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The rapid development of information technology has created significant opportunities for secondary schools to improve the quality of learning through the use of digital-based applications. This study aims to design and develop a web-based tutoring application for students of Junior High School (SMP) Negeri 1 Tana Righu by applying Object Oriented Technology (OOT) as the software development approach. OOT was chosen for its ability to simplify the system design process through structured modeling using the concepts of classes, objects, attributes, and relationships between objects. The developed application provides various features, including the presentation of learning materials, interactive practice questions, learning outcome evaluations, and student progress reports accessible in real time by both teachers and students. The research method consisted of needs analysis, system design using UML diagrams, implementation, and application testing. The testing results indicate that the tutoring application is effective in improving the learning process, assisting teachers in monitoring and evaluating student progress, and providing students with a more engaging and interactive learning experience. Therefore, this application is expected to serve as an innovative solution to support tutoring activities in secondary schools and contribute positively to enhancing the quality of education in the digital era.

This study aims to develop an interactive mobile application-based learning media to introduce Devanagari Sanskrit script to Indonesian teenagers. The background of this research is the lack of communicative, contextual, and engaging learning media for the digital generation in learning traditional scripts. The development method uses the ADDIE model modified with a visual communication design approach and integration of local Balinese cultural values. The results show that this media successfully combines strong visual elements, interactive voice narratives, and Balinese cultural iconography in one mobile-friendly platform. Validation from design and cultural experts shows a very high level of feasibility, supported by positive responses from student users at the Dvipantara Samskrtam Foundation. This research makes a real contribution to the preservation of traditional scripts through a digital educational approach that is adaptive to the learning needs of today's teenagers. In addition, this research also opens opportunities for the development of similar learning media for other traditional scripts, thereby increasing awareness and understanding of Indonesia's rich culture among the younger generation. By integrating technology in learning, it is hoped that the preservation of Indonesian culture can go hand in hand with the progress of the times.

The rapid development of automotive technology requires students majoring in automotive vocational schools (SMK), particularly in the field of vehicle charging and starting systems, to understand the charging and starting systems. Charging and starting systems are two crucial components in ensuring vehicle operation. For students, having a strong knowledge of how these systems work, maintain, and diagnose them is key to facing the challenges of the automotive industry. Therefore, improving the quality of automotive education is essential so that students can master the basic concepts and techniques needed to carry out their duties as automotive technicians. This research focuses on developing a trainer that can help vocational school students better understand and master vehicle charging and starting systems. The trainer, developed at SMK NU Sunan Ampel Tumpang, records real-world conditions in vehicles using components such as batteries, alternators, regulator ICs, starter motors, and other supporting electrical systems. One innovative feature added is testing the effect of variations in pulley ratios on alternator output voltage and current. This feature provides students with the opportunity to conduct hands-on experiments, analyzing how variations in pulley ratios can affect the performance of a vehicle's charging system. It is hoped that with this trainer, students will not only gain theoretical knowledge but also practical experience that will enable them to perform diagnoses, understand the working principles of charging and starting systems, and analyze system efficiency based on rotational speed measurements. Thus, students' competency in the automotive field can be improved, and they will be better prepared to face the increasingly complex world of work. The successful development of this trainer can also serve as a valuable reference for educators and the automotive industry in designing applicable and contextual learning strategies.

The development of information technology is very important in the world of education. Education taught in Islamic boarding schools is no exception. A teacher at an Islamic boarding school also needs to master technology in the field of multimedia in providing learning videos. This is done in order to help teachers deliver material in a more interesting way to their students. Therefore, a workshop on using Filmora as an alternative for making learning videos is needed. The methods used in this service activity are survey activities, preparation stage, implementation stage, and evaluation stage. The results obtained from this workshop activity were an increase in the abilities of the teachers at the Ar-Rayyan Islamic boarding school. Previously only around 30% of teachers were able to make learning videos, after the workshop was held there are now 85% of teachers who can use technology to make learning videos. Apart from that, the results of the questionnaire analysis distributed to the participants also obtained an average score of 4.1 which is in the good category. The participants (teachers) at the Ar-Rayyan Islamic Boarding School were very enthusiastic in taking part in the workshop activities that had been carried out.

The curriculum serves as a guideline for the teaching and learning process in schools. In Indonesia, the curriculum continues to evolve in line with changes in time and societal needs. These changes aim to adapt to advancements in science and technology, address challenges within the education system, and achieve more effective learning outcomes. This research adopts a qualitative approach with a literature study method, drawing data from journal articles, books, research reports, and other documents. The findings illustrate the evolution of the national primary education curriculum from 1945 to the Merdeka Curriculum of 2022, depicting a lengthy journey of curriculum adaptation to Indonesia's educational dynamics. The implications of this research emphasize the importance of developing a curriculum that is responsive to both global and local developments, as well as the necessity for an adaptive education system to meet the needs of modern society.

