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The Independent Curriculum is the latest education policy designed to provide students with learning freedom with a focus on developing competencies that are more flexible and student-centered. This study explains the implementation of the Independent Curriculum at SMP Negeri Satu Atap 1 Dolat Rayat, a rural school with various resource limitations. The research method used is qualitative research with data collection techniques through in-depth interviews with teachers, field observations, and school documentation. The results of the study based on the results of in-depth interviews with teachers, found the main challenges such as the low basic literacy skills of students, the limited facilities of learning support infrastructure, the low active participation of students, and the diversity of student backgrounds that affect the implementation of learning. In addition, limited support from parents and education policies are also obstacles. To optimize implementation, teachers implement strategies to strengthen literacy, continuous training, use contextual media, and build cross-stakeholder collaboration. This study confirms that the success of the Independent Curriculum in rural schools requires an adaptive contextual approach and synergy of all related parties.

Technological advances provide educators with the freedom to create quality learning that meets the needs and learning environment of students. A crucial aspect for teachers to consider in realizing effective learning is the use of interactive learning media tailored to the characteristics and needs of students. The use of digital technology to develop interactive learning media is a necessity in today's learning process. Training and mentoring for teachers in Malaka to develop interactive and innovative digital media is based on the need to improve their competency and skills in utilizing technology to develop learning media. This activity aims to improve teachers' competency and skills in utilizing technology to design engaging and interactive digital-based learning using Book Creator and QuizWhizzer. Monotonous learning activities, often based on lectures and group discussions, with the use of conventional learning media, tend to make students passive and easily bored, resulting in a lack of student interest in learning and a decline in the quality and outcomes of learning. Furthermore, technological developments demand increased competency, including in preparing engaging learning media. Therefore, through this training activity, teachers are provided with guidance and training in developing interactive learning media so that the resulting products can be directly used in the learning process. The developed media is designed to be interactive and engaging, thereby increasing student motivation. Furthermore, this activity also encourages teachers to be more creative and innovative in creating learning media that can attract student interest. The training activities ran smoothly and effectively, as evidenced by the high enthusiasm of teachers and the increase in knowledge and skills related to the training material. The mentoring results also showed an improvement in the quality of learning through active student interaction in learning with the help of digital learning media, which resulted in improved interest and learning outcomes.

This study aims to analyze the perceptions of teachers at Pondok Pesantren Assalafiyah Nurul Hidayah Pangkalpinang regarding Islamic banking. Despite the religious background of the teachers, the findings reveal that the majority still use conventional banks due to limited knowledge about Islamic banking principles, lack of socialization, and practical reasons such as convenience and proximity. The research uses a qualitative descriptive method involving 21 teachers through in-depth interviews, observations, and documentation. The results indicate that while the teachers have a generally positive view of Islamic banking, their understanding remains partial, particularly regarding profit-sharing mechanisms, riba prohibition, and Islamic financial products. Moreover, their interest in saving at Islamic banks is potential but requires further education and socialization to encourage real participation. This research highlights the need for more proactive promotion and financial literacy programs from Islamic banking institutions to increase public awareness, especially among religious educators, regarding the use of sharia-compliant financial services.

This study analyzes the potential of the traditional performing art Cupak Gurantang in supporting cultural tourism in West Nusa Tenggara (NTB), Indonesia. Cupak Gurantang is a distinctive folk theater from Lombok that conveys moral and social values through the conflict between Cupak, a cunning character, and Gerantang, an honest one. Through this narrative, the performance functions not only as entertainment but also as a medium for moral education within the community. The study employs a descriptive qualitative approach using interviews, observations, documentation, and literature review as data collection methods. Analysis is conducted through a SWOT method and a participatory approach to explore the cultural functions, preservation challenges, and development strategies. The findings indicate that Cupak Gurantang plays a significant role in preserving local cultural identity and strengthening moral values among society. However, several challenges persist, including limited regeneration of young performers, financial constraints, and the marginalization of traditional arts within a tourism sector that tends to prioritize natural attractions. The study recommends community empowerment, youth training, innovative performance presentations, and the use of digital promotion and integration into cultural tourism packages. With these strategies, Cupak Gurantang holds substantial potential to become a sustainable cultural tourism attraction in West Nusa Tenggara.

