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Higher education is said to be of quality if the learning process takes place effectively and students gain experiences that are meaningful to themselves and beneficial to society and national development. The educational units that provide higher education are universities, one of which is the University of Timor. Every year, the University of Timor always searches for students through new student admissions which are carried out with socialization and promotional activities. This activity was carried out as a form of effort by the University of Timor to be able to provide information regarding new student admissions and to socialize a positive image to attract students' attention about the University of Timor. Socialization and promotional activities are carried out in the form of lectures, discussions and questions and answers. This activity was carried out at SMAN 1 East Tasifeto. The results of this activity went well and were able to increase students' interest in continuing higher education at the University of Timor as seen from their enthusiasm in asking further questions about how to register.

21st century teachers are required to be professional, required to have a combination of 4 main skills, namely: academic, professional and social skills to educate and teach students effectively and efficiently. Increasing teacher academic competence is very important in supporting students' preparation for the 21st century generation, in addition to other competencies. Academic competency includes mastery of material and how to convey that material effectively and efficiently. This Community Service Activity (PKM) aims to improve teacher academic competence through training and mentoring activities with Project Based Learning (PJBL) and Problem Based Learning (PBL) learning models. The PKM method used is a service learning process. Participants in PKM activities are teachers from SMAN 1 Purwosari, Pasuruan Regency. Data was collected using techniques: observation, interviews, tests and questionnaires. The results of PKM activities show an increase in teacher academic competence regarding 2 learning models (PJBL and PBL). The teacher's response after participating in PKM activities was very good and positive and they even recommended similar activities in 2025.

Cognitive domain assessment is an important component in the learning process which aims to measure students' mastery of knowledge and thinking abilities. This research presents the concepts, principles and implementation of cognitive assessment in education through literature studies. Bloom's Taxonomy revised by Anderson and Krathwohl divides the cognitive domain into six levels: remembering, understanding, applying, analyzing, analyzing, and creating. Developing an effective cognitive assessment instrument requires systematic planning, starting from determining objectives to analyzing question items. Various assessment techniques such as multiple choice tests, short content, descriptions, and true and false can be used according to learning objectives. Challenges in implementing cognitive assessments include difficulties in designing instruments that measure higher-order thinking abilities. A deep understanding of the principles and techniques of cognitive assessment is essential for educators to improve the quality of learning and assessment.  

This research delves into the socio-economic conditions of Batu Alang Hamlet in Moyo Hulu District, Sumbawa Regency, NTB in 2023. A quantitative method with a descriptive analysis approach was utilized, involving 100 respondents through questionnaires, observation, and documentation. The results of this research the majority of the population exhibits a high level of educational awareness, with most having at least a bachelor's degree, and some are still in the learning process. The productivity of the community is evident in their ability to meet daily needs with an average of two children. About 85% have BPJS insurance, while only 6% have the KIS insurance. Infrastructure and the environment, including access to clean water, sanitation, wells, and toilets, are considered adequate. Waste management is still basic without recycling facilities. Security is relatively good, with only 7% witnessing conflicts, while theft (67%) and narcotics-related crimes (25%) are common. The entire population adheres to Islam, with a 95% belief in religious figures. The economy of Batu Alang Hamlet is supported by various occupations such as farmers, traders, and blacksmiths. Average income ranges from < 1 million to 30 million, while expenditure levels, both for food and non-food items, range from < 1 million to 5 million. The economic infrastructure is considered quite adequate by 90%, but entrepreneurial interest remains low, with 35% expressing no interest.

MGMP serves as a forum within the educational domain that fosters collaboration and the exchange of ideas among educators. This platform affords teachers instructing similar subjects the opportunity to share experiences, teaching strategies, and instructional resources. Through the MGMP, educators can broaden their perspectives, enhance their competencies, and develop new skills to address various challenges encountered in the teaching-learning process. This study employs the Systematic Literature Review (SLR) method with the aim of investigating the impact of MGMP on teacher performance and professionalism. Data collection involves the identification and review of all articles with similar research topics. The articles used in this study comprise 10 national journal articles obtained from Google Scholar. Out of the 10 analyzed articles, 9 articles assert that MGMP can enhance teacher performance and professionalism, while 1 article suggests that MGMP has a negative impact on teacher performance and professionalism.