The implementation of teaching and learning activities in Indonesia is guided by the Curriculum. The curriculum is developed and refined in line with the rapid development of science and technology and the evolution of society. In the conditions of the COVID-19 pandemic, major changes have occurred in the world of education, especially in Indonesia, with a shift from direct learning in classrooms to distance education based on digital technology. The aim of this research is to analyze the effect of implementing the Independent Curriculum at SDN 060826 Kec. Medan Area. Through this approach, it is hoped to obtain a clearer picture of the effectiveness of the curriculum in improving the quality of education as well as identifying obstacles and opportunities that arise in its implementation. This research uses a descriptive qualitative method to analyze the effect of implementing the Merdeka Curriculum at SDN 060826 Kec. Medan Area. Research conducted by researchers at SDN 060826 Kec. Medan Area, it can be seen that they always regularly attend training from both the principal and teachers and to strengthen teachers' understanding of the Independent Learning Curriculum, teachers always hold monthly meetings with the Teacher Working Group (KKG) to resolve various problems related to the Independent Learning Curriculum. as well as to increase teacher competence in the process of teaching and learning activities.

This study was motivated by the need to improve the quality of Islamic Religious Education (IRE) learning so that it does not only focus on delivering material but also encourages students to actively build understanding through higher-order thinking processes. Traditional teacher-centered learning tends to limit students' analytical, evaluative, and creative abilities. Therefore, this study aims to analyze the use of Active Learning in IRE and its relationship with the development of Higher Order Thinking Skills (HOTS). The method used was library research with a Systematic Literature Review (SLR) approach, which involved identifying, selecting, and synthesizing various relevant literature from the last ten years. The results of the study showed that Active Learning was implemented through various strategies such as problem-based learning, project-based learning, think-pair-share, the use of digital technology, and collaborative discussions. These strategies shift the focus of learning from the teacher to the students so that they can construct knowledge through dialogue, reflection, and problem solving. The findings also show that this approach has a direct influence on the development of HOTS, especially the ability to analyze religious issues, evaluate arguments based on arguments, and create contextual solutions in learning situations. In addition to improving cognitive abilities, Active Learning has an impact on increasing learning motivation, courage to ask questions, active involvement, and the quality of students' social interactions. The implications of this study confirm that PAI learning needs to integrate Active Learning strategies.

This study explores the development and implementation of an Augmented Reality (AR)-based learning medium to enhance students’ understanding of tajwid at Madrasah Aliyah. The background of this research stems from the limited effectiveness of conventional teaching methods and the relatively low interest of students in learning tajwid. AR-based learning was chosen because it provides a more interactive and contextualized learning experience that actively engages learners. The research employed a Research and Development (R&D) approach using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The participants were Madrasah Aliyah students selected as the experimental group. The findings reveal that the AR learning medium significantly improves students’ comprehension of tajwid rules compared to traditional learning approaches. Moreover, students reported high levels of satisfaction, noting that the media was engaging, user-friendly, and capable of visualizing abstract tajwid rules in a clear and accessible manner. In conclusion, integrating AR technology into Islamic education, particularly tajwid learning, holds great potential to improve learning quality while fostering students’ motivation to explore the subject more deeply.

Active and innovative learning is crucial in improving students' critical thinking skills, especially in science learning at the elementary level. The Problem Based Learning (PBL) model is an effective approach to stimulate critical thinking, analysis, and problem-solving skills in fifth-grade students. This study aims to describe the implementation of the PBL model in science learning to improve fifth-grade students' critical thinking skills. The approach used is a literature study by collecting data from various written sources such as scientific journals and relevant publications regarding the application of technology and innovative learning models. The results of this study indicate that the implementation of the PBL model can increase students' learning motivation and critical thinking skills, while also assisting teachers in creating an interesting and enjoyable learning atmosphere. Thus, the PBL model can be an effective solution in developing students' higher-order thinking competencies in an educational era that demands creativity and innovation.