The digital transformation era requires university students to develop digital literacy competencies that not only support academic activities but also serve as essential capital for entering the workforce and pursuing entrepreneurship. One relevant professional platform to enhance career readiness is LinkedIn, which serves as a medium for both personal branding and professional networking. This community service aimed to improve students’ digital literacy and career readiness through mentoring sessions on LinkedIn account optimization. The program involved the students from the English Education (TBI) and Physics Education (TFS) study programs at the Faculty of Tarbiyah and Teacher Training, UIN Palangka Raya, comprising prospective teachers and professionals across various disciplines. The implementation was carried out through tutorials and direct mentoring in two sessions, covering account creation, developing professional headlines and summaries, adding skills and experiences, and uploading simple portfolios. The results indicated that all participants successfully created or improved their LinkedIn profiles, actively engaged in the activities, and demonstrated a greater awareness of the importance of a professional digital identity, which can be seen from the students’ participation, the quality of the profiles produced, and their commitment to continuously developing their LinkedIn accounts. The program highlights LinkedIn’s strategic role in strengthening digital literacy and career readiness among university students in the global era.

The Decision Support Sistem (DSS) for selecting exemplary teachers at SMP Negeri 2 Loli aims to assist the school in determining teachers who deserve to be recognized as exemplary teachers. The evaluation of exemplary teachers involves various criteria such as teaching performance, discipline, creativity, and communication skills with students. However, the selection process conducted manually tends to be subjective and time-consuming. Therefore, a sistem is needed to simplify and accelerate the selection process while producing objective and transparent results. This sistem is developed using the Simple Additive Weighting (SAW) method, which is one of the techniques in multi-criteria decision-making. The SAW method works by assigning weights to each predetermined criterion and calculating the weighted scores for each alternative (teacher). These weighted scores are then summed to determine the ranking order of teachers who meet the criteria as exemplary teacher candidates. The results of this study indicate that the implementation of the SAW method can produce a more structured, objective, and efficient exemplary teacher selection process. The sistem facilitates the school in conducting evaluations and decision-making, while also reducing the potential for errors that may occur during manual selection. Thus, this decision support sistem is expected to make a significant contribution to improving the quality and accuracy of exemplary teacher assessments at SMP Negeri 2 Loli.

The researcher used a qualitative descriptive research type at Robbaniyyin Middle School. The data sources were all 24 students in grade IX of Robbaniyyin Plus Middle School, Islamic Religious Education teachers and the Principal. Data collection instruments were observation, interviews and documentation studies. The results of this study indicate that there is student learning activity in the Islamic Religious Education learning process in grade IX of Robbaniyyin Middle School, namely students are active in writing, reading, speaking, listening, moving, discussing and asking and answering questions. Meanwhile, the factors that influence students in increasing their learning activity are from within the students, namely: healthy physique, having strong attention, perception and memory. From outside the students, namely: a place far from the sound of vehicles, facilities namely personal stationery, a clean room and a clean classroom whiteboard, then the teacher's varied learning methods such as the lecture method with the material of faith in Allah SWT, the practice method with the material of reading and writing the Quran and the method of presentation with the material of congregational prayer.

This community service activity aims to increase educational technology literacy among Vocational High School (SMK) teachers by introducing the basic concept of Deep Learning and its application in the world of education. This training was motivated by the urgent need to equip educators with basic understanding and skills regarding artificial intelligence (AI), especially Deep Learning, to be able to keep up with rapid technological developments and relevant to vocational education. Through practice-based training using simple tools such as Teachable Machine, teachers are given hands-on experience in creating simple machine learning models that are applicable in the school environment. The results of the pre-test and post-test showed a significant increase in understanding in the participants. The group discussions also produced various ideas for the application of AI such as a face-based attendance system, student voice recognition, and recommendations for learning materials according to students' interests. Despite challenges such as limited infrastructure and teacher learning time, this activity proves that a practical and contextual training approach can increase teachers' motivation to integrate technology into learning. Similar training is highly recommended to be replicated in other schools to support equitable access to modern educational technology.

This community service activity was carried out to support and strengthen the role of Sunday school teachers in fostering the social and emotional development of preschool children. Early social experiences generally begin in the family, but schools and religious education institutions also play a significant role in shaping children’s abilities to interact, share, and communicate effectively. The program was implemented at PAUD Arastamar Kids Pekanbaru through participatory activities that involved teachers and children. The approach emphasized interactive methods such as giving praise, teaching simple religious values, playing games, and organizing creative learning activities. Examples included origami-making, group singing, storytelling, and encouraging children to share crayons or toys with their peers. These activities not only created a fun and engaging learning atmosphere but also helped children develop empathy, cooperation, and independence. Teachers were guided to consistently integrate these activities into their routines to maximize the positive outcomes. The results of this service showed that Sunday school teachers could effectively encourage positive social-emotional growth by combining religious teachings with play-based and interactive learning. In conclusion, the program provided valuable contributions to strengthening the capacity of teachers while creating a supportive environment for children to interact positively and independently with others.