This research is motivated by problems experienced by students, such as continuous problems, the lack of interaction between friends can actually affect the student learning process, especially for class VII. Students are more limited or less active because they lack self-confidence and have difficulty communicating. Therefore, by implementing the contextual teaching and learning model, it is hoped that students can grow their self-confidence so that they can increase social interaction between students and create good learning activities. The research objectives are, to find out the step, supporting and inhibiting factors, impact of implementing the Contextual Teaching And Learning model in social studies learning in increasing the social interaction of class VII students at MTsN 3 Tulungagung. This research uses a qualitative approach, descriptive research type. Descriptive research is presented in the form of words found from observations which are then analyzed, interpreted and conclusions drawn. The population of this study was class VII MTsN 3 Tulungagung and school residents. Data collection techniques use interviews, observation and documentation. The results of the research are drawn to conclusions which show that the implementation of the Contextual Teaching and Learning model can increase social interaction between students, so that students tend to be more active and learning activities can run well.

The Problem-Based Learning (PBL) method is a popular approach in education that allows students to develop critical thinking and problem-solving skills through solving real problems. PBL involves steps such as problem identification, research, and presentation of solutions, with a focus on students learning independently and in small groups. Although PBL is effective in improving student learning outcomes, there are challenges such as the need for teachers who are skilled in guiding students and longer time to solve problems. Characteristics of PBL include student-centered learning, teachers as facilitators, and problems as learning stimuli. The PBL strategy emphasizes the importance of starting learning with problems that are relevant to students' real lives and gives students great responsibility in their own learning process. The research method in this study uses qualitative research methods. The method used is library research.

This research is motivated by the fact that nearly 70% of children who are newly enrolled and start learning at Bunda Kartika Kindergarten in Patumbak, Deli Serdang, have difficulty adjusting to the new learning environment. This stage of learning in kindergarten is their first step into formal education. According to the Ministry of Education and Culture Regulation No. 137 of 2014 on national standards for early childhood education (PAUD), it sets national standards for PAUD, including aspects of child development that must be met during the learning process. These standards cover various aspects of child adjustment such as socio-emotional, language, cognitive, and motor skills. This research aims to identify the nature of adjustment problems occurring in kindergartens and early childhood education by understanding the aspects of adjustment and the supporting and inhibiting factors for new students in adapting to the new environment. The research method used is a descriptive qualitative method, where the researcher conducts objective interviews and environmental observations. Data collection techniques include document review, observation, and interviews. The results of the study indicate several issues related to children's adjustment, ranging from psychological factors, prenatal environment, parenting styles, to socialization problems in the school environment. These factors significantly impact early childhood development and require special attention in the context of preschool education.  

Until now, SSB Purwodadi is very burdensome for its owners and administrators because SSB still depends on the owner for its operational costs from SSB students. SSB Purwodadi is located in Purwodadi sub-district, located in Pasuruan district. This Ssb was founded from the awareness of the community around the location and football coaches who want to encourage the realization of positive habit activities in sports, especially football. In children's football, students who were initially physically and healthless through football became physically strong, physically fit, and their confidence and cooperation could be established. As well as spiritual values and honesty will emerge. And for trainers after this service is held, they can train and teach well, correctly and professionally, of course. And hopefully football seeds can be born with a good football magazine and a good training program and there is valid data in the football learning process. And from the student and coach questionnaire survey, we can find out that after doing service, there is a score of 22 out of a total score of 25 scores from 5 questions, which indicates that there is 88% of the total of 100 percent of the overall score and this service has a good impact Keywords: football school, curriculum, evaluation.

