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The rapid development of information technology has encouraged various educational institutions, including non-formal education providers, to utilize digital media as an effective means of information dissemination and communication with the wider community. Taman Pendidikan Al-Qur’an (TPQ) Jabal Annur, located in Tambun Selatan, Bekasi Regency, still experiences limitations in delivering information to the public due to the absence of a website-based information medium. Currently, information related to the institutional profile, learning activities, schedules, and official announcements is conveyed through conventional methods, which are less effective and have limited reach. Therefore, this community service activity aims to assist TPQ Jabal Annur in developing a simple, functional, and accessible information website using HTML and CSS, as well as deploying it through the GitHub Pages platform. The implementation method consists of several stages, including initial observation to identify partner needs, website interface and content design, website development, and implementation and deployment. The result of this activity is an official TPQ website that can be accessed online and functions as a centralized information medium for students, parents, and the surrounding community. The availability of this website is expected to enhance the effectiveness, accuracy, and accessibility of information delivery, as well as to support the digital transformation process in non-formal religious education institutions in adapting to the demands of the digital era.

The development of information and communication technology (ICT) is an important demand in the world of education, especially at the Vocational High School (SMK) level which prepares students to enter the digital-based world of work. However, students in class X of SMKS Efata still show delays in mastering ICT which has an impact on the learning process and their competency readiness. This study aims to analyze the factors that cause students to delay in mastering ICT as well as identify strategic steps to improve their skills. The research method used is a qualitative descriptive approach with data collection techniques through observation, interviews, and documentation. The results of the study show that the limitations of technology facilities, the lack of experience of students using computer devices before entering vocational schools, and the low intensity of ICT learning practices are the dominant factors that affect the delay in mastering technology. In addition, the difference in students' backgrounds in digital literacy and the lack of assistance during the learning process also slow down the development of their abilities. Nevertheless, students have good motivation to learn and adapt to technology if they are given the support of the right learning facilities and strategies. The conclusion of this study emphasizes that improving facilities, strengthening practice-based learning methods, and intensive mentoring are needed to accelerate students' ICT mastery. This research is expected to be the basis for schools in formulating ICT learning policies that are more effective and in accordance with the needs of technological developments.

This research aims to analyze the challenges and solutions of Islamic education in the digital era in an effort to maintain religious values in the midst of the rapid flow of modernization and technological development. This research uses the library research method by examining various relevant literature sources, such as books, journals, and previous research results. The results of the study show that technological advances have a great influence on students' learning patterns, behaviors, and moral values. However, with the right strategy, technology can also be used as a means of da'wah and strengthening Islamic character. Efforts that need to be made include the integration of Islamic values in digital-based learning, improving teachers' competence in technological literacy, and collaboration between schools, families, and communities. This research emphasizes that Islamic education must be adaptive to the development of the times, but still adhere to religious values in order to produce a generation of Muslims who are intelligent, faithful, and noble. In addition, curriculum innovation that is responsive to the needs of the times and the use of safe and directed digital media is needed to support the formation of students' character comprehensively.

This study aims to analyze the transformation of the educational pattern at the Indonesian Naval Academy (AAL) from a four-year to a three-year system and its impact on graduate competencies and operational readiness. This educational system change responds to budget efficiency needs and accelerated officer formation filling, yet raises questions about the new system's ability to maintain the quality of officer education. The research employs a mixed methods approach with a concurrent embedded design, involving 250 respondents comprising graduates from both educational systems, AAL instructors, and unit commanders receiving graduates. Quantitative data were collected through structured questionnaires and analyzed using descriptive and inferential statistics (independent sample t-test and regression), while qualitative data were obtained through in-depth interviews, observations, and document studies analyzed using thematic analysis. Results indicate no significant difference in overall Grade Point Average (GPA) between the two groups (p=0.470), but significant differences in competency patterns emerged: four-year system graduates excelled in theoretical competencies (p=0.001), while three-year system graduates excelled in practical competencies (p=0.003). Operational readiness evaluation shows that four-year system graduates obtained higher scores (82.5) compared to three-year system graduates (78.3), with significant differences (p=0.012), particularly in strategic leadership and complex decision-making aspects. Qualitative analysis identified five major themes: high learning time pressure, orientation shift from comprehensive to pragmatic, gaps in character formation and corps values, concerns about theoretical understanding depth, and need for more intensive post-graduation mentoring programs. This study concludes that educational time compression successfully increased operational efficiency but involved trade-offs in learning depth and professional maturity. To optimize the three-year educational system, a comprehensive approach is required, including curriculum revision with integrated learning methods, utilization of modern learning technology, strengthening of leadership development programs, and development of continuous professional mentoring systems. The recommendations of this research are expected to provide input for AAL and the Indonesian Navy in refining the officer education system to produce officers who are not only technically competent but also mature in leadership and strong in character.

