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The implementation of industrial engineering technologies, such as automation, the Internet of Things (IoT), artificial intelligence (AI), and lean manufacturing, has significantly transformed human resource (HR) capabilities in the production sector, particularly in response to the Industry 4.0 paradigm. This study aims to examine the relatively low level of technology adoption in Indonesia, estimated at only 6–20% of manufacturing companies, and its impact on the development of HR competencies. The analysis focuses on changes in technical skill requirements, including digital literacy, data analytics, and technology-based decision-making, as well as the shift in job roles from manual tasks to more strategic functions. This research employs a qualitative descriptive approach grounded in sociotechnical systems theory and the strategic alignment model. The findings indicate that existing skill gaps can be addressed through continuous upskilling and reskilling programs, supported by strengthened triple helix collaboration among government, industry, and educational institutions. The implementation of these strategies has been shown to increase productivity by approximately 30–72% and enhance the competitiveness of the national production sector in the global industrial landscape.  

Non-formal institutions, such as farmer groups, play a strategic role in increasing farmer capacity and strengthening agricultural production systems at the village level. This study aims to analyze the role, function, and institutional dynamics of the Bina Satu Farmer Group in supporting tomato farmers in Parabubu Village, Mego District. A descriptive qualitative approach was used, with data collection techniques including observation, in-depth interviews, and documentation. The results indicate that the Bina Satu Farmer Group serves as a learning platform, a collaborative unit, and a liaison between farmers and external institutions. This institution functions in disseminating information on tomato cultivation technology, strengthening access to production inputs, and enhancing farmers' bargaining power in marketing. However, several weaknesses were identified, such as low member participation in routine meetings and limited managerial skills among administrators. Overall, the existence of this farmer group has significantly contributed to increasing the knowledge, productivity, and independence of tomato farmers in Parabubu Village.

Micro, Small, and Medium Enterprises (MSMEs) play a strategic role as the backbone of Indonesia’s economy through their significant contribution to employment creation and Gross Domestic Product (GDP). However, many MSMEs continue to face structural challenges, including limited managerial capacity, low levels of innovation, and weak adaptation to digital transformation. In response to these challenges, entrepreneurship education has emerged as a strategic instrument for strengthening MSME competitiveness and sustainability. This study aims to analyze the role of entrepreneurship education as a development strategy for MSMEs in supporting Indonesia’s economic growth. Employing a descriptive qualitative approach with a case study design, this research examines several MSMEs that have participated in entrepreneurship education and training programs organized by government and educational institutions. The findings reveal that entrepreneurship education contributes to strengthening entrepreneurial mindset, improving managerial and financial skills, encouraging business innovation, and enhancing digital technology adoption among MSME actors. Moreover, entrepreneurship education supports business resilience and market expansion, enabling MSMEs to adapt to dynamic economic conditions. These findings indicate that entrepreneurship education is not merely a capacity-building tool, but a strategic policy instrument for developing competitive and sustainable MSMEs. Therefore, the institutionalization of integrated and continuous entrepreneurship education is essential to optimize the role of MSMEs in fostering inclusive and sustainable economic growth in Indonesia.

The cigarette industry in Dawe District, Kudus, has been the backbone of the local economy for decades. However, this heavy dependence on a single industrial sector creates economic vulnerability, especially when production fluctuations or policy changes affect the tobacco industry. An economic empowerment program through agricultural entrepreneurship skills is highly relevant in this context. Modern agriculture using wick hydroponic technology and mini Nutrient Film Technique (NFT) offers an appropriate solution because it has characteristics that are suited to the geographic and socioeconomic conditions of the Dawe community. This PKM program has proven that economic empowerment through technology and skills transfer can be an effective strategy for increasing community income. Based on the results achieved, it is recommended to replicate similar programs in other areas with similar characteristics. Furthermore, ongoing monitoring and evaluation are necessary to ensure the sustainability of the businesses pioneered by participants. Collaboration with relevant agencies and microfinance institutions can strengthen participants' access to capital for broader business development.

Optimizing human resource (HR) performance through a business process reengineering (BPR) approach is a crucial strategy in a competitive and dynamic industrial environment. This study qualitatively examines through a literature review how BPRs radically redesign business processes to improve productivity, quality, time efficiency, and reduce operational costs, with a focus on HR aspects such as recruitment, training, performance appraisal, and career development. The BPR theory by Michael Hammer and James Champy emphasizes the principles of results-based workflow reorganization, the integration of information technology such as ERP and AI, and the empowerment of HR to eliminate task redundancy. In the Indonesian industrial context, the integration of BPR with digital transformation supports Industry 4.0, where HR acts as a catalyst for innovation through adaptive skills and cross-functional collaboration. The study results show that BPR implementation strategies including as-is process analysis, to-be design, change management, and continuous evaluation increase employee motivation, retention, and sustainable competitive advantage. Case studies such as PT Telkom Indonesia and PT Cahaya Mega Group demonstrate efficiency increases of up to 100%. This approach not only streamlines operations but also builds an organization resilient to market and technological disruption.

