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This study examines the relationship between material mastery and draping practice outcomes among students in the Family Welfare Vocational Education (PVKK) Fashion Design Study Program at PGRI Adi Buana University, Surabaya. Draping, as a technique for making patterns directly on a mannequin or the human body, is an important course in fashion design synchronization. This technique allows students to develop creativity, understand the proportions, shapes, and volumes of fabric, and produce unique works that suit the curves of the body. This study used a quantitative approach by collecting data from 60 student respondents from the 2021 and 2022 intakes through questionnaires and documentation. The variables studied were draping material mastery (independent variable) and draping practice outcomes (dependent variable). The analysis results showed a significant and positive relationship between material mastery and draping practice outcomes. The better the material mastery, the better the students' draping practice outcomes. This emphasizes that a strong theoretical understanding is an important foundation for practical skills, and learning theory and practice must be balanced to optimally improve the quality of student work. These findings have important implications for curriculum development and learning methods in the PVKK Fashion Design Study Program. To support the achievement of optimal practical results, teaching strategies are needed that integrate theory and practice in a more interactive and applicable way. For example, the use of video tutorial-based learning media, digital draping simulations, or project-based learning can strengthen students' understanding while improving their technical skills. Furthermore, increasing the intensity of practice with direct feedback from lecturers has also proven effective in accelerating technical mastery. With a holistic and adaptive learning approach, vocational education institutions can produce graduates who are not only technically competent but also competent.

Project Based Learning (PjBL) merupakan model pembelajaran inovatif yang menekankan keterlibatan aktif peserta didik melalui pengerjaan proyek nyata yang relevan dengan kehidupan sehari-hari. Model ini diyakini mampu memadukan aspek kognitif, afektif, dan psikomotorik, sehingga pembelajaran menjadi lebih bermakna sekaligus meningkatkan keterampilan kolaboratif siswa. Sejumlah penelitian terdahulu menegaskan efektivitas PjBL, antara lain dalam meningkatkan keterampilan kolaborasi, komunikasi, berpikir kritis, serta motivasi belajar siswa. Dalam konteks pendidikan Kristen, nilai-nilai kerja sama, kerendahan hati, dan kebersamaan yang diajarkan Rasul Paulus dalam Filipi 2:1–11 memiliki relevansi kuat dengan prinsip PjBL. Nilai sehati sepikir, rendah hati, dan menanggung bersama menjadi fondasi penting dalam membangun kerja sama kelompok yang sehat.Namun, realitas di SMA Bhakti Insani menunjukkan bahwa implementasi PjBL belum optimal. Siswa masih menunjukkan sikap pasif, kurang fokus, serta minim kerja sama baik dengan guru maupun teman sebaya. Oleh karena itu, penelitian ini dilakukan untuk mengkaji lebih jauh implementasi PjBL yang diintegrasikan dengan nilai-nilai Alkitabiah dalam meningkatkan kerja sama siswa. Penelitian menggunakan pendekatan kuantitatif dengan teknik observasi, kuesioner, dan wawancara terhadap 80 responden. Hasil analisis menunjukkan adanya pengaruh signifikan PjBL terhadap peningkatan kerja sama siswa, dengan korelasi sebesar 0,940 dan kontribusi pengaruh mencapai 94%.Temuan ini menegaskan bahwa PjBL dapat menjadi strategi efektif dalam meningkatkan kerja sama siswa apabila dijalankan sejalan dengan nilai-nilai Kristiani. Dengan demikian, PjBL tidak hanya melatih keterampilan akademik dan kolaborasi, tetapi juga membentuk karakter siswa yang berlandaskan kasih, kerendahan hati, dan kebersamaan

This study aims to examine the application of the Project Based Learning (PjBL) model assisted by animated videos in improving problem-solving skills in Natural and Social Sciences (IPAS) subjects. The study used a quasi-experimental approach with a one-group pretest and posttest design. The subjects were 30 fifth-grade elementary school students selected as samples. The research instruments included a problem-solving ability test and an observation sheet for the implementation of learning. The results showed a significant increase in students' problem-solving skills after being treated through the PjBL model assisted by animated videos. The average posttest score was higher than the pretest, so it can be concluded that this learning strategy is effective in improving student learning outcomes. The use of animated videos helped students to visualize abstract concepts and engage more actively in the learning process. In addition, the results of observations of the implementation of learning showed that students became more active, enthusiastic, and able to work together in groups to complete the project. Student activity increased gradually, starting from the project planning stage, information collection, to the presentation of results. The teacher acted as a facilitator who provided direction and guidance, while students were directly involved in each process. This indicates that the integration of technology-based media supports collaborative and student-centered learning. Therefore, the implementation of the Project-Based Learning model with animated videos is not only effective in improving problem-solving skills but also fosters overall student engagement in science learning. Therefore, this learning model can be recommended as an innovative strategy to enhance problem-solving skills in primary education.

