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Mathematics anxiety is a psychological barrier that negatively affects students’ performance and self-confidence. A valid and reliable measurement tool is required to identify this condition accurately. This study aims to examine the construct validity of the Mathematics Anxiety Rating Scale 30 (MARS-30) using a Monte Carlo simulation approach. The research employed first-order confirmatory factor analysis (CFA) through R software with a simulated sample of 300 respondents. The findings revealed that the overall measurement model achieved excellent fit indices, as indicated by Normed χ², RMSEA, SRMR, and CFI, all within the optimal range. Nevertheless, only 8 out of 30 items (26.7%) met the validity criteria, while the remaining 22 items were found invalid. This result suggests that although the global model fit was adequate, most items of MARS-30 did not consistently represent the construct of mathematics anxiety. The implication of this study highlights the necessity of revising the instrument by refining item wording, adjusting indicators, and conducting further testing to ensure stronger construct validity. A more valid instrument will enable educators and researchers to design targeted pedagogical interventions for reducing mathematics anxiety and supporting students’ learning outcomes.

This community service activity aims to help teachers and education staff manage burnout while improving the ability of the 4Cs (Creativity, Critical Thinking, Communication, and Collaboration) in the school work environment. The training was held at SMP Muhammadiyah 2 Banjarbaru with the involvement of 11 participants, using a participatory approach that included interactive lectures, group discussions, reflections, and role play simulations. The main objective of this activity is to build the adaptive capacity and psychological well-being of educators through strengthening 21st century skills. The evaluation was carried out by comparing burnout scores before and after the training. The results showed a significant decrease in the average burnout score from 71.6 to 57.4, or by 14.2 points. This decline reflects an improvement in participants' psychological well-being and adaptive ability in the face of work pressure. In addition, training also has a positive impact on improving creative thinking, collaborative, and positive communication skills in the context of school work. These findings show that participatory-based interventions are effective in building a healthier and more productive work environment for educators. This activity recommends replicating similar training in other educational institutions as a preventive and promotive strategy to overcome burnout and strengthen teachers' professional competence in facing contemporary educational challenges.

The use of technological resources, especially the internet, has a very important role in supporting the effectiveness of the implementation of the flipped classroom model. Through internet access, students can prepare before face-to-face learning by watching learning videos, reading materials, or doing exercises independently. This allows the classroom teaching and learning process to be more interactive, where face-to-face time can be focused on discussion, problem-solving, and application of concepts. Based on survey data collected from students of SMK Dewata Bali Denpasar, it is known that optimal use of the internet helps increase students' understanding and interest in learning science subjects. However, as time went by, it was found that some of the material was still difficult for students to understand and remember. Therefore, educators need to choose the learning platform that is most effective in supporting the implementation of this model. Using the ELECTRE (Elimination and Choice Expressing Reality) method, this study assessed various platforms such as features, price, ease of use, and user survey results. The results show that Google Classroom is the most suitable and efficient platform to support reverse learning because of its ability to integrate various learning media, ease of access, and support for interaction between teachers and students.

This study aims to examine the impact of using the Quizizz application on students’ learning interest in the Information Technology subject at SMK Negeri 3 Salatiga. The research employed a quantitative approach with a quasi-experimental design, involving an experimental class that utilized Quizizz as a learning medium and a control class that used conventional teaching methods. Data on students’ learning interest were collected through questionnaires and analyzed using the Independent Sample T-Test to determine significant differences between the two groups. The findings revealed that students in the experimental class who learned through Quizizz achieved a mean score of 68.96, while those in the control class obtained a mean score of 57.30. The statistical analysis indicated a significant difference between the two groups, suggesting that the use of Quizizz had a positive and measurable effect on enhancing students’ learning interest. The interactive features of Quizizz, such as real-time feedback, gamification elements, and visual engagement, likely contributed to students’ higher motivation and active participation during the learning process. Based on these results, it can be concluded that Quizizz serves as an effective and engaging digital tool to increase students’ enthusiasm for learning Information Technology. It is therefore recommended that educators integrate Quizizz into classroom activities as a complementary interactive learning medium. Future research is encouraged to investigate the application of other digital platforms or compare the effectiveness of different gamified learning tools across various subjects and educational levels.

The disruptive era, characterized by rapid technological advancement, shifting social paradigms, and the globalization of ideas, presents a profound challenge to Christian Education, particularly in the realm of sexual ethics. The pervasive visibility of the LGBT phenomenon often creates a reactive response within Christian communities, leading to a perceived dichotomy between upholding biblical authority and extending Christ-like compassion. This article argues that this disruption should not be viewed merely as a threat but recognized as a Kairos moment a critical and opportune time for theological and pedagogical renewal. Employing a methodology of theological reflection and conceptual analysis, this study explores how Christian educators can move beyond polarized debates to reconceive their role. It proposes a framework for fostering a sexual ethic that is simultaneously biblically grounded and pastorally compassionate. This involves a deliberate rethinking of pedagogical approaches that engage students in critical dialogue with both Scripture and contemporary culture. The article contends that an authentic biblical ethic is not merely about prohibition but about forming disciples who understand God's design for human flourishing, relationships, and sexuality. By seizing this Kairos moment, Christian Education can empower students to navigate a complex world with convictional clarity and empathetic grace, thereby transforming a challenge into a catalyst for a more holistic, effective, and faithful ministry.