This study is motivated by the declining interest of children in traditional games due to the rapid development of digital technology. Traditional games, however, hold great potential as a medium for character education, particularly in fostering values of cooperation, responsibility, and social interaction. The purpose of this study is to analyze the character value of cooperation that emerges through the implementation of traditional games among students and to evaluate its effectiveness in enhancing social interaction within the school environment. The study employs a descriptive quantitative approach involving 23 students from SMPK Santo Don Bosco Lewoleba. Data were collected using a Likert-scale questionnaire comprising five indicators of cooperation: active participation, polite communication, care and support, acceptance of decisions, and responsibility and honesty. Data analysis was conducted by calculating the mean score for each indicator and converting it into qualitative categories. The findings reveal that the implementation of traditional games develops students’ cooperation values at a very good level, with an average score of 3.55. This indicates that traditional games contribute positively to students’ character formation, particularly in fostering teamwork, respect for peers, and harmonious social relationships. The study implies that traditional games can serve as an effective and enjoyable contextual learning medium to strengthen character education in primary and secondary schools.

The development of digital technologyhas had a significant impact on education and the creative economy. The ability to processvisual designs has become an important skill for the younger generation to face thechallenges of the digital age. This community service activity aims toimprove students' digital design skills and creativity throughCanva training as a practical learning medium. The trainingwas conducted at SMAN 22 Gowa, involving six students from grades X and XI.The implementation method used an interactive workshop approach and hands-on practice(learning by doing) that emphasised project-based learning experiences. The results of the activity showed an increase in students' ability to understandthe basic principles of packaging design, apply visual elements appropriately, andproduce creative and communicative design works. This activity also fostered self-confidence,collaborative spirit, and awareness of the importance of digital literacy. Thus, this training successfully contributed positively to thedevelopment of creative skills and the readiness of students to face the world ofentrepreneurship and technology-based creative industries (Bell, 2010; Guo et al.,2020; Supriyadi, 2023; Wicaksono & Indriani, 2022).

The development of digital technologyhas had a significant impact on education and the creative economy. The ability to processvisual designs has become an important skill for the younger generation to face thechallenges of the digital age. This community service activity aims toimprove students' digital design skills and creativity throughCanva training as a practical learning medium. The trainingwas conducted at SMAN 22 Gowa, involving six students from grades X and XI.The implementation method used an interactive workshop approach and hands-on practice(learning by doing) that emphasised project-based learning experiences. The results of the activity showed an increase in students' ability to understandthe basic principles of packaging design, apply visual elements appropriately, andproduce creative and communicative design works. This activity also fostered self-confidence,collaborative spirit, and awareness of the importance of digital literacy. Thus, this training successfully contributed positively to thedevelopment of creative skills and the readiness of students to face the world ofentrepreneurship and technology-based creative industries (Bell, 2010; Guo et al.,2020; Supriyadi, 2023; Wicaksono & Indriani, 2022).

