involves training Ustadz and prospective Ustadz through digital learning innovations. Open Broadcast Software (OBS) emerges as an innovative choice for crafting learning materials because it supports various media sources and offers user-friendly settings. Participants can combine video recordings, video from cameras, text, images, sound, and so on the types of input received. The resulting output manifests in the form of the videos available in common formats such as MKV, MOV, FLV, MP4, and MPEG-TS. Evaluation was conducted using a pre-test and post-test, consisting of a response questionnaire and Likert scale. The results indicate an enhanced understanding of OBS among participants, employed in the creation of digital learning media. The majority of participants responded positively to the conducted activities. Several elements that need attention in promoting the use of OBS for learning media creation include color selection, motivational delivery, and effective word choice. Combining OBS with other editing applications can yield unique variations of learning media, incorporating elements such as images, sound, video, and other supported media editing applications

Active and innovative learning is crucial in improving students' critical thinking skills, especially in science learning at the elementary level. The Problem Based Learning (PBL) model is an effective approach to stimulate critical thinking, analysis, and problem-solving skills in fifth-grade students. This study aims to describe the implementation of the PBL model in science learning to improve fifth-grade students' critical thinking skills. The approach used is a literature study by collecting data from various written sources such as scientific journals and relevant publications regarding the application of technology and innovative learning models. The results of this study indicate that the implementation of the PBL model can increase students' learning motivation and critical thinking skills, while also assisting teachers in creating an interesting and enjoyable learning atmosphere. Thus, the PBL model can be an effective solution in developing students' higher-order thinking competencies in an educational era that demands creativity and innovation.

Digital books are a transformation from printed books into digital media that can be accessed through devices such as computers, tablets, or smartphones. Digital books not only display text but can also contain multimedia elements such as images, audio, video, animations, and interactive quizzes. This makes the learning process more engaging and less monotonous. In the context of learning Hajj and Umrah material, digital books can display simulations of Hajj rituals, videos of worship in the Holy Land, and maps of Hajj and Umrah journeys, all of which can strengthen students' understanding. This study aims to explore the use of digital books as a learning medium for Islamic Religious Education (PAI) on Hajj and Umrah material at the Junior High School (SMP) level. Digital books are considered capable of overcoming the limitations of conventional learning media, which are static and less interactive. By utilizing multimedia elements such as manasik simulations, videos, prayer audio, interactive maps, and educational quizzes and games, digital books provide a more contextual, visual, and enjoyable learning experience. In addition, advantages in terms of accessibility, portability, and the ability to be adapted to students' learning styles make digital books relevant to the demands of 21st-century learning. The implementation of digital textbooks in learning was carried out through online, face-to-face, and blended learning models. Effectiveness evaluations included improvements in students' conceptual understanding, learning motivation, and digital skills. The study results indicate that digital textbooks play a significant role in improving the quality of Islamic Religious Education (PAI) learning, particularly on the topics of Hajj and Umrah, and supporting digital transformation in education.

This study aims to analyze the patterns of interpersonal communication between teachers and students in an effort to enhance learning motivation at MAN 1 Bogor. The background of this research is the declining enthusiasm for learning among students, which potentially affects the overall quality of education. A decrease in learning motivation is often influenced by both internal and external factors, one of which is the quality of communication between teachers and students in the classroom. Using a descriptive qualitative approach, this study involved in-depth interviews with three key informants consisting of two teachers and one student, selected through purposive sampling to obtain relevant and comprehensive information. The findings indicate that openness, empathy, support, and equality demonstrated by teachers are able to foster positive emotional relationships and encourage students’ active participation. One-way, two-way, and circular communication patterns were found to play an important role in creating more effective and meaningful learning interactions. The study concludes that the success of the educational process is not only determined by curriculum and teaching methods but also by the quality of interpersonal communication between teachers and students as a fundamental basis for sustainable learning motivation.

Kuala Indah Village in Sei Suka, Batubara, North Sumatra, is a coastal village whose economy relies on fisheries and aquaculture. The community is predominantly Muslim and also practices small-scale agriculture and animal husbandry. The Community Service Program (KKN) provides a platform for students to apply academic theory in real-world contexts, while also encouraging active community involvement. KKN students implement various programs, such as stunting prevention, religious moderation, skills training for poverty alleviation, and education for children and adolescents. They also play a role in increasing community participation through cultural activities and supporting local businesses by strengthening digital visibility. These initiatives support the creation of inclusive villages, providing equal access and opportunities regardless of gender, religion, or socioeconomic status. This collaborative approach reinforces the value of mutual cooperation and enriches social and educational life in the village. Through KKN, universities demonstrate their tangible contribution to village development. The success of this program underscores the importance of social inclusion and collective work in promoting sustainable development in rural areas like Kuala Indah.  