This study investigates the simultaneous and individual effects of School-Based Management (SBM), principal supervision, transformational leadership, and work culture on the performance of junior high school teachers in Serang City, Indonesia. Against the backdrop of the Merdeka Curriculum and the shift to hybrid learning in the post-pandemic era, the research addresses persistent challenges such as hierarchical school cultures and technological disparities. Employing a quantitative ex post facto approach, data were collected from 316 teachers across public and private schools through structured questionnaires, classroom observations, and document analysis. Multiple linear regression analysis reveals that SBM, principal supervision, transformational leadership, and work culture each have significant and positive impacts on teacher performance, with transformational leadership and work culture exerting the most substantial influence. The results demonstrate that 74% of the variance in teacher performance can be explained by these four organizational factors, underscoring their critical role in shaping pedagogical competence, classroom management, and professional development. The study further highlights the necessity for comprehensive managerial training, the integration of technology in supervisory practices, and the cultivation of collaborative and innovative work cultures. Practical recommendations include enhancing principal leadership capacity, fostering instructional supervision, and investing in digital infrastructure to support sustainable improvements in teacher performance. The findings contribute to the body of knowledge on educational management in Indonesia and offer actionable insights for policymakers, school leaders, and educators aiming to strengthen teacher effectiveness amidst ongoing educational reforms and digital transformation.

This study aims to analyze the application of deep learning in the transformation of religious moderation education in the digital era and its implications for the development of modern Islamic education. The research employs a qualitative descriptive approach using library research, reviewing literature on Islamic education, religious moderation, and artificial intelligence in learning contexts. Data were collected from academic books, scientific journals, articles, and other credible sources, then analyzed using content analysis to identify patterns, concepts, and relationships between technology and the strengthening of moderation values. The results indicate that the implementation of deep learning can transform Islamic education from a traditional rote-based model to a reflective, contextual, and interactive learning process. This technology enables the analysis of students’ thinking patterns and behaviors, the reinforcement of moderation values, character formation, and the development of moderate digital literacy in a personalized and adaptive manner. The integration of technology and spirituality in digital Islamic education creates transformative learning experiences that strengthen empathy, ethical awareness, and students’ reflective capacities. The study implies the importance of developing curricula, learning strategies, and teacher competencies based on artificial intelligence to produce a generation of students who are moderate, tolerant, and competent in facing the challenges of the digital era.

This study examines the challenges and solutions faced by teachers in implementing Catholic Religious Education (CRE) learning through a deep learning approach in the classroom. The era of educational digitalization demands a transformation from traditional learning methods to more innovative and profound approaches. Deep learning in the educational context refers to learning strategies that encourage students to understand concepts deeply, analyze, evaluate, and integrate knowledge with spiritual experiences. This research methodology uses a literature review by analyzing various literature sources related to the implementation of deep learning in CRE learning. The research results show that teachers face main challenges in the form of limited technological competence, resistance to learning paradigm changes, and infrastructure inadequacy. Solutions that can be applied include improving teacher digital literacy, developing hybrid learning models, integrating technology that is in accordance with Catholic values, and forming professional learning communities. This research contributes to developing an implementation framework for effective and meaningful deep learning for CRE learning. Practical implications include policy recommendations for teacher professional development and phased implementation strategies in the context of Indonesian Catholic education.

The Public Speaking Training Program in English was conducted by mentioned lecturers) from Political Science Department and International Relations Department, Universitas Pembangunan Nasional Veteran Jakarta (UPNVJ through the reactivation of the English Club Reborn in Bekasi City. This is a community service initiative aimed at enhancing the English language skills of children, teenagers, and adults. In today's globalized world, proficiency in English is a vital skill that opens numerous opportunities in education and careers. Bekasi, as a rapidly developing city, has significant potential to serve as a buffer for the international city of DKI Jakarta. The long-term goal of this program is to create quality human resources ready to compete at both local and international levels. Methods to achieve these goals will include interactive classes, group discussions, and public speaking practice. Activities will be conducted regularly in the form of workshops, featuring experienced guest speakers. Additionally, the program will leverage digital technology to support learning through online platforms and social media. Expected outcomes of this program are enhanced English language skills among participants, the establishment of an active English Club community, and increased confidence in public speaking. Ultimately, this program aims to make a significant contribution to human resource development in Bekasi City. In addition, this program is also expected to become a model for education-based community development that can be replicated in other regions.