This study aims to explore the role of digital storytelling (DST) as a 21st-century learning strategy in strengthening character education. The rapid development of digital technology and the growing emphasis on student-centered learning have made DST a relevant pedagogical approach that integrates creativity, critical thinking, collaboration, and communication with values-based education. Using a simple systematic literature review (SLR) approach, this study analyzed eight peer-reviewed journal articles published between 2020 and 2024, obtained from international academic databases Scopus. Thematic content analysis was used to synthesize findings and map the contribution of DST to 21st-century learning competencies and character development. The results identified eight key themes: increased student engagement, improved collaboration and communication, enhanced critical thinking and decision-making, creativity and multimodal expression, self-reflection and identity building, empathy and social awareness, interdisciplinary and authentic learning, and the formation of moral values. These findings support constructivist and experiential learning theories and suggest that DST not only enhances cognitive skills but also facilitates affective and ethical development. The study concludes that DST can be a transformative instructional tool in modern education. Practical implications include integrating DST into curricula across disciplines and levels, and equipping educators with training in digital pedagogy and reflective teaching design. Further research is recommended to explore DST implementation in primary and secondary schools and to evaluate its impact using mixed methods.

This systematic literature review examines the relationship between learning styles and learning media in optimizing 21st-century skills among Diploma Three (D3) vocational students. Through systematic analysis of 74 relevant national and international journal articles published between 2018 and 2024 from Scopus database, this study reveals that the alignment between learning styles (visual, auditory, kinesthetic) and learning media significantly influences the development of critical thinking, creativity, communication, and collaboration skills. Technology-based media such as interactive videos, learning management systems (LMS), and virtual simulations effectively accommodate diverse learning preferences while enhancing students' motivation and engagement in the learning process. The findings indicate that e-modules integrating problem-based learning (PBL) demonstrate effectiveness rates of 65-85% in improving critical thinking skills. This research concludes that the integration of learning styles with digital-based learning media serves as an effective strategy to produce competent and adaptive vocational graduates who are well-prepared to face the challenges of Industry 4.0 and Society 5.0.

This study aims to synthesize the relationship between learning styles and instructional media in optimizing 21st-century skills among Diploma Three (D3) vocational students. The research employed a simple literature review method by analyzing 20 national and international journal articles published between 2018 and 2024. The results reveal that the alignment between learning styles (visual, auditory, kinesthetic) and the types of instructional media significantly influences the development of critical thinking, creativity, communication, and collaboration skills. Technology-based media, such as interactive videos, learning management systems (LMS), and virtual simulations, effectively accommodate diverse learning preferences while enhancing students’ motivation and engagement. Furthermore, integrating such media not only supports individual learning needs but also fosters a more dynamic and inclusive educational environment. The study concludes that integrating learning styles with digital-based media serves as an effective strategy to produce competent and adaptive vocational graduates who are well-prepared to face the challenges of Industry 4.0 and Society 5.0.

In the digital age, English Education students still face difficulties in developing Academic English Proficiency because classroom learning is still dominated by traditional methods that are less appealing to digital natives. This study aims to explore and evaluate the integration of TikTok Learning Games (TLG) as a gamification-based learning medium to improve EAP for students in the English Education Study Program at Medan State University. Using a qualitative approach with a limited Research and Development model, data was collected through open-ended questionnaires and digital observations on TikTok, then analyzed using thematic analysis. The results showed that after two weeks of implementing TLG, students experienced improvements in academic vocabulary, pronunciation, contextual understanding, learning motivation, and speaking confidence, with 80% of participants stating that learning felt more enjoyable and less boring. However, a small number of students did not show significant changes due to limited access to technology and inconsistent use. Overall, this study concludes that TLG is an effective and practical digital gamification strategy for improving English proficiency, and can be used as a reference for lecturers in developing social media-based learning innovations in higher education.

This study aims to describe the professional competence of Early Childhood Education (ECE) teachers in implementing technology-based learning at PAUD “X”. Teacher professionalism plays a crucial role in determining the quality of early childhood learning, particularly in the digital era where educators are expected to adapt to technological advancements. This research employs a descriptive qualitative approach, utilizing observations and semi-structured interviews to obtain an in-depth understanding of teachers’ abilities in managing learning processes, mastering instructional content, and integrating appropriate learning media. The findings indicate that teachers demonstrate strong pedagogical, social, and personal competencies. They successfully create an engaging and  developmentally appropriate learning environment, use language that is easily understood by young children, and exhibit patience, discipline, and effective communication skills. Positive interaction among teachers, children, and parents contributes to a supportive and collaborative learning atmosphere. Teachers also incorporate simple learning materials, such as origami and visual aids, to enhance student engagement. Nevertheless, the study reveals that teachers’ professional competence in utilizing digital technology remains limited. Although technological tools are available, several teachers lack confidence and technical skills in operating digital devices, such as projectors and interactive media. Insufficient training and mentoring are identified as primary barriers. The study concludes that strengthening teachers’ technological competence should be prioritized through continuous professional development programs, including structured training and peer mentoring. Enhanced technological skills will enable teachers to design learning experiences that are more interactive, innovative, and responsive to the developmental needs of young children.