The era of globalization demands that education systems produce human resources who are skilled, adaptable, and capable of competing in the international job market. However, several issues arise in efforts to prepare graduates who are well aligned with industry requirements. These challenges include the mismatch between competencies taught in educational institutions and those required by the workforce, limited digital literacy and technological mastery, the lack of soft skills development, and insufficient collaboration between schools and industries. Rapid technological advancements often result in curricula that lag behind the current skill demands of the labor market. Moreover, many students still lack the mindset, creativity, and adaptability needed to face global competition. This literature-based study aims to identify the main educational problems in preparing human resources for the world of work and propose strategic directions for improvement. Findings highlight the necessity of competency-based curriculum transformation, enhanced vocational training, integration of technology-based learning, and stronger partnerships between education providers and industry sectors. Enhancing teacher quality is also crucial to ensure learning processes remain relevant to global demands. By optimizing the roles of all stakeholders, education can produce graduates who possess not only technical expertise but also essential 21st-century skills such as communication, collaboration, problem-solving, and leadership. Therefore, education becomes the primary foundation for preparing a generation capable of competing globally and contributing to national development.

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.

This qualitative study, using a phenomenological approach, aims to uncover, study, and deeply understand students' perspectives regarding the curriculum transformation for 21st-century learning they experience in elementary schools. The phenomenological approach was used to explore students' direct experiences as the primary subjects in the learning process, thus gaining a comprehensive understanding of the meaning of curriculum change from their perspectives. Data collection was conducted through in-depth interviews with upper-grade students in elementary schools in Jambi City. The results indicate that the curriculum transformation has a significant impact on students' learning styles, particularly through the implementation of project-based learning that integrates the use of digital technology. This learning model encourages students to be more active, creative, and collaborative in completing learning tasks. Furthermore, student-centered learning makes them the primary actors in the learning process, while teachers act as facilitators. This curriculum transformation also helps develop 21st-century skills, such as critical thinking, communication, collaboration, and digital literacy in elementary school students.

The Society 5.0 era requires younger generations to develop strong digital literacy skills, not only in terms of technical technology use but also in understanding digital business administration and legal compliance. This community service program aims to enhance digital accounting literacy among students at MAN 3 Bekasi through training on accounting software and guidance on online registration of the Taxpayer Identification Number (NPWP). The activity was conducted using several methods, including material delivery, live demonstrations, independent practice, and evaluation using pre-test and post-test assessments. The results show a significant increase in participants’ knowledge, with an average improvement of 89.75% after attending the workshop. Furthermore, evaluation feedback indicates that participants expressed a very positive response toward the activity in terms of relevance, content delivery, and implementation process. Therefore, this program successfully contributed to improving students’ readiness to face digital transformation in the fields of accounting and tax administration

The Society 5.0 era requires younger generations to develop strong digital literacy skills, not only in terms of technical technology use but also in understanding digital business administration and legal compliance. This community service program aims to enhance digital accounting literacy among students at MAN 3 Bekasi through training on accounting software and guidance on online registration of the Taxpayer Identification Number (NPWP). The activity was conducted using several methods, including material delivery, live demonstrations, independent practice, and evaluation using pre-test and post-test assessments. The results show a significant increase in participants’ knowledge, with an average improvement of 89.75% after attending the workshop. Furthermore, evaluation feedback indicates that participants expressed a very positive response toward the activity in terms of relevance, content delivery, and implementation process. Therefore, this program successfully contributed to improving students’ readiness to face digital transformation in the fields of accounting and tax administration

Land navigation capability is a fundamental competence that must be possessed by Marine Corps cadets to support the success of military training and operations. Along with technological advancements, the utilization of modern navigation devices such as offline maps integrated with smartwatches has emerged as a strategic alternative to enhance the effectiveness of ground operation training. However, the implementation of this technology within military education institutions, particularly at the Indonesian Naval Academy, remains limited. This study aims to analyze the optimization of smartwatch-based offline maps to support ground operation training for Marine Corps cadets. A qualitative research method with a phenomenological approach was employed through interviews, observations, and documentation. The research subjects included instructors from the Marine Department and Marine Corps cadets of the 70th cohort. The findings indicate that smartwatch-based offline maps offer significant advantages in terms of practicality, durability in wet terrain, accessibility of navigation data, and movement efficiency compared to conventional GPS devices. Nevertheless, the utilization of this technology is constrained by the absence of structured curriculum integration, limited specialized training, and insufficient technological proficiency among instructors and cadets. Therefore, this study recommends incorporating smartwatch-based offline map training into the formal curriculum to enhance the readiness, professionalism, and independent navigation skills of Marine Corps cadets in modern military operations.