This study aims to determine the implementation of financial management and infrastructure management on the quality of the learning process at Robbani Integrated Islamic Elementary School, Singosari, Malang. The background of this study is based on the importance of effective and efficient management of school resources to improve the quality of basic education as a foundation for student development. School financial management includes planning, management, supervision, and accountability of education funds, while infrastructure management focuses on the procurement, utilization, and maintenance of school facilities to support the learning process. The research method used is descriptive quantitative with a population of all teachers and education personnel at Robbani Islamic Elementary School, using data collection techniques in the form of questionnaires, documentation, and supporting interviews. Data were analyzed using descriptive statistics and hypothesis testing to examine the influence between variables. The results of the study indicate that financial management at Robbani Islamic Elementary School has been implemented based on the principles of transparency, accountability, and efficiency, reflected in the management of School Operational Assistance (BOS) funds and parent fees allocated for school operations, teacher competency improvement, and facility maintenance. In addition, school facilities and infrastructure such as classrooms, laboratories, libraries, and worship and sports facilities are already available although they still need development to better support technology-based learning. Statistical analysis revealed a significant influence of financial management and infrastructure on the quality of the learning process, as reflected in student exam results, academic and non-academic achievements, and parental satisfaction. This study recommends strengthening financial management through more careful planning and improving the quality of facilities and infrastructure to support active, innovative, creative, effective, and enjoyable learning (PAIKEM). The results of this study are expected to provide input for schools, foundations, and future researchers in developing educational policies.

This community service program is designed to enhance the competence of English teachers at SMP N 33 Purworejo in utilizing Artificial Intelligence (AI)-based learning media, particularly deep learning technology. In the digital era, many teachers still face limitations in integrating intelligent technology into classroom activities, which affects the effectiveness of learning. The program was carried out in four stages: the provision of basic materials on AI and deep learning, technical training on the use of AI applications, practical development of learning media, and mentoring combined with evaluation. The results of this activity show an increase in teachers’ understanding and skills in operating AI tools, with each participant producing at least one AI-based learning media product. Through workshops, teachers learned to use applications such as chatbots, speech-to-text, text-to-speech, and AI-assisted language tools to enrich students’ learning experiences. In addition, teachers were guided to design contextual media tailored to curriculum goals and student needs. Mentoring ensured that the products created were tested, improved, and ready to be applied in the classroom. The novelty of this activity lies in its focus on practical implementation of deep learning in junior high school English teaching, positioning teachers not only as users but also as creators of innovative media. Beyond technical competence, this program fosters collaboration among teachers to sustain innovation. In the long term, the outcomes are expected to improve students’ engagement, motivation, and communication skills, and contribute to the establishment of a digital learning ecosystem that supports interactive, effective, and future-oriented education.

This community service program aims to strengthen the competence of automotive workshop MSMEs in mastering microcontroller-based starter system technology, enabling them to adapt to the era of vehicle digitalization. The program was carried out through several stages: identification of training needs, delivery of basic theory on microcontrollers and starter systems, practical sessions in module assembly and programming, followed by mentoring and evaluation. The results of the evaluation showed an 85% increase in participants’ understanding of the digital starter system concept, an 80% improvement in module assembly and programming skills, and a 75% increase in readiness to apply innovative starter systems in workshop services. The novelty of this activity lies in the development of a more applicable digital starter system model tailored to the needs of small-scale workshops. The implementation emphasized a participatory, practice-based approach using learning by doing. Participants, mainly workshop owners and technicians, were guided step by step from component recognition, software operation with Arduino IDE, to the prototyping of functional microcontroller-based starter systems. To ensure sustainability, the program also provided training modules, video tutorials, and online mentoring, allowing participants to continue practicing independently after the training. Beyond improving technical competence, this activity also fostered an innovative mindset among participants, making them more confident to provide modern, technology-oriented services. In the long term, the program is expected to enhance the competitiveness of automotive MSMEs, strengthen customer trust, and build collaborative networks between higher education institutions and local workshops in supporting vocational education and digital transformation.

Cahaya Amal Soleh Foundation is a social institution that focuses on community service through various institutional programs engaged in social, education, and community empowerment. However, a number of operational staff who do not have a financial background have difficulty in understanding and managing financial reports effectively. This study aims to assist staff through the On-the-Job Learning and Development Program (OLDP) themed Finance for Non-Finance with the SIAPIK (Islamic Boarding School and Social Charity Accounting Information System) application approach. The method used is a qualitative approach with a participatory model, involving direct training, transaction recording simulations, and evaluation of participant understanding. The results of the assistance showed a significant increase in staff understanding of basic accounting principles, transaction recording, and SIAPIK-based financial reporting. These findings indicate that a practical approach through an application based on the foundation's needs can improve the financial capacity of non-accounting staff. The implications of this activity reinforce the importance of digitizing the financial system of social organizations and the need for ongoing training for human resources so that accountable and transparent financial governance can be realized sustainably. In addition, the results of this program highlight that the integration of technology and participatory training can overcome barriers in financial literacy among non-finance staff. The SIAPIK application provides an accessible interface and structured modules that are easy to understand, thereby reducing the complexity usually associated with financial management. Staff who previously felt unconfident in processing financial transactions gradually gained competence and independence in applying accounting procedures. The training also fostered collaborative learning, where participants supported each other in solving case simulations, enhancing not only technical knowledge but also teamwork and problem-solving skills. Furthermore, the foundation’s management expressed that the program positively contributed to institutional performance by ensuring more reliable and transparent financial reporting.