The study aims to produce a textbook called Basic Teaching and Learning Skills in the Aspect of Teacher Personality Competence Integrated with QR-Code to improve the quality of professional teacher competence. The study applied the Research and Development (R&D) methodology based on the ADDIE model. The findings indicated that there was high level of feasibility, including material expert validation 83.3, language validation 88.3 and student responses 95.5 which is categorized as very feasible. The results show that the implementation of the QR-Code can increase the level of interactivity to watch the videos, case studies, reflective materials that reinforce the level of conceptual knowledge and internalization of the characters. The findings synthesis is in accordance with Technological Pedagogical Content Knowledge (TPACK) and experiential learning theories, and technology is the reflective medium in personality development. It concludes that the QR-Code textbook is a productive, innovative, and topical medium to form teacher personality competence, which is consistent with the curriculum and the demand of transformation education digital. The product will help improve innovation in higher education by helping close the gap between the pedagogical content and digital literacy and providing adaptive and professional teachers to meet the demands of the 21st-century education.

This community service activity aims to provide insight and training to teachers and lecturers who are members of the Multimedia and Information Technology Professional Association (PPMULTINDO) regarding the use of the Quizizz application as a learning evaluation medium. The background of this activity is that there is a challenge for educators to continue to innovate in the digital era, but there are still obstacles in the form of a lack of introduction and insight into Quizizz, as well as the assumption that the development of technology-based evaluation media is complicated. This training was carried out online through the Zoom application with tutorial, guidance, and consultation methods. The results achieved are that the trainees gain basic understanding and skills in using Quizizz to support a more effective and interactive learning process. This activity is expected to motivate teachers and lecturers to develop technology-based evaluation media and contribute to the advancement of education in the future.

The Merdeka Curriculum policy, initiated by the Ministry of Education, Culture, Research, and Technology (Kemendikbudristek), marks a significant paradigm shift in the Indonesian educational landscape. This curriculum emphasizes student-centered learning, flexibility, and the development of competencies according to students' interests and talents. This study aims to critically analyze the relevance of the philosophy of progressivism, pioneered by John Dewey, as a conceptual foundation for the implementation of the Merdeka Curriculum. Using a systematic literature review method on 15 Sinta indexed scientific journals (minimum Sinta 4) published between 2018-2024, this study examines the alignment between the core principles of progressivism such as experience as the basis of learning (learning by doing), the teacher's role as a facilitator, problem-solving, and democratic education and the essence of the Merdeka Curriculum policy. The analysis reveals a strong alignment between the two concepts. Project-based learning, content differentiation, and formative assessment within the Merdeka Curriculum are concrete manifestations of progressive ideas. However, this study also identifies implementation challenges, such as teacher readiness, school culture transformation, and resource availability, which can hinder the internalization of this philosophy at the practical level. It is concluded that a deep understanding of the philosophy of progressivism by stakeholders, especially educational managers and teachers, is crucial to ensure that the Merdeka Curriculum becomes not just an administrative change, but also a substantive and sustainable pedagogical transformation.

This study aims to describe the role of digital media in the dynamics of teaching and learning interactions in educational environments. The development of information and communication technology has brought about significant changes in the learning system, where digital media has now become an integral part of teaching and learning activities. The research method used was descriptive qualitative, with data collected through journals and books related to digital-based learning. The results indicate that digital media plays a significant role in increasing the effectiveness and flexibility of the learning process. Digital media helps teachers deliver material more engagingly, facilitates two-way communication between teachers and students, and supports faster and more efficient learning evaluation. However, the use of digital media also creates new dynamics, such as reduced direct social interaction and the emergence of challenges in maintaining student learning motivation. The effectiveness of digital learning is greatly influenced by teachers' digital literacy readiness, student discipline, and the support of school infrastructure and policies.