Teachers’ religious understanding plays a vital role in shaping early childhood religious attitudes through systematic, consistent, and contextual guidance. This study aims to analyze the implementation of teachers’ religious understanding in fostering children’s religious attitudes at Yayasan Taman Pendidikan TPQ/RA Wahyu Medan. The research applied a qualitative method with a descriptive approach, using in-depth interviews, observations, and documentation to explore teachers’ experiences in religious nurturing practices. The findings revealed that teachers have successfully integrated religious values into learning activities, such as collective prayers, memorization of short Qur’anic surahs, greeting habits, and prayer exercises. However, challenges remain, including limited use of interactive learning media and low parental involvement in supporting religious habituation at home. These findings imply that teachers’ religious understanding should be enhanced through continuous training and strengthened collaboration with parents to optimize the fostering of children’s religious attitudes. This study contributes to the development of early childhood education, particularly in strengthening character education based on religious values.

The Professional Work Experience (PKP) program at RA Mawaddah Warahmah Medan was conducted to enhance students’ understanding of teachers’ strategies in fostering young children’s learning motivation. The objectives were to identify baseline learning motivation, design teacher strategies based on children’s needs, and evaluate their impact on classroom engagement. The methods applied included classroom observation, interviews with mentor teachers, documentation, and participatory assistance through a classroom action approach. The strategies implemented consisted of affirmative communication, the use of concrete media, play-based learning, positive reinforcement, and effective transition management. Findings revealed a significant increase in children’s attention, active participation, and positive expression. Average motivation scores improved by 38% from pre- to post-intervention. Children became more focused, enthusiastic, and actively involved in core learning activities. Teachers also benefited from more conducive classroom environments and new creative teaching ideas. These results emphasize the crucial role of teachers as key drivers of learning motivation and demonstrate that simple yet targeted strategies can generate meaningful impacts. The PKP program is expected to contribute to the advancement of educational knowledge, particularly in implementing innovative, contextual, and child-centered learning approaches in early childhood education.

This study aims to determine and analyze the influence of competence and work dicipline on teacher performance at SMKN 1 Woha. This study is a quantitative study and the type of reseach is assosiative with the population in this study being all teachers at SMKN 1 Woha. The sampling technique is purposive sampling totaling 38 PNS teachers, while the data collection technique uses observation, interviews, literature studies and questionnaires measured using a 5-point likert scale and then distributed to 38 teacher respondents who have PNS status at SMKN 1 Woha. The data analysis method used in this study is multiple linear regression analysis then analyzed using SPSS version 24 for windows. The results of this study state that: 1) There is a significant influence between competence on teacher performance at SMKN 1 Woha. 2) There is a significant influence between work discipline on teacher performance at SMKN 1 Woha. 3) There is a significant influence between competence and work discipline on teacher performance at SMKN 1 Woha.

Anak dengan Down Syndrome (DS) menghadapi berbagai hambatan perkembangan, baik secara fisik, kognitif, sosial, maupun emosional, sehingga memerlukan layanan khusus. Salah satu masalah utama yang dialami adalah rendahnya keseimbangan akibat hipotonia, kelemahan otot, gangguan postural, serta keterbatasan sistem sensorimotor, yang berimplikasi pada risiko jatuh dan keterlambatan motorik. Selain itu, anak DS juga cenderung mengalami hambatan dalam sosialisasi yang berdampak pada rendahnya rasa percaya diri. Penelitian dan kegiatan pengabdian masyarakat di SLB D1 Surakarta ini dirancang untuk meningkatkan keseimbangan dan rasa percaya diri melalui intervensi menari di atas landasan dengan berbagai tekstur permukaan serta pemberian buku cerita interaktif. Metode yang digunakan meliputi baseline assessment, sosialisasi, latihan motorik, serta evaluasi melalui pre-test dan post-test terhadap pengetahuan guru pendamping dan orang tua. Hasil kegiatan menunjukkan adanya peningkatan signifikan pada pemahaman orang tua dan guru mengenai pentingnya keseimbangan dan rasa percaya diri, dengan capaian pengetahuan baik meningkat dari 57,9% menjadi 89,5%. Selain itu, anak menunjukkan keterlibatan aktif dalam latihan yang menyenangkan, yang diyakini dapat memperbaiki kontrol postural sekaligus memupuk rasa percaya diri melalui pengalaman positif. Dengan demikian, kegiatan menari dan membaca buku cerita bergambar dapat menjadi strategi komplementer yang efektif untuk mendukung tumbuh kembang anak DS secara holistik.