Keleyan Bangkalan State SLB is a formal educational institution that provides services for children with special needs, one of which is the deaf. Keleyan State SLB provides extracurricular dance learning activities as one of the mandatory lessons. This research aims to (1) describe the implementation of extracurricular dance learning for deaf students at Keleyan State Special School, (2) describe the impact of implementing extracurricular dance learning for deaf students at Keleyan State Special School. This type of research uses qualitative in the form of descriptive. Data collection methods use observation, interviews and documentation. The data analysis techniques used in this research are collecting data, reducing data, presenting data, and drawing conclusions. The results of this research indicate that extracurricular dance learning activities for deaf students at Keleyan State Special School use the total method and counting techniques. In the learning process, these methods and techniques can make it easier for each student to communicate according to their respective abilities without pressure from anyone and are able to easily memorize movements through counting. Extracurricular dance learning has a positive impact in increasing the confidence of deaf students. Having a sense of self-confidence in deaf students will make them aware that deficiencies are not always an obstacle in life, deficiencies can also look special, and help deaf students blend in without feeling inferior. Dancing can also be an illustration of harmony, creativity, beauty and sensitivity to the environment.    

Digital transformation in education has become a significant phenomenon in the era of disruption. This research discusses the challenges and opportunities that digital transformation in the disruption era provides for education. The results show that digital transformation can help improve the quality of education by utilizing digital technology in the learning process. In addition, digital transformation also helps improve the accessibility of education, facilitate the teaching and learning process, and improve the overall quality of education. In the future, digital transformation is expected to continue to increase the role of technology in education. Teachers and students must continue to adapt to technological developments and utilize technology to improve the quality of education. In synthesis, digital transformation in education has great potential in improving the quality of education and preparing students for a better future.  

This research aims to describe the role of teachers in 21st century learning for elementary school students in the independent curriculum.  In this research, the method used is qualitative descriptive analysis with a library research approach, namely an approach that focuses on literature analysis.  Researchers collect data from various written sources such as books, journals and other references.  Based on the research results, it shows that in 21st century learning teachers have a very important and crucial role in the learning process and development of students' skills based on 4C skills (communication, critical thinking, collaboration and creativity).  It is hoped that 21st century learning for elementary school students through the independent curriculum can develop students' potential and skills to compete with developments that are increasingly developing day by day.  The implementation of the independent curriculum in elementary schools also plays a role in creating empowered students, able to adapt to current developments through a project to strengthen the profile of Pancasila students.  Therefore, it is hoped that there will be collaboration and support from parents, school principals and the government so as to produce a young generation who are intelligent, have character and are ready to face the future. Abstrak. Penelitian ini bertujuan untuk mendeskripsikan bagaimana peran guru dalam pembelajaran abad-21 pada siswa sekolah dasar di kurikulum merdeka. Dalam penelitian ini, metode yang digunakan adalah analisis deskriptif kualitatif dengan pendekatan library research, yaitu pendekatan yang berfokus pada analisis literatur. Peneliti mengumpulkan data dari berbagai sumber tertulis seperti buku, jurnal, dan referensi lainnya. Berdasarkan hasil penelitian menunjukkan bahwa dalam pembelajaran abad-21 guru memiliki peran yang sangat penting dan krusial dalam proses pembelajaran dan pengembangan keterampilan siswa berdasarkan keterampilan 4C (communication, critical thinking, collaboration, dan creativity). Pembelajaran abad-21 pada siswa sekolah dasar melalui kurikulum merdeka diharapkan dapat mengembangkan potensi dan keterampilan siswa untuk bersaing dengan perkembangan zaman yang kian hari makin berkembang. Implementasi kurikulum merdeka di sekolah dasar juga berperan untuk menciptakan siswa yang berdaya, mampu beradaptasi dengan perkembangan zaman melalui projek penguatan profil pelajar Pancasila. Oleh karena itu diharapkan adanya kolaborasi dan dukungan  dari orang tua, kepala sekolah dan pemerintah sehingga menghasilkan generasi muda yang cerdas, berkarakter, dan siap menghadapi masa depan.

