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Measurement is a fundamental domain of mathematics that connects formal mathematical concepts with everyday experiences. Despite its practical relevance, students often experience persistent difficulties in understanding measurement conceptually, tending to approach it as a procedural activity rather than as a process of reasoning about quantities, units, and comparisons. These challenges indicate that learning measurement is influenced not only by individual cognitive factors but also by the social dynamics that shape classroom learning environments. This study aims to examine classroom social dynamics in learning measurement by providing empirical evidence from contextual learning situations. This study employed a qualitative research approach to explore how social interaction, scaffolding, and participation mediate students’ understanding of measurement in contextual learning environments. Data were collected through classroom observations, video recordings of learning activities, analysis of students’ written work, and interviews with selected students and the teacher. Contextual measurement tasks were designed to encourage collaboration, dialogue, and justification, enabling the examination of student–student and teacher–student interactions as they naturally occurred in the classroom. Data analysis was conducted iteratively to identify patterns of interaction, forms of scaffolding, and students’ learning progression within the Zone of Proximal Development. The findings reveal that students initially engaged with measurement tasks in a predominantly procedural manner, with limited conceptual understanding and minimal peer interaction. After the implementation of contextual learning situations, classroom social dynamics changed substantially. Students became more actively involved in discussion, collaborative problem-solving, and collective meaning-making. Peer interaction supported the articulation and refinement of students’ reasoning, while teacher scaffolding guided learning by extending students’ thinking without providing direct solutions. These social processes facilitated students’ movement from their actual level of understanding toward higher levels of conceptual competence within the Zone of Proximal Development. The study further shows that contextual learning tasks alone are insufficient to promote meaningful understanding unless they are supported by productive social interaction and adaptive scaffolding. Conceptual understanding of measurement emerged through socially mediated processes rather than through task completion alone. This study contributes to mathematics education research by emphasizing the central role of classroom social dynamics in contextual learning and by offering insights into how interaction and scaffolding can be orchestrated to support students’ conceptual understanding of measurement.

Digital-based learning evaluation is an important effort to improve the effectiveness and efficiency of the assessment process. However, learning evaluation practices at MTsN 2 Kota Tangerang are still dominated by conventional methods and the limited use of simple digital applications. This community service activity aims to strengthen digital-based learning evaluation practices through training on the use of the Zep Quiz application for teachers. The activity employed a participatory and applicative approach, including observation, focus group discussions, training and mentoring, and program evaluation. The training was conducted in a hybrid format and focused on introducing, developing, and analyzing learning evaluations using Zep Quiz. The results indicate that teachers improved their understanding and skills in designing and operating digital-based learning evaluations independently.Teachers also demonstrated high enthusiasm and active participation throughout the activity. Although technical challenges such as varying levels of digital literacy and limited internet access were encountered, these issues were addressed through direct mentoring. Therefore, the Zep Quiz training was effective in strengthening digital-based learning evaluation practices at MTsN 2 Kota Tangerang.

The rapid development of technology in today's era requires every profession to align with existing developments. The teaching profession is no exception. Teachers must be able to utilize technology in the learning process to create an engaging learning environment for students. To support this capability, training is essential. This community service activity aims to provide training to teachers at Bancong  Elementary School in Wonoasri District, Madiun Regency, to familiarize themselves with and be able to use the GeoGebra application. This training also aims to improve teachers' competency in utilizing digital technology as a learning medium. The GeoGebra application is an effective application for solving mathematics problems in elementary schools, particularly in geometry, particularly plane figures. The implementation method for this activity includes preparation, training, and mentoring. The training was provided in the form of workshops and hands-on practice using GeoGebra-based mathematics learning media. The activity proceeded orderly and smoothly, and the training participants understood the material well, both theoretically and in practice.

This community service activity aims to strengthen the role of higher education institutions in preserving local culture through the revitalization of cultural arts learning based on local wisdom, particularly traditional Nias carving art. The main problems faced by the partners include the limited availability of contextual cultural arts learning, minimal integration of traditional art practices into university courses, and students’ low understanding of the philosophical values embedded in Nias carving motifs. The implementation method employs a participatory–educational approach consisting of preparation, socialization, theoretical and practical training, intensive mentoring, and evaluation stages. This activity involves students and lecturers as participants as well as agents of cultural preservation. The results indicate a significant improvement in participants’ knowledge of the symbolic meanings of Nias carving motifs, their basic skills in designing and drawing carving motifs, and their appreciative attitudes toward the preservation of local cultural arts. This activity contributes to the strengthening of cultural arts learning in higher education and has the potential to serve as a sustainable model of community service based on local culture.