Anak difabel memiliki kebutuhan khusus akibat adanya gangguan dalam pertumbuhan dan perkembangan, baik secara fisik, sensorik, intelektual, maupun emosional. Salah satu gangguan yang umum adalah gangguan motorik, yang berdampak pada keterbatasan dalam melakukan aktivitas fisik sehari-hari. Penanganan melalui latihan motorik yang sesuai sangat penting untuk meningkatkan kekuatan otot, koordinasi, fleksibilitas, serta efikasi diri anak. Kegiatan pengabdian masyarakat ini dilaksanakan di YPAC Surakarta dengan tujuan meningkatkan pengetahuan guru olahraga dan orang tua mengenai pentingnya latihan motorik yang disesuaikan dengan klasifikasi gangguan anak. Metode kegiatan meliputi observasi, penyuluhan, pelatihan langsung, dan evaluasi menggunakan pre-test, post-test, serta monitoring keberlanjutan latihan di rumah. Hasil kegiatan menunjukkan bahwa pendekatan latihan yang individual dan terstruktur dapat meningkatkan pemahaman pendamping (guru dan orang tua), sekaligus membantu anak difabel mengembangkan potensi fisik dan psikologisnya. Kolaborasi antara pendidik, orang tua, serta tenaga profesional menjadi kunci dalam membentuk anak difabel yang berdaya saing dan berjiwa juara

The leadership of the school principal and the performance of teachers greatly influence the religious character of education for students. This research aims to describe (1) to determine and analyze the influence of school principal leadership on education with a religious character (2) to determine and analyze the influence of teacher performance on education with a religious character (3) to determine and analyze the influence of principal leadership and teacher performance on education religious character. This research uses quantitative methodology. The population used in this research were students at PAB 10 Medan Estate Middle School. The sample in this research was 50 respondents. Data collection was carried out using a questionnaire. There are 3 research variables, namely: school principal leadership (X1), teacher performance (X2), and religious character (Y). Data analysis used in this research is multiple linear regression, F test, T test, coefficient of determination test (R2), heteroscedasticity test, multicollinearity test. The results of the research conducted show that the principal's leadership and teacher performance together have a significant effect on religious character.  This can be seen from the results This can be seen from the results of the F test, namely that the Fcount value is 19.936. The conclusion is that Fcount > Ftable (19.936 > 3.20) meaning that the leadership of the principal X1 and the performance of teacher X2 simultaneously influence religious character (Y).

This study highlights the crucial role of learning interest as a key determinant of success in the educational process. The research was conducted through interviews with teachers and direct observations in the learning environment, aiming to explore how various factors influence students’ interest, particularly in religious education. The findings indicate that teachers play an essential role by adopting creative approaches in their teaching methods. For instance, the integration of digital tools, such as instructional videos, was found to be highly effective in capturing students’ attention and enhancing their engagement during lessons. Furthermore, parental support emerged as a significant factor, as parents act as the first educators at home by instilling fundamental religious values and attitudes that shape students’ motivation. The results also suggest that a positive classroom atmosphere, where students feel appreciated and supported by their teachers, contributes to higher levels of interest and participation in religious studies. In addition, the study emphasizes the importance of differentiated instruction, where tasks are adjusted to match students’ abilities and learning needs. By connecting lesson materials with real-life experiences, teachers can further foster students’ intrinsic motivation, making learning more meaningful and relevant. Overall, the research demonstrates that cultivating interest in learning requires collaboration between teachers, parents, and supportive learning environments.

This study is grounded in the importance of equipping prospective teachers with professional competencies required in the digital era. The Kampus Mengajar program provides students with practical teaching experiences through direct involvement in schools, while mastery of TPACK is essential for designing instruction that aligns with contemporary educational demands. The purpose of this research is to examine the influence of participation in the Kampus Mengajar program and TPACK mastery on the teaching readiness of students in the Faculty of Pedagogy and Psychology at Universitas PGRI Wiranegara. The study adopts the TPACK framework, which integrates content, pedagogy, and technology. Using a quantitative associative design, the research involved 86 respondents from cohorts 5 to 8 of Kampus Mengajar participants. Data were analyzed through multiple linear regression. The findings indicate that participation in the Kampus Mengajar program has a positive and significant effect on teaching readiness (t = 3.132 > t-table 1.989; sig. = 0.002). Likewise, TPACK mastery significantly influences teaching readiness (t = 8.520; sig. = 0.000). Simultaneously, both variables show a significant effect on teaching readiness (F = 103.752 > F-table 3.105; sig. = 0.000). The study concludes that engagement in Kampus Mengajar and TPACK competence, both individually and jointly, contribute to preparing students for the teaching profession. These results highlight the need for higher education institutions to strengthen practical programs and foster the integration of pedagogy and technology in teacher education.