This study aims to analyze the potential and challenges in implementing Fellowship-Based Cooperative Learning in D.I Edutainment, especially for Generation Z. The method used in this qualitative research is a case study, with data collection conducted through semi-structured interviews, participant observation, and documents. The unit includes the analysis of Gen Z participation, and involves facilitators, namely D.I Edutainment managers as informants. D.I Edutainment shows significant potential in implementing fellowship-based cooperative learning. Thanks to the interactive edutainment concept, small programs, and adequate human resource support. However, this study also identified challenges such as Generation Z's relatively short attention span, preference for digital media, variations in self-confidence levels, and the need for structure and motivation for ongoing collaboration. It is recommended that D.I Edutainment utilize, develop interactive and collaborative vehicles, train facilitators, design interesting project groups, and optimize community courage. From an academic perspective, further research is needed on the impact of cooperative learning, the role of technology, Generation Z's perceptions, and their social skills measurement models.

This study investigates KIDI IoT, an educational service by PT Telkom Indonesia designed to bridge the skills gap between Vocational High School (SMK) graduates and the demands of the Industry 4.0 workforce. The primary objective was to assess the extent to which the KIDI IoT service fulfilled the requirements of educators and learners to substantiate its value proposition. A qualitative, exploratory methodology was employed utilizing in-depth interviews and the Value Proposition Canvas (VPC) framework for analysis. The outcomes demonstrate how effectively the program's project-based, experiential approach increases user motivation and offers a practical, industry-relevant learning environment. The service successfully generates the desired customer benefits. A major customer pain point that the current model ignores is that participants often expressed that the two-day offline training period was insufficient to help them master the material or build their confidence for working independently. This led to a significant misalignment. The KIDI IoT value proposition is fundamentally strong and well-regarded; however, the study concludes that its implementation necessitates improvement, particularly through the provision of more specialized teacher training and an extended training duration, to ensure sustained impact and skill acquisition.

The Pancasila Student Profile Strengthening Project (P5) aims to develop students who possess strong character and skills that are relevant to the demands of the times, particularly in facing global challenges and technological advancements. One of the implementations of P5 at SMK NU 1 Sukodadi is the Gelar Karya activity, which serves as a platform for students to showcase their creativity and apply the values of Pancasila in real life. The theme of this activity is "Build a Healthy Body, Mind, and Sustainable Lifestyle," aimed at raising awareness of the importance of physical and mental health, as well as adopting environmentally friendly practices that support sustainability. The method used in this activity is a project-based learning approach, where students are given the opportunity to learn through direct experience. This allows them to understand and apply the theories they have learned in real-world practices. Additionally, the activity emphasizes collaboration between students and teachers, creating a supportive learning environment and strengthening the relationship between learners and educators. By utilizing experiential learning, students are directly involved in the learning process, which facilitates a deeper understanding. The results of this community service project show that the Gelar Karya activity successfully increased students' awareness of the importance of healthy lifestyles and sustainable environmental management. Students not only gained theoretical knowledge but also practical skills that they can apply in their daily lives. Furthermore, the activity strengthened students' character and supported the values of the Pancasila Student Profile. These findings can serve as a model for other schools to optimize the sustainable implementation of P5, providing a positive impact on shaping students' character and skills for a better future.