This study examines the role of mathematics learning in improving logical thinking skills in early childhood. The background of this study is based on the importance of logical thinking skills as a foundation for children's cognitive development, which can begin at an early age through appropriate mathematics learning. The purpose of this study is to analyze how mathematics learning can stimulate the development of logical thinking in early childhood and explore effective learning strategies. The methods used are library research and observation of several models of mathematics learning for early childhood in early childhood education institutions. The findings indicate that fun and concrete activity-based mathematics learning can improve children's abilities in critical thinking, constructing patterns, drawing conclusions, and solving simple problems. The implications of this study emphasize the need for the application of creative and interactive mathematics learning methods to support the development of logical thinking from an early age, while also encouraging educators to integrate mathematics into children's daily activities. This study also recommends the development of learning media appropriate to children's developmental stages for optimal results.

This community service activity aims to increase the understanding of students at State Senior High School 2 Mataram regarding information security by introducing the concepts of coding and cryptography in digital messages. The rapid use of messaging applications among teenagers makes students increasingly vulnerable to cyber threats, necessitating education on how data protection works in online communication. This program is implemented using a descriptive method consisting of planning, implementation, and evaluation stages. The material covered includes basic cryptography concepts, end-to-end encryption mechanisms, and the practical process of the Diffie–Hellman key exchange thru the interactive simulation "Alice and Bob." Learning is designed contextually and participatively so that students can connect theory with the digital applications they use every day. The evaluation results showed an improvement in students' understanding, reflected in their active participation, ability to answer questions, and adequate post-test scores. This activity not only strengthens digital security literacy but also raises students' awareness of the importance of protecting personal data in online communication. This program is expected to be the beginning of more sustainable digital security learning development in the school environment.

Cross-Cultural Experience: Introducing Balinese Traditional Clothes to Walailak University Students in Thailand is part of an international community service program (KKN) that students from the Institute of Technology and Education Markandeya Bali took part in. The main goal of this activity was to introduce Balinese cultural values by teaching students about traditional Balinese clothes as a way to learn about different cultures. This study uses a qualitative descriptive approach with the CIPP (Context, Input, Process, Product) evaluation model to evaluate the success of the activity. The results of this activity show that there is an increase in understanding, fostering an attitude of appreciation, and strengthening cross-cultural communication among students. This activity is effective as a medium for cultural diplomacy and experiential learning.

Gross motor development is an essential aspect of early childhood education because it contributes to body coordination, balance, muscle strength, and children’s readiness for physical activities. One of the activities that can be used to stimulate gross motor skills is dancing, particularly regional creative dance. This community service program aims to implement the Janger creative dance as a medium to develop gross motor skills in kindergarten group B children. The method used was evaluative with the CIPP model (Context, Input, Process, Product), involving observation, interviews, and documentation. The activity was carried out once a week through stages of rhythm introduction, basic movements, body coordination, and simple dance sequences. The results showed that more than 80% of the children experienced improvement in aspects of balance, movement coordination, agility, and large muscle control. In addition, the activity also enhanced children's self-confidence, courage, and social interaction. Therefore, the Janger dance is proven to be effective as a gross motor stimulation and is suitable to be used as a culturally based learning strategy in early childhood education.

Gross motor development is an essential aspect of early childhood education because it contributes to body coordination, balance, muscle strength, and children’s readiness for physical activities. One of the activities that can be used to stimulate gross motor skills is dancing, particularly regional creative dance. This community service program aims to implement the Janger creative dance as a medium to develop gross motor skills in kindergarten group B children. The method used was evaluative with the CIPP model (Context, Input, Process, Product), involving observation, interviews, and documentation. The activity was carried out once a week through stages of rhythm introduction, basic movements, body coordination, and simple dance sequences. The results showed that more than 80% of the children experienced improvement in aspects of balance, movement coordination, agility, and large muscle control. In addition, the activity also enhanced children's self-confidence, courage, and social interaction. Therefore, the Janger dance is proven to be effective as a gross motor stimulation and is suitable to be used as a culturally based learning strategy in early childhood education.

Cross-Cultural Experience: Introducing Balinese Traditional Clothes to Walailak University Students in Thailand is part of an international community service program (KKN) that students from the Institute of Technology and Education Markandeya Bali took part in. The main goal of this activity was to introduce Balinese cultural values by teaching students about traditional Balinese clothes as a way to learn about different cultures. This study uses a qualitative descriptive approach with the CIPP (Context, Input, Process, Product) evaluation model to evaluate the success of the activity. The results of this activity show that there is an increase in understanding, fostering an attitude of appreciation, and strengthening cross-cultural communication among students. This activity is effective as a medium for cultural diplomacy and experiential learning.