Islamic Religious Education (PAI) plays a crucial role in fostering good morals in students, enabling them to develop Islamic character and face the challenges of the times with strong spiritual values. However, the implementation of PAI teaching in the field often still prioritizes traditional lecture methods, which lead to less student participation, boredom, and less than satisfactory learning outcomes. This small study aims to explore the PAI learning models and strategies implemented by teachers at the Al-Hidayah Foundation, the challenges they face, and their impact on students. This study used a qualitative approach with a case study method through in-depth interviews with PAI teachers. The results revealed that teachers have begun to integrate lecture methods with more innovative learning strategies such as contextual, cooperative, and technology-based, although their implementation has not always been consistent. The main challenges faced include limited infrastructure, a lack of professional training for teachers, and low learning motivation among some students. The visible impact is increased student engagement in the learning process when innovative strategies are implemented, although their effectiveness still needs to be strengthened with support from the institution and parents. Therefore, the Islamic Religious Education teachers at the Al-Hidayah Foundation not only function as teachers, but also as motivators and facilitators in the learning process to ensure that the goals of Islamic education can be achieved properly.

The aim of this research is to determine the influence of Christian Religious Education Teachers' Personality Competencies and Character on the Behavior of Class VII students at SMP Negeri 3 Lintongnihuta for the 2023/2024 academic year. The research method used is a quantitative method with a descriptive and inferential approach. The population is all class VII students of SMP N 3 Lintongnihuta, North Tapanuli Regency for the 2023/2024 academic year, 164 of whom are Protestant Christians and a sample of 41 people was determined using random sampling techniques. Data was collected using a positive closed questionnaire with 30 items, namely 15 items for variable 2023/2024, proven through the following data analysis: 1) Test the analysis requirements: a) positive relationship test obtained rxy = 0.518 > rtable(a=0.05,n=41) = 0.316. b) Testing a significant relationship obtained tcount= 3.782 > ttable(a=0.05, dk=n-2=39)= 2.021. 2) Test the effect: a) Test the regression equation, obtained the regression equation Y ̂="21.17"+0.58X. b) Regression coefficient of determination test (r2) = 26.8%. 3) Test the hypothesis using the F test to obtain Fcount > Ftable=(a=0.05, dk numerator k=15, dk denominator=n-2=41-2=39) namely 14.26 > 1.92. Thus Ha is accepted and H0 is rejected.

The purpose of this study was to determine whether or not there is an effect of teacher pedagogical competence on the learning achievement of class XI students at SMK Negeri 1 Siatas Barita. The method used in this research is the quantitative research method with an infeireinsiial statistical approach. The population is the total number of students in class XI of SMK Negeri 1 Siatas Barita which amounts to 426 people and a sample of 65 is determined using random sampling technique. Data were collected with a closed questionnaire of 31 items. From the validity test obtained rxy for variable X questionnaire, namely item number 1 to item number 31, it is known that 29 items are valid because rcount (between 0.323 to 0.624) > rtable = 0.312 and 2 items are invalid because rcount (0.177 to 0.269) < rtable = 0.312 (item numbers 4 and 13). The results of data analysis show that there is a positive and significant influence of teachers' pedagogical competence on the learning achievement of class XI students at SMK Negeri 1 Siatas Barita as evidenced by the following data analysis: 1) Analysis requirements test: a) positive relationship test obtained rxy value = 0.536 > rtable (α=0.05, n=65) = 0.244 thus it is known that there is a positive relationship between variable X and variable Y. b) significant relationship test obtained Thitung value = 5.045 > table (α=0.05, dk=n-2=63) = 2.000 thus there is a significant relationship between variable X and variable Y. 2) Effect test: a) Regression equation test, obtained regression equation Y ̂ = “66.265”+0.184X. b) Regression determination coefficient test (r2) = 28.8%. 3) Hypothesis testing using the F test obtained Fhitung> Ftabel, namely 25.457> 4.00. So it can be concluded that the teacher's pedagogical competence has a positive and significant effect on the learning achievement of class XI students at SMK Negeri 1 Siatas Barita.