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This research focuses on examining the innovation of licensing and accreditation services for educational institutions within the Department of Education and Culture of Sidoarjo Regency, as a strategy to ensure effective, transparent, and accountable education governance in the digital age. This research is based on bureaucratic intricacies, poor integration of information systems, and inadequate digital skills among civil servants in overseeing public education services. This research utilized a qualitative descriptive method, gathering data via in-depth interviews, observations, and documentation involving department personnel, school leaders, and representatives from educational institutions benefiting from the services. The results indicate that service innovation via the deployment of digital systems like the Sidoarjo Education Online System and e-Accreditation has effectively expedited licensing procedures, enhanced administrative efficiency, and bolstered transparency and public information release. Nonetheless, the primary obstacles persist in coordination between departments, opposition to changes in organizational culture, and insufficient human resource skills in managing digital systems. This research highlights that the effectiveness of public service innovation in education relies not just on adopting technology but also on improving collaborative governance and increasing bureaucratic capabilities. The research suggests creating a cooperative, data-informed, and participatory innovation framework to guarantee the sustainability and inclusivity of educational service innovation in Sidoarjo Regency.

This article discusses the modernity of educational instruments, along with the phenomenon of technological progress, particularly the emergence of artificial intelligence (AI), and its implications for educators in the 21st century. Rapid advances in AI have led to fundamental shifts in teaching strategies and resources, shifting from traditional models to personalized and adaptive learning environments. Through automated assessments, curriculum customization, and the implementation of virtual assistants that enhance accessibility, artificial intelligence (AI) in education aims to improve efficiency and effectiveness. However, this modernity requires educators in the 21st century to change. Teachers now play the role of facilitators, designers of learning experiences, and mentors in ethics, in addition to being providers of knowledge. Teachers need to master AI literacy and focus on teaching students the four Cs of the 21st century: communication, creativity, critical thinking, and teamwork. The integration of AI raises ethical issues related to data privacy, the digital divide, and the dangers of plagiarism, but it also offers significant potential. Therefore, the effective integration of AI technology with irreplaceable human qualities is crucial for the success of contemporary educational technology. AI is an important tool for educators in the 21st century to develop a generation of technologically literate and moral individuals.

Compliance with local tax and retribution payments plays a crucial role in increasing Regional Own-Source Revenue (PAD). However, low fiscal literacy and limited effectiveness of existing socialization programs remain major obstacles to achieving optimal revenue targets. This community service program aims to enhance the knowledge and capacity of officers at the Regional Revenue Agency (Bapenda) of Southeast Sulawesi Province in implementing more effective, persuasive, and adaptive socialization strategies. The methods used include direct observation, interviews, document analysis, material presentation, and interactive discussions. The results indicate that the socialization activities improved officers' understanding of tax literacy concepts, fiscal communication, and technology-based educational strategies. Additionally, the findings reveal that low public literacy, limited use of digital media, and varying public perceptions of fiscal transparency significantly influence taxpayer compliance. This program produced practical educational materials and strategic recommendations that can be sustainably implemented by Bapenda. Overall, the activity contributes positively to strengthening the agency’s internal capacity and refining socialization strategies to enhance taxpayer compliance and support optimal local revenue collection.

This study examines the role of the Pustaka Prima Community Reading Park (TBM) as an alternative learning space that provides non-formal educational experiences for children and adolescents, especially in communities with limited access to educational facilities. Through a descriptive qualitative approach, this study explores the contribution of TBM in developing creativity, literacy skills, self-expression, and independent learning of participants. Data was collected through participant observations, semi-structured interviews with managers and participants, and documentation of program activities. The results of the study show that TBM Pustaka Prima plays a significant role in strengthening cognitive, social, and emotional development through various activities such as reading literacy, storytelling, basic entrepreneurship training, and other creative activities. These programs have been proven to increase reading motivation, the ability to understand texts, confidence in communication, technology awareness, and the ability to innovate. An inclusive and collaborative learning environment allows participants to explore knowledge, work together, and optimize their potential. These findings confirm that TBM not only functions as a provider of reading materials, but also as a community-based education center that provides meaningful learning experiences outside the formal education system. The implications of the research emphasize the importance of strengthening collaboration, developing sustainable programs, and improving resources and infrastructure to maximize the role of TBM in community empowerment.