This study aims to examine the effectiveness of implementing a descriptive writing learning model based on digital literacy and local wisdom in improving writing skills, learning motivation, and cultural character among junior high school students. Employing a descriptive qualitative approach with a case study design, the research was conducted at SMP Negeri 2 Kroya, Cilacap Regency, during the 2025–2026 academic year. Data were collected through participatory observation, in-depth interviews, and document analysis, and were subsequently analyzed using the interactive model developed by Miles, Huberman, and Saldaña. The findings indicate that the application of this model effectively enhances students’ writing abilities in terms of content, structure, language style, and digital literacy ethics. The integration of digital technology fosters the development of cognitive, technical, and social literacy, while the reinforcement of local wisdom cultivates cultural awareness, regional identity pride, and reflective thinking skills. Writing activities evolved into collaborative and creative processes that combine cultural exploration with the ethical use of digital technology. From a pedagogical perspective, this model aligns with the principles of deep learning promoted by the Kurikulum Merdeka and contributes to strengthening the Eight Dimensions of Graduate Competencies, particularly in critical reasoning and problem-solving, creativity and innovation, collaboration and mutual cooperation, as well as the development of the Pancasila student profile and global citizenship. Therefore, the descriptive writing learning model based on digital literacy and local wisdom can be regarded as an innovative strategy in Indonesian language education to realize a contextual, reflective, creative, and culturally grounded learning process.

This study aims to determine the effect of digital media use on children's academic achievement. Rapid technological developments have made digital media a crucial part of the modern educational process. Using a qualitative descriptive approach, this study provides an in-depth description of how digital media is used in learning activities and its impact on student learning outcomes. Data were collected through observations, interviews, and documentation of students, teachers, and parents involved in the technology-based learning process. The results indicate that digital media plays a significant role in increasing children's interest and motivation in learning, enriching their knowledge base, and helping them understand the material more effectively. However, the study also found that excessive, unsupervised use of digital media can lead to decreased concentration, the development of procrastination, and decreased social interaction among students. Therefore, the use of digital media needs to be balanced with guidance and supervision from teachers and parents to ensure its use remains aligned with educational goals. In conclusion, digital media has significant potential to improve children's academic achievement when used wisely, purposefully, and in accordance with each student's individual learning needs.

This research examines the role of school principals' digital leadership in enhancing technology-based learning quality in elementary schools during the Society 5.0 era. The Society 5.0 era demands educational transformation that integrates digital technology with humanistic approaches to create quality learning. School principals, as educational leaders, have a strategic role in directing digital transformation in schools. This research employs a qualitative approach with a case study method in several elementary schools that have implemented technology-based learning. Research findings indicate that principals' digital leadership encompasses five main dimensions: clear digital vision, technology competence, teacher capacity development, change management, and innovation culture building. These findings provide theoretical contributions to educational leadership concept development in the digital era and practical implications for principals' professional development.

The digital transformation of education in Indonesia presents both strategic opportunities and significant ethical challenges. On the one hand, technological innovation expands access, effectiveness, and quality of learning; on the other hand, it risks creating social disparities, the commercialization of education, and the reduction of human values. In this context, Pancasila is considered relevant as an ethical paradigm that guides the direction of digital transformation to remain grounded in humanity, social justice, and sustainability. This study aims to analyze Pancasila as an ethical framework for directing the development of educational technology in Indonesia. The method employed is a literature review with a qualitative-descriptive approach, drawing on philosophical sources, educational policy documents, and practices of digital technology implementation at various educational levels. The analysis reveals that the values of Pancasila, particularly the second and fifth principles, can serve as normative foundations for shaping policies, design, and practices of educational technology that are humanistic, inclusive, and equitable. The study concludes that integrating the Pancasila paradigm is not only ideologically essential but also strategically significant in ensuring that the digital transformation of education in Indonesia aligns with national objectives and human dignity.