Penelitian ini menggunakan penerapan Model Pembelajaran Berbasis Project dalam Kurikulum Merdeka pada mata pelajaran Pendidikan Kepercayaan Terhadap Tuhan Yang Maha Esa dan Budi Pekerti menggunakan media pembuatan taman mini di lingkungan Sekolah Dasar (SD). Penelitian ini menggunakan metode kualitatif untuk menganalisis penggunaan media taman mini di SD Negeri Bandungan 01. Tujuan penelitian ini adalah untuk memahami penggunaan media taman mini dalam mata pelajaran Pendidikan Kepercayaan Terhadap Tuhan Yang Maha Esa dan Budi Pekerti di lingkungan SD Negeri Bandungan 01. Pendidik dapat memanfaatkan media taman mini dengan baik untuk proses pembelajaran Pendidikan Kepercayaan Terhadap Tuhan Yang Maha Esa dan Budi pekerti, secara efektif dalam meningkatkan pembelajaran peserta didik, dengan fokus pada pengembangan konsep dari elemen Keagungan Tuhan, dengan keterlibatan peserta didik untuk meningkatan nilai spiritual. Melalui pendekatan kualitatif, data diperoleh melalui observasi kelas, wawancara dengan guru dan siswa, serta analisis dokumen kurikulum. Pada penelitian ini dapat memberikan kontribusi dalam pengembangan strategi pembelajaran yang berorientasi pada proyek untuk mata pelajaran Pendidikan Kepercayaan Terhadap Tuhan Yang Maha Esa dan Budi Pekerti di tingkat SD. Hasil yang di dapatkan pada penelitian ini adalah penerapan media taman mini dalam pembelajaran project based learning, juga mengajarkan nilai-nilai yang ada pada elemen keagungan tuhan salah satunya nilai memayu hayuning bawana pada peserta didik, yang sejalan dengan implementasi Kurikulum Merdeka.

Learning fatigue is a serious challenge in the world of education, including in Christian Religious Education (CRE) subjects. The purpose of this study is to analyze the effectiveness of active learning methods in overcoming learning fatigue among students in CRE subjects. Furthermore, it aims to provide theoretical and practical contributions to the field of basic education, particularly in formulating more adaptive, interactive, and psychologically appropriate learning approaches. This article employs a qualitative research method by analyzing the effectiveness of active learning methods as a solution to address such boredom. Active learning methods, which include strategies such as group discussions, simulations, role-playing, and project-based learning, have proven to increase students' cognitive, emotional, and social engagement. In addition to providing an enjoyable learning experience, this approach also reinforces Christian values in the context of PAK learning. This article concludes that active learning is not only capable of reducing learning boredom but also improving the quality of the learning process holistically. Therefore, teachers need to continuously develop their pedagogical and spiritual competencies to achieve transformative PAK learning that frees students from boredom. This study is expected to serve as a practical reference for teachers and policymakers in designing relevant, interactive, and contextual learning strategies. Moreover, the implementation of active learning methods in CRE subjects can also foster a deeper connection between students and the spiritual teachings of Christianity. By engaging students through hands-on activities such as role-playing biblical stories or collaborating on projects related to Christian values, students are encouraged to actively reflect on their faith in a more meaningful and personal way.

The low reading interest and literacy skills of elementary school children in Indonesia remain a problem that requires creative and sustainable solutions. Factors such as limited access to quality books, a lack of reading habits at home, and uninteresting learning approaches are often the causes of a weak literacy culture among students. To address this problem, the Student Community Service Program (KKN) of Sebelas Maret University students in Singodutan Village implemented an activity aimed at fostering a culture of literacy in children through a Reading Book Content-Based Project at SDN 3 Krisak. The concept of this activity integrates reading activities with the creation of creative projects that are appropriate to the content of the reading, so that students not only understand the text but are also able to process the information into real products. This study used a qualitative approach with a phenomenological research type to understand students' experiences during the activity. Data were collected through observation, documentation, and literature review, which were then analyzed descriptively. Activities included selecting reading books appropriate to students' ability levels, shared reading, discussions about the reading content, and the creation of creative projects such as posters, picture stories, or artwork inspired by the reading material. The results of the activity showed an increase in student participation in reading activities, an increase in interest in books, and an improvement in their ability to process information into creative works. Furthermore, students demonstrated greater self-confidence when presenting their work to their classmates.

Pembelajaran peserta didik penghayat kepercayaan memerlukan model pembelajaran yang efektif untuk meningkatkan kreativitas peserta didik, model pembelajaran inovatif yang dapat digunakan adalah Project Based Learning (PjBL). Penelitian ini bertujuan mengeksplorasi implementasi PjBL dalam meningkatkan kreativitas peserta didik penghayat kepercayaan di SMP Negeri 2 Sumowono dengan pendekatan kualitatif melalui observasi, wawancara, dan analisis dokumen. Hasil penelitian menunjukkan bahwa penerapan PjBL meningkatkan kreativitas peserta didik berdasarkan empat indikator utama: kelancaran, kelenturan, keaslian, dan elaborasi. Peserta didik menghasilkan gagasan yang lebih bervariasi, mampu beradaptasi dalam menyelesaikan proyek, serta menciptakan karya yang lebih orisinal. Selain itu, PjBL meningkatkan kolaborasi antar peserta didik dan keterlibatan aktif dalam mengeksplorasi nilai kepercayaan. Hambatan utama dalam penerapan PjBL adalah keterbatasan sumber daya dan kesiapan penyuluh, sementara tantangan yang dihadapi peserta didik meliputi manajemen waktu dan adaptasi terhadap pola pembelajaran mandiri. Dukungan dari penyuluh dan kolaborasi menjadi faktor kunci keberhasilan PjBL. Penelitian ini merekomendasikan pelatihan berkelanjutan bagi penyuluh guna meningkatkan efektivitas penerapan PjBL dalam Pendidikan Kepercayaan Terhadap Tuhan Yang Maha Esa.