This community service program is designed to enhance the competence of English teachers at SMP N 33 Purworejo in utilizing Artificial Intelligence (AI)-based learning media, particularly deep learning technology. In the digital era, many teachers still face limitations in integrating intelligent technology into classroom activities, which affects the effectiveness of learning. The program was carried out in four stages: the provision of basic materials on AI and deep learning, technical training on the use of AI applications, practical development of learning media, and mentoring combined with evaluation. The results of this activity show an increase in teachers’ understanding and skills in operating AI tools, with each participant producing at least one AI-based learning media product. Through workshops, teachers learned to use applications such as chatbots, speech-to-text, text-to-speech, and AI-assisted language tools to enrich students’ learning experiences. In addition, teachers were guided to design contextual media tailored to curriculum goals and student needs. Mentoring ensured that the products created were tested, improved, and ready to be applied in the classroom. The novelty of this activity lies in its focus on practical implementation of deep learning in junior high school English teaching, positioning teachers not only as users but also as creators of innovative media. Beyond technical competence, this program fosters collaboration among teachers to sustain innovation. In the long term, the outcomes are expected to improve students’ engagement, motivation, and communication skills, and contribute to the establishment of a digital learning ecosystem that supports interactive, effective, and future-oriented education.

This study explores the role of principal leadership style in shaping the quality of 21st-century teaching skills among elementary school teachers in Indonesia, with particular attention to leadership practices, challenges encountered, and strategies for improvement. Using a descriptive qualitative approach, the research was conducted at SD Negeri 90 Sampulungan, Takalar, South Sulawesi, involving the principal and teachers as participants. Data were gathered through in-depth interviews, direct observations, and documentation to provide a comprehensive understanding of the phenomenon. The findings indicate that the principal primarily employed transformational and democratic leadership styles. These approaches motivated teachers by inspiring them with clear visions, serving as role models, and encouraging active participation in decision-making processes. Such leadership practices contributed significantly to teacher engagement and the overall school climate. Teachers, in turn, demonstrated competencies aligned with 21st-century learning demands, particularly through the application of the 4Cs: critical thinking, creativity, communication, and collaboration. They also showed efforts in integrating information and communication technology (ICT) into their teaching practices and implementing interactive classroom management strategies. However, several challenges were identified, including limited availability of facilities, resistance among some teachers toward adopting innovative methods, and the heavy administrative workload that often distracted from instructional focus. To address these issues, the principal implemented various strategies such as organizing continuous professional development training, providing close supervision and mentoring, and offering motivational support to sustain teacher commitment. Overall, the study emphasizes the crucial role of transformational leadership in strengthening teachers’ 21st-century skills and offers practical implications for educational policy development, while also recommending future studies across broader school contexts in Indonesia.

The development of digital technology and the impact of the pandemic have shifted the learning paradigm in elementary schools from traditional face-to-face models to technology-based online systems. However, the limited mastery of teachers in utilizing digital learning media, particularly Google Classroom, has become a major obstacle in implementing effective online learning. This community service activity aims to improve the competence of teachers at SD Negeri Gollu Sapi in managing technology-based learning through the use of Google Classroom. The implementation method consists of four stages: preparation, workshop implementation, practice mentoring, and evaluation. The workshop was designed interactively by combining material presentation, demonstration, discussion, and hands-on practice, covering the creation of virtual classes, uploading teaching materials, assigning tasks, and conducting online assessments. The results of the activity showed a significant improvement in teachers’ skills, both in independently managing online classes and in applying the main functions of Google Classroom. Teachers were able to create digital teaching materials, set assignment schedules, provide feedback, and prepare technology-based assessments. In addition, this activity also produced an online article publication and video documentation as additional outputs. The teachers’ enthusiasm during the implementation indicates that this activity is useful and relevant to the needs of 21st-century learning. With this training, teachers are expected to become more adaptive to the digital transformation in education, thereby supporting the achievement of a more interactive, effective, and sustainable learning process in the digital era.