The goal of Islamic education focuses not only on improving cognitive abilities, but also on the formation of a complete human being (insan kamil) who integrates knowledge, attitudes, spirituality, and life skills based on Islamic values. This article aims to examine the relevance of Bloom's Taxonomy in the context of Islamic education, particularly its application to Islamic values ​​in educational institutions. This research uses a literature study method with a descriptive qualitative approach through analysis of classical and contemporary literature. The results show that the three main domains in Bloom's Taxonomy—cognitive, affective, and psychomotor—are aligned with the goals of Islamic education. The cognitive domain, as implied in Q.S. Al-'Alaq: 1–5, emphasizes the importance of reading, understanding, and critical thinking as forms of intellectual development. The affective domain is related to the formation of noble character, sincerity, and self-control (Q.S. Al-Syu'ara: 88–89), which serve as the moral foundation of students. Meanwhile, the psychomotor domain emphasizes the application of Islamic values ​​in real behavior through worship, discipline, and social responsibility. The integration of these three domains reflects a holistic approach to Islamic education that balances intellectual, spiritual, and moral aspects. Thus, Bloom's Taxonomy can be used as an integrative learning model that enriches the Islamic education process and strengthens its role in character and civilization formation. Consequently, Islamic educators need to develop learning strategies that not only measure cognitive abilities but also foster students' religious attitudes and skills, leading to individuals of faith, knowledge, and noble character.

This community service project addresses the issue of teaching Information and Communication Technology (ICT) in Semarang Regency, which is still dominated by linear methods and lacks visualization, hindering students' comprehension of complex ICT concepts. The goal is to enhance educators' ability to design visual-based teaching modules supported by Dual Coding Theory and Constructivism. The solution provided was an intensive workshop and collaborative mentoring on both manual and digital mind mapping techniques. The results showed a significant increase in educators' cognitive competency, indicated by the average score rising from 55.4% on the pre-test to 88.2% on the post-test. Participants successfully designed digital mind map-based ICT modules with an average product quality score of 88.9%. This success proves the effectiveness of mind mapping as a pedagogical tool for transforming ICT learning into a more active, visual, and structured experience.

Clean water is a fundamental necessity; however, many regions still struggle to access it due to contamination by suspended particles, organic matter, and harmful microorganisms. This activity aims to strengthen the practical competence of Biology Education students at Universitas Negeri Medan through training in making simple water filters. The training was conducted through demonstrations and simulations using turbid water from the Tembung River as a sample. The filter was constructed from readily available materials such as used plastic bottles, cotton, tissue, sand, small gravel, and palm fiber arranged in layers. The results showed that the filter effectively reduced water turbidity and enhanced students’ skills in clean water treatment technology. The training also encouraged students to develop 21st-century skills such as critical thinking, problem-solving, and collaboration, while preparing them as future educators capable of raising community awareness about the importance of maintaining water quality. Therefore, this training has the potential to be developed as an applicative environmental education model that contributes positively to clean water provision.

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 analyzes the inclusive education policy in Surabaya and its impact on the performance of elementary school educators. Using a descriptive qualitative approach, data were collected through observation, interviews, and questionnaires, then analyzed using source triangulation. The findings reveal that educators show strong commitment and apply various learning strategies to accommodate students with special needs. However, significant challenges persist, including limited facilities, a shortage of qualified personnel, and insufficient specialized training. In addition, factors such as high workload and social stigma hinder the effective implementation of inclusive education. Despite these obstacles, the policy demonstrates promising potential through systemic support, collaboration with parents, and the contribution of special assistant teachers. To achieve greater effectiveness, improvements in school infrastructure, continuous professional development, and more inclusive educational environments are essential. Strengthening stakeholder cooperation between schools, local governments, and communities will further enhance the sustainability and success of inclusive education in Surabaya.

In the digital era, YouTube has become a powerful platform for sharing knowledge, shaping perspectives, and encouraging critical engagement. This study explores how multimodal elements—verbal, visual, and audio—construct meaning in the educational video “Kalau Kamu Mau Punya Critical Thinking, Jangan Skip Obrolan Ini!” from the Suara Berkelas channel. Using a qualitative case study approach, the research interprets how these modes work together to support critical thinking. Data were collected through video observation, transcription, and documentation of multimodal features, then analyzed thematically using Kress and van Leeuwen’s multimodal framework and Facione’s critical thinking model. The findings show that the verbal mode structures logical arguments and rhetorical appeals, the visual mode emphasizes meaning through gestures, expressions, and text overlays, while the audio mode builds emotional engagement through tone, pauses, and background music. Together, these modes create a coherent and persuasive discourse that not only informs but also invites viewers to reflect critically. The study contributes theoretically to the understanding of multimodality in digital education and practically provides insights for educators and content creators to design more interactive, reflective, and engaging educational content.