Problem-Based Learning (PBL) is a student-centered teaching approach, where the learning process begins with a real-life problem relevant to everyday life. PBL encourages students to actively seek information, analyze data, and formulate solutions through group work and discussion. This approach not only develops critical thinking, problem-solving, and communication skills but also increases students' independence and responsibility for their own learning process. This article aims to examine how PBL is implemented in two main curricula in Indonesia: the 2013 Curriculum (K13) and the Independent Curriculum. In the 2013 Curriculum, PBL is integrated through a scientific approach and project-based activities, where students are invited to explore concepts and theories through investigative activities. Meanwhile, the Independent Curriculum provides more space for teachers and students to design contextual and personalized learning activities, making the implementation of PBL more flexible and adaptive to local needs and student characteristics. The literature review results indicate that both curricula effectively utilize PBL principles to enhance students' cognitive and metacognitive skills. The Independent Curriculum, in particular, places greater emphasis on independent learning, self-reflection, and the development of student interests through differentiated learning. Thus, the application of PBL within the context of the Independent Curriculum has proven to be more adaptive to the dynamics of 21st-century learning. In conclusion, the use of Problem-Based Learning in both curricula has significant potential to enhance students' learning abilities, as long as the approach is tailored to school conditions, student characteristics, and is supported by competent teachers and training in implementing this method effectively.

The purpose of this study is to describe and analyze solutions in the role of information technology-based teaching and learning in improving the quality of learning at SDN 3 Koba Bangka Tengah. This research was conducted at SDN 3 Koba Bangka Tengah, Bangka Belitung Islands Province. The research period was from June to September 2024. The object of this study was the entire learning process that utilizes information technology as a means and media to support teaching and learning activities. This study used a qualitative descriptive method. The data sources used consisted of primary data obtained through direct observation in the classroom and interviews with teachers, principals, and students; and secondary data in the form of learning administration documents, teaching tools, and learning outcome reports. Data collection techniques included participatory observation, in-depth interviews, and documentation studies. Data validity was tested by triangulation of sources to ensure the accuracy and consistency of information. The results showed that the use of information technology, such as the use of projectors, learning videos, and digital-based educational applications, significantly helped improve student motivation and understanding of the material. In addition, teachers showed quite good adaptation in using technological devices to support the learning process. However, several obstacles remain, such as limited internet network facilities, a lack of technology training for teachers, and inadequate school infrastructure. Nevertheless, the implementation of information technology has been proven to improve the quality of learning when supported by visionary school policies, ongoing teacher training, and active parental involvement in students' learning processes. These findings reinforce the importance of technology integration as a 21st-century learning strategy. Overall, information technology-based learning is an innovative solution for creating a more interactive, effective, and relevant learning environment.

The topics of morphology, anatomy, and physiology are integral to biology learning, yet they often present challenges for students due to their abstract and complex nature. Difficulties in understanding body structures and invisible biological processes lead to low student interest and engagement. This study aims to identify innovative learning approaches through an analysis of national scientific literature over the past decade. The results show that the integration of digital technology and student-centered learning methods can improve conceptual understanding and learning motivation. The most prominent innovations include the use of VR and AR-based media to clarify visualizations, the use of interactive videos and simulations to explain biological functions, and the application of contextual learning models such as Problem-Based Learning (PBL) and Project-Based Learning (PjBL). These approaches have proven effective in creating a more immersive learning experience that is relevant to students' needs.