This study examines how data-informed professional development can strengthen teacher assessment literacy amid the growing demands of the digital era. Using a qualitative design, the research combines library investigation and content analysis of scholarly literature published over the past decade related to digital assessment, teacher data literacy, and technology-supported instructional decision-making. Findings reveal that digital transformation in education requires teachers to master data interpretation skills, utilize technology-enhanced assessment tools, and develop ethical awareness regarding privacy and algorithmic bias. However, many teachers continue to face competency gaps, inadequate professional development, and challenges in integrating digital assessment practices effectively. The study highlights that meaningful professional development must be continuous, collaborative, evidence-based, and incorporate data literacy, AI literacy, and reflective pedagogical practice. Such an approach equips teachers to interpret complex data, design valid digital assessments, and make ethically responsible, evidence-driven instructional decisions. This research provides conceptual clarity and a foundation for designing comprehensive professional development frameworks aimed at enhancing teacher assessment literacy within rapidly evolving digital learning environments.

This study aims to examine the implementation of bureaucratic reform at the Immigration Document Section of Ngurah Rai Immigration Office, focusing on digital transformation through the M-Paspor application to realise a dynamic immigration management system. The research employed qualitative analysis to evaluate service efficiency, transparency, accountability, and staff capacity in the context of digital innovation aligned with Dynamic Governance principles. The findings reveal that digitalisation has significantly enhanced service efficiency through automated procedures, reduced physical queues, and improved transparency, whilst facilitating a shift from manual tasks to core verification and problem-solving activities, though challenges persist regarding human resources capacity and organisational culture, as staff exhibit rule-bound mindsets and defensive communication styles when addressing service delays, thereby undermining public trust and satisfaction. The study concludes that technology alone is insufficient to achieve truly responsive and citizen-centric services, as institutional culture and personnel mindset require continuous strengthening through soft skills training, ethical enforcement, and cultivation of service-oriented, empathetic work culture. Holistic reform approaches that combine technological innovation with human resource development and cultural change are essential for building effective, adaptive, and transparent immigration management systems. The integration of digital systems complemented by professional human resources can foster seamless, efficient, and trustworthy immigration services aligned with good governance principles, whilst sustainable improvements depend on balancing technological advances with organisational culture development and staff professionalism.

The development of digital technology has driven the  increasing use of e-modules as interactive learning media that support  independent and collaborative learning. The integration of pedagogical approaches and multimedia technology makes e-modules increasingly adaptive and effective in developing higher-order thinking skills. This study aims to map trends in the development and utilization of e-modules through a Systematic Literature Review (SLR)  of Scopus articles published in 2020–2024. From the selection process, 20 articles were analyzed based on their pedagogical approach, as well as the media and digital platforms used. The study results show that pedagogical approaches such as Problem-Based Learning, STEM, SETS, Discovery Learning, and Guided Inquiry have been consistently proven to improve critical thinking skills, learning outcomes, and 21st-century competencies. From a technological perspective, Android and flipbook platforms are the primary choices due to their flexible access and multimedia support such as video, animation, simulations, and interactive quizzes. These findings emphasize the importance of developing systematic, pedagogically-based e-modules supported by interactive multimedia.  Further research is needed to explore the integration of AR/VR, gamification, and artificial intelligence.   

The primary purpose of this activity is to enhance the capabilities of micro, small, and medium enterprises (UMKM) in managing wet cake production in a more hygienic and efficient way in order to generate products with higher market value. The skill development emphasizes technical improvements in the production process by prioritizing cleanliness, food safety, and consistent quality, as well as increasing efficiency in the utilization of raw materials and labor. This activity was implemented for UMKM operating under Dynala Food in Gentengan Hamlet, Padang Village, Singojuruh District, Banyuwangi. In addition to production aspects, the program also aims to strengthen marketing strategies at both local and digital levels, enabling tofu and wet cake products to be more easily accessed by consumers. The implementation was conducted through door-to-door visits and direct field observations. The program stages included socialization, hands-on training, technology application, mentoring, evaluation, and achievement of program objectives. Focus Group Discussions (FGDs) were conducted to identify challenges, formulate concrete action plans, and support the adoption of technology and digitalization in business development.