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 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.

The formation of manners from an early age is crucial in building children's character with noble morals. Children at the Al-Quran Educational Park (TPA) often face challenges in understanding and applying adab values ​​in everyday life. This service activity aims to implement the Five Basic ABC Media as an intervention effort to increase understanding and application of etiquette among TPA children. This media is based on five main principles: Accept, Belief, Confidentiality, Empathy and Respect. The method used in this service is an interactive learning method involving 12 TPA children as subjects. Intervention is carried out through various educational activities, such as interactive games, manners simulations, discussions that focus on building positive character. The results of this service activity show that the application of the Five Basic ABC Media can provide practical understanding and ethical behavior to children, which is demonstrated through FGD activities. The conclusion from this service activity is that the Five Basic ABC Media is a fairly effective method in guiding TPA children to understand and apply etiquette in everyday life. It is hoped that this media can be a guide for TPA educators in developing character education based on Islamic values ​​in a comprehensive and enjoyable manner

This study aims to examine the role and strategies of educational management amidst global dynamics and the development of information technology. The method used is a qualitative approach through literature review of various relevant scientific sources, focusing on the development of educational management in the digital era. The results show that 21st-century educational management must be innovative, flexible, and technology-based. Additionally, strengthening 4C competencies (critical thinking, creativity, collaboration, and communication) is a key focus in the development of adaptive and effective learning systems. The role of technology in education is not only as a tool but also as an integral part of modern educational governance, supporting both the learning process and the overall management of education. Key challenges faced include the readiness of human resources, the equal distribution of technological infrastructure, and the digital divide between regions and social groups. Therefore, adaptive and visionary managerial strategies are essential to creating an excellent and sustainable educational system. The implementation of policies supporting the integration of technology into education and the development of competencies for educators is a crucial step to ensure the achievement of inclusive and quality education. This study is expected to serve as a reference in the development of sustainable educational management policies and practices, as well as enhance the quality of education in the digital era.

Bullying is one of the issues that frequently occurs in elementary school environments and has serious impacts on children’s psychological, social, and academic development. Efforts to prevent and address bullying are essential through education involving students, teachers, and the surrounding community. This study aims to describe the role of Community Service Program (Kuliah Kerja Nyata, KKN) students in providing anti-bullying education at UPT SDN 033915 Pasi. The research employed a descriptive qualitative method with a case study approach. Data were obtained through observation, simple interviews, and documentation of the anti-bullying seminar activities conducted by KKN students at the school. The results indicate that KKN students act as educators by explaining the definition, forms, and impacts of bullying; as facilitators by creating interactive discussion spaces with students; and as motivators encouraging students to respect one another and reject bullying behavior. Educational strategies were implemented through lectures, discussions, Q&A sessions, and the use of simple visual media. Students’ responses were very positive, demonstrated by their enthusiasm during activities and increased understanding of the dangers of bullying. The study concludes that KKN students play an important role in preventing bullying in elementary schools, while also serving as a tangible contribution of students as agents of social change.

Tuberculosis (TB) remains a major health problem in Indonesia, particularly in Islamic boarding schools (pesantren) where overcrowding and low awareness increase transmission risks. This community engagement aimed to improve knowledge, early detection, and reduce TB stigma at SMA Dar El Iman Islamic Boarding School, Padang. A participatory approach was conducted from July to September 2025 involving 34 female students. Activities included health education, student cadre formation through the Red Cross Youth (PMR), TB symptom screening, and anti-stigma campaigns. Results showed students’ knowledge improved from 45% to 90%, five student cadres were established as peer educators, and three suspected TB cases were referred to health facilities. Evaluation indicated increased awareness of dormitory hygiene, ventilation, and peer support. This program highlights pesantren as a strategic platform for TB prevention and early detection. In conclusion, school-based TB education and screening effectively enhance students’ capacity and support the national TB elimination target by 2030.

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.

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.

This research aims to identify and develop effective strategies to enhance language skills with self-confidence among students of Electrical Engineering Education at Universitas Negeri Medan. Language proficiency and self-confidence are crucial factors in supporting both academic and professional communication in the field of electrical engineering, especially when students are required to present ideas, convey research findings, and interact in the workplace. The research employed a qualitative method with direct observation, in-depth interviews, and literature study to obtain valid and comprehensive data. The findings indicate that the implementation of interactive learning methods, regular speaking practice, the utilization of technological media, and the reinforcement of a positive mindset significantly improve students’ language abilities while simultaneously fostering their confidence in communication. Furthermore, the presence of a supportive learning environment and the active role of lecturers as facilitators contribute to encouraging students to perform confidently in public. The implications of this study are expected to serve as a reference for educators and educational institutions in improving the quality of language learning, particularly in technical study programs. Thus, graduates are not only equipped with technical expertise but also possess strong communication competencies to face global challenges.