The rapid development of technology has made it increasingly important for the younger generation to acquire digital literacy skills at an early age. As technology becomes an integral part of daily life, it is essential to introduce fundamental programming concepts to students to prepare them for the future. This community service program aims to introduce 5th-grade students at Elementary School Emmaus Kediri to basic programming concepts using the Scratch platform. The program adopted the Project-Based Learning (PjBL) method, which emphasizes interactive learning through hands-on activities. The one-day session involved 17 students, who underwent a structured process consisting of a pre-test, material delivery, hands-on practice of creating simple animations, and a post-test. The learning materials included an introduction to the Scratch interface, how to use sprites, and basic coding blocks to develop simple animation projects. The evaluation results indicated a significant increase in students' understanding of basic programming concepts. The majority of participants successfully created simple animation projects using coding blocks and sprites, demonstrating their ability to apply the learned concepts. The students showed high enthusiasm throughout the learning process, indicating a strong interest in digital learning and coding. The high level of engagement further supports the potential for expanding similar programs in the future. This community service activity proved effective in introducing computational thinking and fostering creativity among elementary school students. It also demonstrated the effectiveness of interactive and hands-on learning approaches in enhancing students' digital literacy. As a result, this program has the potential to be implemented in other schools to promote early exposure to programming and support the development of digital skills among young learners

The rapid development of technology has made it increasingly important for the younger generation to acquire digital literacy skills at an early age. As technology becomes an integral part of daily life, it is essential to introduce fundamental programming concepts to students to prepare them for the future. This community service program aims to introduce 5th-grade students at Elementary School Emmaus Kediri to basic programming concepts using the Scratch platform. The program adopted the Project-Based Learning (PjBL) method, which emphasizes interactive learning through hands-on activities. The one-day session involved 17 students, who underwent a structured process consisting of a pre-test, material delivery, hands-on practice of creating simple animations, and a post-test. The learning materials included an introduction to the Scratch interface, how to use sprites, and basic coding blocks to develop simple animation projects. The evaluation results indicated a significant increase in students' understanding of basic programming concepts. The majority of participants successfully created simple animation projects using coding blocks and sprites, demonstrating their ability to apply the learned concepts. The students showed high enthusiasm throughout the learning process, indicating a strong interest in digital learning and coding. The high level of engagement further supports the potential for expanding similar programs in the future. This community service activity proved effective in introducing computational thinking and fostering creativity among elementary school students. It also demonstrated the effectiveness of interactive and hands-on learning approaches in enhancing students' digital literacy. As a result, this program has the potential to be implemented in other schools to promote early exposure to programming and support the development of digital skills among young learners

This study aims to investigate the effectiveness of using Trello as a learning tool in project-based learning (PjBL) to improve senior high school students' hortatory exposition text writing skills. The research employed a quasi-experimental method with a pretest-posttest control group design. It was conducted in one of the senior high schools located in Sidoarjo, Indonesia. The total population of the study consisted of 202 students, from which a sample of 60 students was selected using purposive sampling. The sample was divided equally into two groups: an experimental group and a control group. The experimental group was taught using Trello as part of the PjBL approach, while the control group received instruction through a conventional learning method. The instruments used to gather data were writing essay tests and a writing assessment rubric. Data were collected through pretests and posttests to assess students' writing performance. The statistical analysis showed that there were significant differences in the writing outcomes between the two groups. The experimental group’s mean pretest score was 64.50, which improved to 91.23 in the posttest. Meanwhile, the control group’s pretest score averaged 64.37 and increased to 83.80 in the posttest. Notably, the improvement in the experimental group was more substantial, particularly in the areas of content development and text organization. These findings indicate that integrating Trello into a project-based learning framework can significantly enhance students’ abilities in writing hortatory exposition texts. In conclusion, the use of Trello as a collaborative digital platform within PjBL has a positive impact on students’ writing skills and can serve as an effective learning tool in EFL writing classrooms.

The Pancasila Student Profile Strengthening Project (P5) is part of the implementation of the Independent Curriculum, which emphasizes the holistic development of student character. The program's primary objective is to develop students with noble character, global diversity, collaborative spirit, independence, critical thinking, and creativity. One approach to integrating these values is through an appreciation of literary works, particularly folktales. Folktales have great potential as educational media because they contain various life values derived from local wisdom. This research focuses on analyzing the life values contained in folktales from the Semarang region and assessing their relevance in supporting the implementation of P5. Amidst the decline in moral values among students, marked by rampant cases of brawls, drug abuse, bullying, and unethical behavior, utilizing folktales as teaching materials is an alternative solution that is contextual and culturally based. Unfortunately, many local folktales remain largely unknown and underutilized in the learning process. The research method used was a qualitative approach with data analysis techniques modeled after Miles and Huberman. The results of the study indicate seven main values contained in Semarang folklore: aesthetic, religious, social, moral, cultural, educational, and economic. These values not only reflect the social conditions of society in the past but also have strong relevance for shaping the character of today's students. Despite differences in the context of the times, folklore can still be used as an effective learning medium, especially when packaged in a more engaging and modern format, such as digital storytelling, animation, or other interactive media. Therefore, the inclusion of folklore in P5 can bridge the gap between cultural heritage and sustainable character education.