In the era of digital transformation, modern, systematic, and integrated archive management has become a crucial element in creating effective, efficient, and accountable education governance. Office Management and Business Services (MPLB) teachers in East Java still face obstacles in implementing technology-based archive management due to limited digital literacy, lack of supporting facilities, and minimal ongoing training relevant to 21st-century needs. This Community Service (PKM) activity aims to improve the professional competence of MPLB teachers in modern archive management through interactive workshop-based training, intensive mentoring, and direct simulation of the use of digital archiving applications. The implementation methods included participant needs analysis, problem-solving-based module development, digital archive management practice using a cloud system, and pre-test and post-test-based evaluation to measure competency improvement. The results of the activity showed an average increase in participant understanding of 42%, a 58% increase in operational skills in using archiving applications, and a 35% increase in archive management time efficiency. In addition, teachers are able to implement an electronic file classification system in schools and build a database of digitized documents. These activities strengthen transparent and sustainable educational administration, as well as supporting the realization of inclusive and globally competitive education in line with the Asta Cita vision towards Indonesia Emas 2030.

The transformation of history learning in the context of 21st-century education aims to prepare students to face the challenges of an increasingly complex and dynamic world. The concept of 21st-century learning emphasizes the development of critical, collaborative, and creative skills, which are highly relevant to studying history. History learning in the 21st century must include a more interactive approach, utilizing technology as a tool to deliver historical material in a more engaging and relevant manner. Through innovative models such as project-based learning and inquiry learning, students can be more actively involved in the learning process, not only receiving information but also developing the ability to analyze, evaluate, and draw conclusions from various historical sources. Technology supports the creation of more engaging learning experiences, such as the use of multimedia, simulations, and other digital resources. Furthermore, teachers play a role as facilitators, helping students build historical awareness, guiding them in seeking information, and developing critical thinking skills. However, the implementation of this learning model faces various challenges, such as limited technological infrastructure and a lack of teacher training. Therefore, efforts are needed to strengthen teacher competencies and adapt the curriculum to be more adaptive to changing times.

This study focuses on the development of a case study–based digital book aimed at improving learning quality in Office Management education, where students are required to master both conceptual understanding and practical decision-making skills. Despite the increasing use of digital learning resources in higher education, existing instructional materials often lack contextual integration between theory and real workplace scenarios, resulting in limited student engagement and insufficient opportunities for problem-based learning. To address this issue, the present research aims to design and develop an interactive digital book enriched with authentic case studies that align with course learning outcomes. The study employed a Research and Development approach using the 4-D model Define, Design, and Develop to produce learning materials validated by experts and tested through limited trials. The results show that the digital book achieved high feasibility, with an average expert validation score of 87.33%, while student responses reached 93.87%, indicating strong acceptance, improved motivation, and enhanced perceived understanding. The synthesis of these findings demonstrates that embedding case-based learning elements into digital book formats can effectively support critical thinking, contextual reasoning, and independent learning in Office Management courses. In conclusion, the developed digital book is classified as highly feasible for instructional use and holds substantial potential to enhance learning experiences, although further research is recommended to examine its broader effectiveness and long-term impact on student learning outcomes.