Scouting extracurricular activities play a strategic role in shaping the character of elementary school students, particularly in instilling the values of discipline, solidarity, and cooperation, which are essential for children's personal and social development. This community service project aims to describe the process of mentoring the Marching Regulations (PBB) at SDIT Al-Qonita while identifying the impacts it has on strengthening students' character. The methods used in mentoring include lectures to convey basic concepts, demonstrations as examples of correct movements, repeated practice to train technical skills, joint reflection to evaluate experiences, and a comprehensive evaluation of the results of the activities. The mentoring process was carried out in three meetings over three weeks, with stages starting from an introduction to basic marching material, intensive group practice, and implementation of evaluations that emphasize technical and non-technical aspects. The results of the activity showed that students experienced an increase in technical skills in marching, such as movement accuracy and neatness of formation. Furthermore, this activity was proven to be able to strengthen discipline, solidarity, a sense of responsibility, and the ability to work together among students. Furthermore, the inclusion of educational games and icebreakers during training sessions has proven effective in maintaining motivation, reducing boredom, and creating a pleasant learning environment. Thus, the extracurricular Scouting activities, supported by the National Scout Movement (PBB), serve not only as a means of training marching skills but also as a means of ongoing character development. The results of this community service demonstrate that the PBB can be used as a relevant educational instrument to strengthen the character of elementary school students while simultaneously supporting the achievement of national education goals.

Literacy is a fundamental skill essential for academic, social, and cultural development, yet interest in and culture surrounding literacy remain low in rural areas such as Desa Toapaya, Indonesia. This community service program aimed to strengthen basic literacy at SDN 005 Toapaya through a collaborative and integrative approach involving the school, university students, the Bintan Library Office, families, and local communities. The method employed was participatory and collaborative, implementing the SIBER CERDAS program (Synergy of Interactive Learning, Literacy, and Numeracy), which included shared reading, interactive discussions, quizzes, writing and storytelling competitions, and interactive numeracy activities. The results showed increased student motivation and participation in literacy and numeracy activities, as well as improved confidence in oral expression. Additionally, there was a noticeable improvement in students’ engagement with reading materials. Challenges faced included limited reading materials, inconsistent literacy habits at home, and lack of awareness about the importance of regular literacy practice. To ensure sustainability, ongoing support from schools, families, and local government, along with strengthened cooperation with libraries and communities, is necessary. Encouraging active participation and fostering a habit of regular reading is crucial for the long-term success of such initiatives. This program successfully created an inclusive and sustainable literacy ecosystem and serves as an adaptable model for similar rural communities, offering valuable lessons in community-driven educational development.

Increasing the rate of entrepreneurship is crucial for promoting inclusive and sustainable economic growth, as it serves as a vital component of the economy and job creation. This study aims to analyze the factors that influence entrepreneurial intention among Generation Z (Gen Z), with a specific focus on financial literacy and motivational factors as mediating variables. A total of 114 Gen Z individuals domiciled in West Java participated as respondents in this study. The research employed quantitative methods with data collection through questionnaires and data analysis techniques using Structural Equation Modeling–Partial Least Squares (SEM-PLS). The findings reveal that financial literacy does not have a significant direct effect on entrepreneurial intention. However, motivational factors are found to play an essential mediating role, strengthening the indirect effect of financial literacy on entrepreneurial intention. Furthermore, the study shows a direct and positive relationship between motivational factors and entrepreneurial intention, as well as a direct effect of financial literacy on motivational factors. These results suggest that enhancing financial literacy alone may not be sufficient to increase entrepreneurial intention without the support of strong motivational drives. The implication of this study highlights the importance of designing educational curricula and training programs that not only build financial knowledge but also foster entrepreneurial motivation. Such efforts can ultimately strengthen entrepreneurial intention and contribute to sustainable economic growth. The limitation of this study lies in its focus on Gen Z respondents exclusively from West Java, which may affect the generalizability of the findings.

This study aims to analyze the reward system in improving the performance of educators at State Islamic Senior High Schools (Madrasah Aliyah) in Jambi Province. The research focuses on the reward mechanism, its implementation, and the factors that determine its effectiveness in improving educator performance. This study uses a descriptive qualitative approach with data collection techniques through observation, in-depth interviews, and documentation. The research locations include three madrasas: MAN 1 Tanjung Jabung Barat, MAN 1 Kota Jambi, and MAN 1 Merangin. The results show that the implemented reward system includes financial rewards (such as incentives and allowances) and non-financial rewards (such as certificates, training, and job promotions). Rewards have been shown to play an important role in improving educator motivation, discipline, loyalty, and performance. However, the implementation of the reward system has not been optimal due to several obstacles, such as budget constraints, lack of transparency in assessments, and the incompatibility of the types of rewards with the needs of educators. On the other hand, madrasas that implement the reward system appropriately and fairly show an increase in the quality of educator work, marked by increased participation, work performance, and professional responsibility. This study concludes that an effective reward system is one that has clear criteria, is transparent, and responsive to the needs of educators. Recommendations are directed to madrasah principals and the Ministry of Religious Affairs to build a strong culture of appreciation and allocate an adequate reward budget to improve the quality of education in madrasahs.