This journal studies Project Based Learning (PjBL) as one of the innovative learning strategies that use projects or activities as a means of learning to improve students' learning motivation, learning outcomes, knowledge, and skills. The method used in this study is a qualitative approach with literature studies, namely by collecting and analyzing data from various scientific journals, articles, and relevant literature that discuss PjBL, active learning strategies, student learning motivation, and achievement of learning outcomes at various levels of education, especially at the elementary school level. The results of the study show that the implementation of PjBL has proven to be effective in increasing students' learning motivation because this approach emphasizes active involvement, collaboration, a sense of responsibility, and the development of students' creativity during the learning process. More than that, this strategy allows students to learn through hands-on experience and real-world problem-solving, thus making the learning process more contextual, fun, and meaningful. In addition to increasing motivation, PjBL also contributes significantly to improving learning outcomes, because students understand the material more easily when it is associated with daily life. These findings affirm the importance of implementing project-based learning strategies as an alternative learning model relevant to the needs of the 21st century, emphasizing critical thinking, communication, collaboration, and creativity (4C) skills. Therefore, this study recommends that teachers and educators integrate the PjBL approach systematically and structurally in learning planning and in the curriculum to improve the quality of education, student involvement, and learning outcomes in a comprehensive, effective, and sustainable manner.

The Strengthening the Pancasila Learner Profile (P5) project is one of the government decisions No. 56/M/2022 related to implementing the Merdeka Curriculum. The P5 programme is structured with a project-based learning approach. SMP Negeri 10 Banjarbaru is one of the schools that actively supports implementing the P5 Programme. This research covers the evaluation of the P5 programme at SMP Negeri 10 Banjarbaru which takes the theme "Entrepreneurship" with the name "Market Day" and the creative dimension as a reference. Evaluation is needed to determine the success of programme implementation. The success of the P5 programme is not sufficiently measured only by the reflection stage but requires a systematic and comprehensive evaluation. This study aimed to determine the programme evaluation process and the success of P5 implementation based on the four aspects of the CIPP evaluation model (Context, Input, Process, Product). A qualitative descriptive approach was used in the research process. The results showed that the P5 programme at SMP Negeri 10 Banjarbaru had been implemented well and was successful overall, and could be continued. However, there are still obstacles such as the lack of participation of students. Therefore, it is suggested that the school provide an understanding of the importance of the P5 programme to students as well as cooperate in establishing communication with parents to support the implementation of the programme in the future. Keywords: Evaluation, Pancasila Students, CIPP Model.

The advancement of digital technology has driven significant transformation in the field of education, particularly in the innovation of learning media that is interactive and easily accessible to students. The subject of Pancasila and Civic Education (PPKn), as a crucial component of character education, must adapt to these developments to ensure that the material remains relevant and engaging for today’s digital generation. This community service activity aimed to enhance students' learning motivation by conducting a training program on creating educational applications using the no-code platform Thunkable. The focus of the training was on the topic of national political figures, which is part of the core competencies in the PPKn curriculum. The activity was held at SMA Ampera in Sorong City, involving 11th-grade students as active participants. A participatory and project-based learning (PjBL) approach was employed, in which students were guided to design, create, and test their own educational applications based on their ideas and creativity. The program was carried out in three stages: preparation (developing modules, training materials, and technical setup), training and practice (introduction to the Thunkable platform, interface design, and basic programming), and testing and evaluation (application trials by other students and effectiveness assessment). The results of the activity showed a significant increase in students' learning motivation, basic digital skills, and active engagement in the learning process. The participants successfully created educational application prototypes featuring visual content, brief narratives, and interactive quizzes about national political figures. Moreover, students demonstrated collaborative attitudes, innovation, and confidence when presenting their work. This activity demonstrates that a project-based learning approach supported by Thunkable technology can be an effective alternative for creating meaningful, contextual, and empowering learning experiences. It is especially beneficial for schools with limited access to digital technology. By integrating creativity and digital tools into civic education, students are encouraged to become not only technologically literate but also more engaged in understanding national identity and political history in a modern, accessible way.