This research examines the comparison of Islamic education innovations in Japan and Singapore with a focus on technological approaches and local cultural integration. Japan and Singapore are two developed countries in Asia that have developed Islamic education systems with unique characteristics despite not being Muslim-majority countries. This study uses a qualitative method with a library research approach through document and literature analysis. Data were collected from scientific journals, books, and educational policy documents in both countries. The results show that Japan develops Islamic education with an adaptive approach that integrates digital technology and Japanese cultural values such as discipline and kaizen. Meanwhile, Singapore builds a structured Islamic education system integrated with the national education system through MUIS with innovations in the aL.I.V.E curriculum and SIES. The main difference lies in the level of institutionalization and government support, where Singapore has a more formal structure while Japan is more flexible and community-based. Both models provide valuable lessons for the development of Islamic education in Indonesia, particularly in terms of technology integration, local cultural adaptation, and contextual curriculum development.

This community service activity aims to enhance supply chain efficiency and expand market access for Micro, Small, and Medium Enterprises (MSMEs) in Wabula Satu Village, Buton Regency, Southeast Sulawesi. The main problems faced by MSMEs include inefficient supply chain management, limited production coordination, and low utilization of digital technology for product marketing. The program was implemented using an educational-participatory approach through a series of training sessions, simulations, and mentoring activities. The results revealed significant improvements in participants’ understanding of supply chain management, production efficiency, and digital marketing skills, particularly through social media and marketplace platforms. MSMEs also showed progress in branding and product packaging, while collaborative networks were established to support collective raw material procurement and joint distribution. This program has contributed to improving local business competitiveness, productivity, and sustainability. Moreover, it demonstrates an effective community empowerment model based on technology adoption and collaboration to strengthen village economic resilience in the digital era.

Compliance with local tax and retribution payments plays a crucial role in increasing Regional Own-Source Revenue (PAD). However, low fiscal literacy and limited effectiveness of existing socialization programs remain major obstacles to achieving optimal revenue targets. This community service program aims to enhance the knowledge and capacity of officers at the Regional Revenue Agency (Bapenda) of Southeast Sulawesi Province in implementing more effective, persuasive, and adaptive socialization strategies. The methods used include direct observation, interviews, document analysis, material presentation, and interactive discussions. The results indicate that the socialization activities improved officers' understanding of tax literacy concepts, fiscal communication, and technology-based educational strategies. Additionally, the findings reveal that low public literacy, limited use of digital media, and varying public perceptions of fiscal transparency significantly influence taxpayer compliance. This program produced practical educational materials and strategic recommendations that can be sustainably implemented by Bapenda. Overall, the activity contributes positively to strengthening the agency’s internal capacity and refining socialization strategies to enhance taxpayer compliance and support optimal local revenue collection.

This community service activity aims to enhance supply chain efficiency and expand market access for Micro, Small, and Medium Enterprises (MSMEs) in Wabula Satu Village, Buton Regency, Southeast Sulawesi. The main problems faced by MSMEs include inefficient supply chain management, limited production coordination, and low utilization of digital technology for product marketing. The program was implemented using an educational-participatory approach through a series of training sessions, simulations, and mentoring activities. The results revealed significant improvements in participants’ understanding of supply chain management, production efficiency, and digital marketing skills, particularly through social media and marketplace platforms. MSMEs also showed progress in branding and product packaging, while collaborative networks were established to support collective raw material procurement and joint distribution. This program has contributed to improving local business competitiveness, productivity, and sustainability. Moreover, it demonstrates an effective community empowerment model based on technology adoption and collaboration to strengthen village economic resilience in the digital era.

Leadership in educational organizations, especially in the Darul Hikmah Modern Islamic Boarding School in Medan, faces the challenges of modernity that demand integration between traditional spiritual values ​​and management professionalism. This study aims to analyze the existing leadership structure and design a new structure that integrates the Transformational, Distributive, and Instructional models that are aligned with the local wisdom of North Sumatra, namely the Dalihan Na Tolu philosophy. The method used is qualitative case analysis with observation and interviews. The results of the analysis show that the current leadership is dominated by charismatic and centralistic styles (strong Transformational), but weak in the Distributive dimension (low teacher participation) and Adaptive Technology Instructional. The proposed new leadership structure design emphasizes the formation of a Quality Supervisory Board (DPM) and the Head of Human Resources & Regeneration. This new model places the Kyai/Head of the Islamic Boarding School as the spiritual authority (Hula-hula), Mudir/Executive Director as the managerial change agent (Dongan Tubu), and strengthens the academic/innovation function (Boru). The conclusion suggests that leadership transformation in this Islamic boarding school requires a shift from a figure-based system to a competency-based and collaborative system, making it an adaptive, professional institution firmly rooted in local values.