Digital literacy is the ability to obtain, understand, and use information based on various digital sources. Information and communication technology development was increasing rapidly, and the Republic of Indonesia Constitution number 14 year 2005 demanded professional teachers be able to utilize digital technology and assess the validity of information from digital sources. Gilster said there are four aspects of digital literacy competence: internet searching, guidance of hypertext, evaluation of information content, and knowledge assembly. The researcher focuses on the problem of the digital literacy ability of Islamic education teachers and civil servants in Islamic education learning. The type of this research is field research with descriptive and qualitative approaches, which did not produce statistical analysis procedures or quantification methods. However, the research was analyzed through illustrations, narrative and interpretive words. Data collection was carried out through interviews, observation, and documentation. The research results showed that: First, based on the internet searching for Islamic Education teachers at MTsN 1 Hulu Sungai Tengah and MTsN 3 Hulu Sungai Tengah can search the information on the internet using search engines. Second, the ability to guide hypertext or hypertextual navigation of Islamic Education teachers at MTsN 1 Hulu Sungai Tengah and MTsN 3 Hulu Sungai Tengah still require a deeper understanding. Third, based on the ability to evaluate the information content of Islamic Education teachers at MTsN 1 Hulu Sungai Tengah and MTsN 3 Hulu Sungai Tengah, Islamic Education teachers still need to be more critical of the information that they find on the internet. Fourth, the ability to have a knowledge assembly for Islamic Education teachers at MTsN 1 Hulu Sungai Tengah and MTsN 3 Hulu Sungai Tengah also still needs deeper knowledge and understanding. Fifth, the ways implementation of digital literacy in the learning process of Islamic Education are using a computer laboratory, a laptop, and LCD to convey the information or material from the internet.

This research aims to determine the teaching competence of Civic Education teachers in terms of their Mood Swing in teaching at Budisatrya Medan High School. The method used is a qualitative method with a descriptive-analytic approach, by collecting data through interviews with students and teachers, as well as observations in the school environment. The results of the research show that teachers at Budi Satrya High School Medan have quite fluctuating moods. Factors that influence teachers’ mood swings , both internal factors (health conditions, personal problems, and stress levels) and external factors (class conditions, support from the school, and work pressure), have a significant impact on decreasing motivation, creativity, and teacher performance in teaching during the learning process. Changes in a teacher’s mood are influenced by various factors, such as health conditions, personal problems, and dynamics in the classroom. It is hoped that this research can contribute to the development of knowledge of civic education teachers’ teaching competencies in terms of their mood swings in teaching at school

This reseacrh is intended to test the application of the gamification-based cooperative learning model and its influence on the mathematics learning outcomes of grade 4 students at SDN 1 Kayuambon. The cooperative model is a learning process that emphasizes cooperation and interaction so that students play an active role during the learning process. This cooperative learning model can be combined with a gamification-based learning model so that students can experience the learning process in a fun way. This research uses quantitative methods by comparing pretest and posttest data on the application of conventional models and gamification-based cooperative models. The research suggest an increase in learning outcomes in the pretest and posttest when the gamification-based cooperative model was applied by 8.14.

Current developments require teachers to adapt to the learning process. The problem that teachers at the Yogyakarta Cooperative Vocational School still face is the development of unique and interactive learning media such as the Canva-based Flipbook learning media. Previously, the learning media that was widely used by teachers was PowerPoint, there was no alternative media that was more interactive that could be applied in the learning process, so these teachers needed Canva-based flipbook interactive media training. This training aims to make teachers skilled in developing interactive learning media using Canva-based Flipbook. Participants who took part in the training were 22 teachers. The training is filled with material delivery, discussion and practice. The results of this training activity show that: (1) the participants were satisfied with the training activities carried out, (2) the training activities were also considered effective to carry out and continue to be developed in the future, (3) the target of the product produced has also been achieved because in part Most participants were able to produce products in the form of interactive learning media using Canva-based flipbooks