In today's digital era, the dance learning process is no longer limited to conventional studios. Various technologies, ranging from instructional videos and interactive media to virtual reality, are increasingly being utilized in dance education. Through a systematic literature review (SLR), this study examines the effectiveness of various dance learning tools based on empirical findings and development studies. This study compiles, compares, and summarizes research findings on the use of various media (such as video, VR, interactive PowerPoint, and augmented reality) and their impact on several aspects, including material comprehension, movement skills, aesthetic appreciation, and student engagement. The analysis shows that digital technology can improve dance learning outcomes across the cognitive, psychomotor, and motivational domains. However, challenges such as limited technological facilities and the need for teacher training still need to be addressed. This study also provides recommendations for educators and dance learning developers to integrate technology in harmony with appropriate pedagogical approaches.

This community service activity aims to enhance digital literacy and digital entrepreneurship skills among teachers and students (santri) at Pondok Pesantren Al Ittihad Darunnajah. The main issue faced by the partner institution is the low level of understanding in utilizing digital technology as a medium for business development. Using a Participatory Action Research (PAR) approach, the program was carried out through stages of observation, planning, training, and evaluation, employing lectures, discussions, and hands-on practice with digital platforms. The results show a significant improvement in participants’ understanding of digital entrepreneurship, online marketing, and technology-based business management. Participants were able to apply basic skills such as creating e-commerce accounts, promoting products, and managing simple financial records. Overall, this program successfully fostered student independence and economic empowerment through the utilization of digital technology and strengthened the role of the pesantren as a center for modern entrepreneurial development.

The implications of progressivism in learning serve as an essential foundation for building an educational process that fosters active, creative, adaptive, and innovative students in accordance with 21st-century competency demands. The progressive approach positions students at the center of the learning process through direct experience, deep exploration, collaboration, dialogue, experimentation, and problem-solving relevant to real-life contexts, ensuring that learning is not only focused on content mastery but also on the development of potential, character, independence, and higher-order thinking skills. This study employs a literature review method by examining primary and secondary sources on the principles of progressivism, active learning strategies, and their relation to the Merdeka Curriculum as a foundation for national educational transformation. The findings indicate that progressivism plays a significant role in shaping critical thinking, creativity, communication, collaboration, digital literacy, and initiative through the implementation of learning by doing, project-based learning, simulations, scientific experiments, reflective discussions, and technology integration that strengthens learner autonomy. This experience-based approach effectively supports students in constructing knowledge independently while enhancing confidence, responsibility, social awareness, and cooperative skills. However, its implementation still faces challenges such as passive learning culture, limited teacher competence in active methods, insufficient facilities, overloaded curriculum, psychosocial barriers, academic anxiety, and students’ low confidence in expressing opinions. These findings affirm that progressivism is highly relevant to educational reform in Indonesia; therefore, improving teacher competence, strengthening facilities, reinforcing policies, providing continuous support, and creating safe, democratic, inclusive, and supportive learning environments are essential to help students develop optimally as independent, creative, and innovative learners.

The development of information technology has had a major impact on how Generation Z students in Banten obtain information. This situation requires digital literacy skills that are not only technical in nature, but also involve critical thinking and digital ethics. The purpose of this study is to explore the relationship between digital literacy and understanding of Pancasila values among Generation Z students in Banten, as well as to identify factors that support, hinder, and strategies to strengthen Pancasila-based character in the digital world. The method used in this study is qualitative with a literature study approach supported by observations on campus and interviews with students. The findings show that students' digital literacy is in the good category, but it is not yet fully in line with their understanding of Pancasila values. The impact of negative information, such as hoaxes and hedonistic culture, is a major obstacle to national character. Supporting factors include the role of stakeholders in providing space for learning media ethics. This study highlights the importance of integrating Pancasila values into digital literacy through an adaptable Pancasila Education curriculum, the development of educational content, and collaboration between stakeholders. The implications of this study indicate the need to strengthen students' character so that they can become ethical, responsible digital citizens who reflect the values of Pancasila. 

Mathematics is often considered one of the most challenging subjects because it requires strong spatial and cognitive abilities, especially in geometry, which involves three-dimensional concepts. Traditional teaching methods, such as textbook illustrations and verbal explanations, are often insufficient to help students understand abstract geometric concepts. The advancement of technology, particularly Augmented Reality (AR), offers innovative learning opportunities that combine real-world environments with digital content to enhance students’ understanding through interactive visualization. This community service activity aimed to explore teachers’ perceptions of using the GLARE (Geometry Learning using Augmented Reality Experience) application as a teaching aid in geometry learning. The program included training sessions, mentoring, and discussions with mathematics teachers at the secondary school level. The results showed that teachers had positive perceptions of using AR-based learning media, considering it effective in improving students’ conceptual understanding, engagement, and learning motivation. However, challenges remain regarding limited technical skills and school facilities for AR implementation. Overall, this program contributed to increasing teachers’ competence in integrating digital technology into mathematics education and promoting innovative, interactive, and technology-based learning approaches