This study aims to analyze how digitalization of governance, particularly through the implementation of e-financial reporting, digital audit trails, and cloud-based data security and reliability systems, contributes to increased transparency, accountability, and data protection in educational institutions. Using a qualitative approach with in-depth interviews and thematic analysis, this study reveals that digitalization can create a more objective, standardized, and difficult-to-manipulate control mechanism. The e-financial reporting system strengthens transparency through open processes and reduces opportunities for irregularities. Digital audit trails provide authentic evidence that facilitates the process of verification, monitoring, and tracking every administrative activity in real time. Meanwhile, data security supported by layered encryption, automatic backups, and emergency recovery access increases internal and external trust in the integrity of information systems. These findings indicate that digitalization not only provides technical tools but also forms a more disciplined, adaptive, and public accountability-oriented governance structure. This study broadens understanding of the relationship between digital technology and organizational culture and provides a theoretical foundation for developing a more reliable and sustainable information system-based educational governance model.  

This study aims to conduct a comparative analysis of curriculum development and teaching methods in Islamic education in Indonesia and Egypt. Both countries have a long tradition in the development of Islamic sciences, but they demonstrate different approaches in accordance with their respective social, cultural, and educational policy contexts. This study uses a literature review method with a descriptive qualitative approach through a review of journals, books, and Islamic education policy documents. The results of the analysis show that the Islamic education system in Indonesia emphasizes the integration of religious and general knowledge in its curriculum, in line with the spirit of religious moderation and the demands of modern society. Meanwhile, Islamic education in Egypt, especially through Al-Azhar University, emphasizes a traditional approach based on tafaqquh fi al-din with a focus on mastery of classical Islamic sciences. In terms of teaching methods, Indonesia is more adaptive to active and technology-based learning models, while Egypt maintains the talaqqi and memorization methods, but has begun to adopt modern pedagogical innovations. Overall, both education systems have their own strengths; Indonesia excels in contextualizing the curriculum, while Egypt sets an example in maintaining the authority and continuity of Islamic scholarship. These findings are expected to contribute to the development of a balanced Islamic education that integrates values and modernity.

Rapid advances in Information Technology (IT) in the 21st century have significantly transformed educational practices, particularly in vocational high schools (SMK) specializing in Software Engineering (RPL). Traditional learning media, such as textbooks, static slides, and lectures, often fail to provide an interactive learning experience, limiting students’ engagement and reducing the effectiveness of knowledge retention. To overcome this challenge, this study focuses on developing and validating an interactive quiz application called VOCANETIC, designed as an innovative learning aid for SMK RPL students. The research uses a Research and Development (R&D) approach, emphasizing the stages of product development, expert validation, and feasibility assessment. VOCANETIC is developed using VB.NET in the Microsoft Visual Studio environment, and MySQL is employed for efficient data management and storage. The application features interactive quizzes, real-time feedback, and user-friendly interfaces to enhance student engagement and motivation. Based on evaluation and analysis by expert validators, VOCANETIC meets the “Proper” feasibility criteria, demonstrating usability, interactivity, and educational effectiveness. The results indicate that VOCANETIC is capable of supporting active learning, improving students’ understanding of software engineering concepts, and providing an effective platform for self-assessment and practice. In conclusion, the VOCANETIC application is proven to be a valid, reliable, and practical tool that can be implemented as an interactive learning medium in SMK RPL, offering an innovative approach to facilitate student learning and engagement in the digital era.                                                              