This research is motivated by the rapid development of technology in the current era of digitalization, one of which is a gadget that is very common in use in Krandegan Village, Gandusari District, Trenggalek Regency, especially by teenagers who almost always carry their gadgets anywhere. The objectives of this study are 1) Knowing how the social behavior of teenagers due to the use of gadgets in Krandegan Village, Gandusari District, Trenggalek Regency, 2) Knowing how the impact of gadget use on teenagers in Krandegan Village, Gandusari District, Trenggalek Regency. This research uses a descriptive qualitative approach. The data collection techniques used were observation, interview, and documentation. Observation is used to observe the use of gadgets by teenagers in Krandegan Village, Gandusari District, Trenggalek Regency, interviews and documentation are used to dig up information about the problem under study. The results showed that: the use of gadgets in the current era is unavoidable and users must be more able to control their use. However, a technology will always have an impact on its users, both positive and negative impacts. Likewise for teenagers where the use of gadgets has an impact on the social behavior they show everyday, there are several changes in social behavior that appear such as reduced intensity of direct interaction with the environment, too fixated on gadgets when interacting directly with the community, being more closed, the emergence of laziness so that they often forget time, procrastinate work, the level of teenage participation in social activities also decreases.The use of gadgets also has several positive impacts and negative impacts on teenagers such as facilitating communication, accelerating the dissemination of information, as a means of entertainment, facilitating the learning and learning process, expanding the network of friends, making it easier to find work, making it easier for teenagers to shop with e-commerce. While the negative impact is that the intensity of direct interaction is reduced, too fixated with their gadgets, making teenagers more closed, teenagers often procrastinate work and neglect their obligations and responsibilities in the real world, making teenagers lazy in learning, decreasing their sense of concern and empathy for the surrounding environment, reducing the level of youth participation in social activities, the spread of hoax news is increasing, impacting on health and patterns, affecting the family economy and vulnerable to fraud.

Cooperative learning has been known as an effective learning method in increasing student learning motivation. This research aims to present a literature review of cooperative learning strategies and their impact on student learning motivation. Cooperative learning methods involve interaction between students to achieve joint learning goals, thereby encouraging them to actively participate in the learning process. Literature studies show that cooperative learning strategies, such as team learning, pair learning, and group discussions, can increase student learning motivation through increasing a sense of responsibility, mutual trust, and cooperation between students. In addition, cooperative learning can also increase student involvement in the learning process, strengthen social relationships between students, and help students develop important social skills. The results of this literature review indicate that the implementation of cooperative learning strategies can make a positive contribution to student learning motivation. Therefore, it is recommended that educators consider using cooperative learning strategies in designing learning that can effectively increase student learning motivation.

This study is motivated by the limited research on holistic education in developing 21st-century skills to address the challenges of the digital era, despite its significant implications for future human resource quality. The objective of this research is to explore the concept of holistic education based on 21st-century skills and its relevance in the digital era through a literature review approach. The method employed is qualitative, focusing on an analysis of academic literature, including documents, journals, books, and various scholarly sources. The analysis was conducted thematically to investigate the principles, models, and practices of holistic education that support the development of critical thinking, creativity, communication, and collaboration skills. The findings indicate that holistic education can serve as a key approach to prepare younger generations to navigate the complexity of the digital era with adaptive, ethical, and innovative thinking skills. This review enriches the literature on holistic education and highlights the importance of an integrated approach that intertwines cognitive, emotional, social, and technological dimensions within the context of modern learning. Practical implications include recommendations for educators and policymakers to design curricula based on 21st-century skills and integrate digital technologies into building holistic learning processes. This study also offers opportunities for further research on the implementation of holistic education in diverse cultural and geographical contexts.

This study aims to improve student learning outcomes in Pancasila Education subjects through the application of the Teaching at the Right Level (TaRL) approach in class X-1 of SMA Negeri 1 Rantau Selatan. The background of this study is the low learning outcomes of students caused by differences in learning abilities that have not been accommodated in the learning process. TaRL is an approach that adjusts learning to the level of ability of each student, not only based on class level. This study uses the Classroom Action Research (CAR) method which is carried out in two cycles, each consisting of the planning, action, observation, and reflection stages. Learning begins with a diagnostic assessment to determine students' initial abilities, which then become the basis for dividing study groups. The results of the study showed a significant increase in learning outcomes, indicated by an increase in the average score from 73 in the pre-cycle to 89 in the second cycle. In addition, student activity and involvement in the learning process also increased. These findings indicate that the TaRL approach is able to answer students' learning needs more specifically and has a positive impact on the learning process and outcomes. This approach is recommended as an alternative strategy in differentiated learning.