This community service activity aims to increase the understanding of students at State Senior High School 2 Mataram regarding information security by introducing the concepts of coding and cryptography in digital messages. The rapid use of messaging applications among teenagers makes students increasingly vulnerable to cyber threats, necessitating education on how data protection works in online communication. This program is implemented using a descriptive method consisting of planning, implementation, and evaluation stages. The material covered includes basic cryptography concepts, end-to-end encryption mechanisms, and the practical process of the Diffie–Hellman key exchange thru the interactive simulation "Alice and Bob." Learning is designed contextually and participatively so that students can connect theory with the digital applications they use every day. The evaluation results showed an improvement in students' understanding, reflected in their active participation, ability to answer questions, and adequate post-test scores. This activity not only strengthens digital security literacy but also raises students' awareness of the importance of protecting personal data in online communication. This program is expected to be the beginning of more sustainable digital security learning development in the school environment.

Training on creating Heyzine-Canva-based e-book learning media through the Subject Teacher Working Group (MGMP) aims to improve teachers' professional competence in facing educational demands and digital technology integration. This training activity is designed using demonstration, hands-on practice, and group discussion methods, so that it can accommodate various levels of technology mastery among teachers. Through this training, teachers are guided to develop interactive e-books, learning videos, and innovative digital quizzes using the Heyzine and Canva platforms. The training results show a significant improvement in teachers' skills in utilizing digital media, confidence in integrating technology into learning, and motivation to continue innovating. Additionally, this training also encourages collaboration among teachers and builds a professional network that supports continuous development. Challenges faced, such as variations in technology skills and device limitations, are addressed through ongoing mentoring and further training. This training contributes to improving the quality of learning, student engagement, and supports the achievement of national education goals in the digital era.

Children living in orphanages face various psychological pressures, such as the loss of attachment figures, unstable social dynamics, and difficulty expressing emotions adaptively. These conditions require appropriate coping strategies to build emotional resilience. This community service activity utilizes a Service Learning (SL) approach, which integrates academic learning with community service. It aims to provide psychoeducation on emotions and coping strategies, and implements expressive writing as a means of emotional processing. The activity methods included interactive lectures, a pretest and posttest to measure understanding, an expressive writing therapy session, and a reflective interview at the end of the activity. Results showed an increase in understanding of emotions and coping strategies, as evidenced by improved posttest scores. Furthermore, expressive writing helped children express previously suppressed emotions, reduced psychological tension, and fostered a sense of relief, calm, and insight into personal problems. Overall, expressive writing has proven effective as a coping strategy in building emotional resilience in orphanage children, and the Service Learning approach has the potential for sustainable application in psychosocial support programs.

Daily drinking water requirement for healthy individuals is a crucial factor in maintaining health and physiological balance. For individuals involved in intense physical activity or exercise, fluid requirements can increase significantly, with recommendations reaching 3 to 4 liters per day to replace fluid loss through sweat, so researchers consider it important to discuss the provision of clean drinking water installations with the application of Reverse Osmosis (RO) machines that utilize PDAM water as a source, which is in the Candrasa complex to support the fulfillment of drinking water needs for the Indonesian Navy Academy Cadets. AAL is a military educational institution that requires a supply of safe and high-quality drinking water for the Cadets so that the learning and training process can run smoothly. This study covers the daily drinking water needs of AAL Cadets, the current condition of the drinking water supply, and the concept of the RO machine itself in the Candrasa complex by utilizing PDAM water to produce healthy and suitable drinking water for AAL Cadets. The results of this study are expected to increase the availability of clean and safe drinking water for AAL cadets, facilitate drinking water distribution in the Candrasa complex, support their quality of life during their education, training, and foster care, and help maintain their health and safety. This study also underscores the importance of efficient and sustainable water management in the military environment.

This community service program aims to introduce basic English vocabulary to Kindergarten students through the medium of bilingual songs. The background of this activity is the limitation of interactive learning media and the dominance of traditional methods that are less attractive for early childhood. Bilingual songs were chosen because they have a simple rhythm, easy to remember lyrics, and are able to create a fun and contextual learning atmosphere. The method used is the Participatory Action Learning System approach which includes the preparation stage, flexible action, and reflection. Bilingual songs are inserted at the transition moments of class activities and combined with simple movements to stimulate natural vocabulary acquisition. The results of the observations showed a significant improvement in children's language skills: most students were able to remember new vocabulary, enthusiasm for learning increased, and active participation in singing together was higher. Teachers also reported that the use of bilingual songs helped keep children's attention and created a positive learning atmosphere. Overall, this activity proves that bilingual songs are an effective, fun, and appropriate medium for children's developmental stages to strengthen mastery of basic English vocabulary. This program is recommended to be applied continuously in daily learning activities in kindergarten classrooms.