This research is motivated by the phenomenon of declining teacher performance at SMK Sariwangi Tasikmalaya, which is suspected to be caused by low work motivation and a lack of work discipline. This issue is crucial because teacher performance is one of the key factors in achieving educational goals. Therefore, the purpose of this study is to empirically examine the influence of work motivation and work discipline on teacher performance. This study employed a quantitative approach with a survey method. The population consisted of all 38 teachers at SMK Sariwangi Tasikmalaya, and the sampling technique used was saturated sampling. Data were collected through questionnaires that had been tested for validity and reliability. Data analysis was carried out using multiple linear regression to determine both the partial and simultaneous effects of the independent variables on the dependent variable. The results showed that work motivation has a positive and significant effect on teacher performance, and work discipline also has a positive and significant effect on teacher performance. These findings emphasize that improving motivation through rewards, support, and a conducive work environment, as well as strengthening discipline through compliance with school rules and teaching responsibilities, are important factors in optimizing teacher performance. The implication of this research highlights the need for managerial strategies in human resource management, particularly in education, to enhance learning quality and achieve educational objectives.

This community service activity aims to provide outreach and training related to the use of Artificial Intelligence (AI) in developing engaging, interactive, and effective learning tools for teachers in TKIT, SDIT, and SMPIT Darut Tauhid in Grobogan Regency. This service was carried out on June 11, 2025, using a qualitative approach through various methods, including presentations, interactive discussions, workshops, and direct practice in the use of AI technology. This activity emphasized improving teachers' skills in integrating AI technology into the learning process so that it can support the creation of a more innovative learning atmosphere and suit the needs of students in the digital era. The results of the activity showed a significant increase, both in terms of efficiency and quality. Teachers were able to save up to 70% of time preparing learning tools, produce more varied and engaging learning media, and show higher motivation in adopting digital technology to support the teaching and learning process. The three main tools introduced, namely ChatGPT, Claude, and Canva Magic Design, have been proven to help teachers in creating materials, designing media, and managing learning more effectively. The positive response from training participants also confirmed that the use of AI has significant potential for wider implementation in Islamic educational institutions. Therefore, this activity not only contributes to improving teacher competency but also opens up opportunities for developing technology-based learning models relevant to future educational challenges.

This study explores the role of principal leadership style in shaping the quality of 21st-century teaching skills among elementary school teachers in Indonesia, with particular attention to leadership practices, challenges encountered, and strategies for improvement. Using a descriptive qualitative approach, the research was conducted at SD Negeri 90 Sampulungan, Takalar, South Sulawesi, involving the principal and teachers as participants. Data were gathered through in-depth interviews, direct observations, and documentation to provide a comprehensive understanding of the phenomenon. The findings indicate that the principal primarily employed transformational and democratic leadership styles. These approaches motivated teachers by inspiring them with clear visions, serving as role models, and encouraging active participation in decision-making processes. Such leadership practices contributed significantly to teacher engagement and the overall school climate. Teachers, in turn, demonstrated competencies aligned with 21st-century learning demands, particularly through the application of the 4Cs: critical thinking, creativity, communication, and collaboration. They also showed efforts in integrating information and communication technology (ICT) into their teaching practices and implementing interactive classroom management strategies. However, several challenges were identified, including limited availability of facilities, resistance among some teachers toward adopting innovative methods, and the heavy administrative workload that often distracted from instructional focus. To address these issues, the principal implemented various strategies such as organizing continuous professional development training, providing close supervision and mentoring, and offering motivational support to sustain teacher commitment. Overall, the study emphasizes the crucial role of transformational leadership in strengthening teachers’ 21st-century skills and offers practical implications for educational policy development, while also recommending future studies across broader school contexts in Indonesia.

This study explores the alignment between science learning practices and children’s cognitive development stages based on Jean Piaget’s theory. Ten academic publications were systematically reviewed to examine how Piaget’s framework can be applied in science education. The findings highlight that integrating cognitive development theory is highly relevant for improving the quality of teaching and learning in schools. At the concrete operational stage (approximately 7–11 years), children learn best through direct experiences, manipulation of real objects, contextual media, and experiments that connect concepts with daily life. These methods help foster curiosity and reinforce conceptual understanding. As learners progress to the formal operational stage (around 11 years and above), they begin to think abstractly, reason logically, and analyze critically. At this level, student-centered approaches, inquiry-based methods, and constructivist learning become more effective in enhancing problem-solving, creativity, and higher-order thinking skills. The review also indicates that adapting instruction to developmental stages supports more meaningful and sustainable learning outcomes. In the Indonesian educational context, this approach can address challenges such as limited classroom facilities, diverse student learning styles, and a curriculum that is often overloaded. By applying Piaget’s insights, teachers can design learning strategies that bridge abstract concepts with concrete understanding, thus increasing student motivation and engagement. In conclusion, aligning science education with Piaget’s cognitive stages is an effective way to improve student performance and ensure long-term academic growth. The study provides valuable input for teachers, researchers, and policymakers in developing innovative, student-centered science and mathematics education.