Civil engineering infrastructure development plays a vital role in driving economic progress and enhancing the quality of life within communities. The success of infrastructure projects depends not only on budgetary and technological factors but also on the quality of human resources (HR) involved in every project phase, from planning to maintenance. This literature review highlights that skilled and competent HR is a critical factor in achieving project success, particularly amidst increasing complexity and the challenges posed by globalization. Key issues faced by the sector include a shortage of skilled labor, high turnover rates, and a misalignment between educational outcomes and the skills required in the field. Additionally, technological advancements, such as the adoption of Building Information Modeling (BIM) and Artificial Intelligence (AI), demand continuous skill enhancement to adapt to the growing automation of industry processes. Effective HR management—encompassing ongoing education, fair incentive systems, and the integration of technology into HR practices—is essential for boosting productivity and mitigating risks during project execution. A comprehensive approach, including a structured HR management system, is required to ensure the sustainability and quality of infrastructure development. This study aims to provide an in-depth understanding of the critical role of HR management in the civil engineering sector and proposes practical recommendations for improving HR quality to meet the evolving demands of the construction industry.  

The research intends to formulate an integrative approach for designing the Merdeka Curriculum based on Deep Learning in the Economics subject at SMA N 1 Boyolali. The rapid advancement of digital technology demands more adaptive, contextual, and student-centered learning models aligned with 21st- century competencies. Using a an exploratory research approach supported by a structured assessment of prior studies (SLR), this research synthesizes theoretical perspectives and previous studies related to curriculum design, deep learning, and educational innovation. The results reveal that the incorporation of Deep Learning into the Merdeka Curriculum offers a more responsive and data-driven framework, enabling deeper conceptual understanding, critical thinking, and problem-solving skills in Economics learning. However, several challenges were identified, including teachers limited digital competence, insufficient infrastructure, and minimal curriculum innovation training. The study emphasizes the significance of combining technological and pedagogical innovation to strengthen learning quality. The results provide a conceptual model that educators can adopt to design an adaptive curriculum aligned with students’ characteristics and contemporary educational demands.

Globalization is a major phenomenon that brings rapid changes in the mindset, behavior, and culture of society, including students in formal educational settings. This condition presents significant challenges for Islamic Religious Education, which plays a crucial role in shaping character and internalizing Islamic values. This study aims to analyze how globalization influences students’ understanding, attitudes, and practices of Islamic values, as well as how Islamic Religious Education can respond adaptively to these changes. This research employs a qualitative approach using a literature study method that reviews books, scholarly articles, and relevant documents related to globalization, Islamic education, and character formation. Data were analyzed through processes of collection, classification, and interpretation to identify patterns of global influence on Islamic values. The findings reveal that globalization offers two major impacts: opportunities for the development of religious literacy through technological and informational access, and threats in the form of external values such as hedonism, individualism, and decreasing religious sensitivity. These findings highlight the need for educational strategies that balance the use of technology with the reinforcement of Islamic character, including the integration of Islamic values into digital-based learning, strengthening teacher role modeling, and habituating moral behavior within school activities. The implications of this study emphasize the importance of innovation in Islamic Religious Education to maintain the relevance of Islamic values amid the ongoing developments of globalization.

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 innovation of learning-based instructional videos holds great potential to enhance interaction during the learning process. This study aims to evaluate the effectiveness of using learning-based videos compared to traditional teaching methods. Using a qualitative approach with classroom action research (CAR), data were collected from 91 students across two schools through questionnaires and direct observation. The findings reveal that video usage not only enhances students’ learning motivation but also fosters active engagement in class discussions. Visually and interactively presented videos assist students in understanding complex concepts, despite challenges such as technological limitations and insufficient teacher training. This study concludes that the innovation of video-based learning significantly contributes to improving teaching effectiveness and student motivation, emphasizing the need for improved technological infrastructure and teacher training to optimize technology-based learning.