The phenomenon of children not attending school in Situhiang Village is still a serious problem that has an impact on the social, emotional, and sustainable development of children's education. This service program aims to design and implement mentoring based on the Asset Based Community Development (ABCD) approach by involving parents, teachers, and the community as the main subjects in overcoming the causes of children not attending school. The ABCD method is used through the stages of asset mapping, expectation formulation, strategy design, action plan determination, and implementation of continuous mentoring. The results of the activity showed that the main causes of school absenteeism were related to children's negative experiences, family economic conditions, and social environmental pressures. Mentoring has succeeded in increasing parental awareness, strengthening community support, and creating a safer, more comfortable, and child-friendly learning environment. This program also fosters the collective commitment of residents to maintain the sustainability of education through the formation of education care groups. These findings confirm that community empowerment through an asset-based approach is effective in reducing children's risk of school dropouts, increasing primary education participation, and encouraging children's social inclusion in the community.

Kampung Glam as a heritage area in Singapore faces modernization challenges that have the potential to shift local cultural identity. Service learning is applied to bridge cultural preservation efforts with community education through the collaboration of students, communities, and cultural stakeholders. The purpose of this activity is to strengthen cultural education, increase awareness of the younger generation, and support the sustainability of the creative economy based on local values. The methods used include needs mapping, collaborative solution design, implementation of cultural workshops, and sustainability evaluation. The results showed that students gained contextual experience on heritage management, while the local community was helped through educational materials, mentoring, and strengthening of cultural narratives. This activity also increases the understanding of the importance of a balance between the preservation of historical values and the development of the modern economy. In conclusion, service learning is effective as an educational approach and community empowerment in maintaining cultural identity. It is suggested that the program be continued with the development of cultural education modules and long-term partnerships to strengthen sustainability.

This community service program aims to enhance students’ knowledge and awareness regarding natural cosmetic formulations through training on the development of a natural deodorant balm, “Nature DeoBalm.” The activity was conducted at the Entrepreneurship Laboratory of UIN Palangka Raya and involved fifth-semester students of the Biology Education Department as participants. The training integrates promotive and applicative approaches, combining theoretical education on the risks of synthetic deodorants with direct observation of the production process for natural deodorant balm. The program emphasized the use of safe, plant-based ingredients such as beeswax, coconut oil, shea butter, vitamin E, and essential oils, which are known for their antibacterial, moisturizing, and skin-protecting properties. The implementation included several stages: preparation, material presentation, demonstration of the formulation process, product observation, evaluation, and documentation. Results showed that students demonstrated increased understanding of natural cosmetic components, formulation techniques, and the benefits of natural deodorants. They also developed a heightened awareness of environmentally friendly personal care products and showed interest in exploring entrepreneurial opportunities in herbal-based cosmetics. This program highlights the importance of introducing natural cosmetic innovation in higher education environments as a way to build scientific literacy, practical skills, and entrepreneurial competence. Overall, the activity successfully provided meaningful learning experiences and promoted the utilization of natural ingredients as sustainable alternatives to synthetic deodorant products.

Kampung Glam as a heritage area in Singapore faces modernization challenges that have the potential to shift local cultural identity. Service learning is applied to bridge cultural preservation efforts with community education through the collaboration of students, communities, and cultural stakeholders. The purpose of this activity is to strengthen cultural education, increase awareness of the younger generation, and support the sustainability of the creative economy based on local values. The methods used include needs mapping, collaborative solution design, implementation of cultural workshops, and sustainability evaluation. The results showed that students gained contextual experience on heritage management, while the local community was helped through educational materials, mentoring, and strengthening of cultural narratives. This activity also increases the understanding of the importance of a balance between the preservation of historical values and the development of the modern economy. In conclusion, service learning is effective as an educational approach and community empowerment in maintaining cultural identity. It is suggested that the program be continued with the development of cultural education modules and long-term partnerships to strengthen sustainability.

The background of this activity is based on the low level of literacy among the community and the suboptimal use of mosque libraries as educational public spaces. This community service activity aims to strengthen the culture of literacy through the implementation of service learning at the Penyengat Mosque Library, Penyengat Island, Tanjungpinang City. The community service was carried out using a participatory approach through four main stages: needs identification, activity planning, programme implementation, and evaluation. The activities carried out included reading classes, discussions on books with Islamic and Malay cultural themes, and literacy visits to introduce the library's collection to the community. The results showed an increase in community enthusiasm for reading activities and strengthened the library's function as a centre for intellectual da'wah and community learning. For students, this activity provided contextual learning experiences and developed communication, leadership, and social empathy skills. Overall, this programme was effective in building a literacy ecosystem based on religious values and local culture.