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The Hybrid Magnet Rezeki Seminar, conducted in February 2025 in Bukit Raya District, represents a faith-based community empowerment initiative focused on enhancing individuals’ self-capacity through spiritual and practical development. Anchored in the broader framework of the Magnet Rezeki Outreach Program, this initiative introduced participants to core principles such as Disiplin Kata (Word Discipline), Law of Projection (LOP), and Perisai Rezeki (Wealth Shield). Implemented through an interactive and reflective learning model, the seminar engaged 28 participants with the support of Certified Trainers of Magnet Rezeki (CTMR). Pre- and post-test evaluations revealed significant improvements in participants’ comprehension and mindset regarding spiritual empowerment and ethical financial behavior. The program's outcomes demonstrated its alignment with national objectives in sustainable human resource development, particularly in the integration of Islamic values into practical life skills. This study underscores the potential of hybrid-format, faith-driven seminars to foster lasting personal growth and community resilience. Furthermore, it opens pathways for replicating similar models in other local contexts to advance spiritually grounded economic empowerment.

The VUCA era (volatility, uncertainty, complexity, ambiguity) requires education systems to equip young people with adaptive, creative, and resilient competencies. One strategic response to this challenge is digital entrepreneurship education. This study reviews academic literature from 2015 to 2025 to explore how digital entrepreneurship education contributes to addressing the dynamics of the VUCA era. Using a literature review approach, sources were gathered from the Scopus database and selected based on relevance. The analysis, conducted descriptively and qualitatively, identifies key findings. The results show that digital entrepreneurship education supports the development of student resilience and adaptability, offers practical experiences through digitalized and project-based learning, and fosters entrepreneurial intention. However, challenges remain, including limited integration of entrepreneurial values and digital ethics, unequal access to technology, educator readiness, and weak cross-sector collaboration. This review highlights the need for innovation in teaching approaches grounded in constructivist pedagogy, along with stronger synergy between education, industry, and technology. When guided strategically and inclusively, digital entrepreneurship education holds strong potential to prepare the next generation for an uncertain and fast-changing world.

Christian Religious Education (CRE) not only functions as a means of delivering theological teachings, but also as a strategic medium in developing students' soft skills. This article aims to explore how Christian moral values ​​such as love, honesty, empathy, and justice can be integrated into learning practices to shape students' character and interpersonal skills. Through a qualitative-descriptive approach, this study collected data through observation, interviews, and documentation studies. The results show that PAK, through activities such as group discussions, social services, spiritual reflection, and project-based learning, contributes significantly to developing students' communication, leadership, cooperation, and emotional intelligence skills. The role of teachers as facilitators and moral role models is a key factor in the success of this process. Thus, PAK not only enriches the spiritual aspect, but also prepares students to become resilient and integral individuals in social life. The integration of faith values ​​with life skills is a strong foundation in forming a generation of Christians who are able to answer the challenges of the 21st century.

The Society 5.0 era demands that teachers adapt to technological advancements and the increasingly complex needs of society. Teachers are no longer just educators but also facilitators, mentors, and agents of change who can utilize technology in the learning process without abandoning human values. The teaching profession in this era emphasizes digital technology mastery, data literacy, creativity, and the development of students' character with a humanistic approach. This transformation aligns with the integration of technologies such as Artificial Intelligence (AI), the Internet of Things (IoT), and big data into social life. This study uses a descriptive qualitative approach through literature review to explain the core concepts of the teaching profession, required competencies, challenges faced, and strategies for implementing technology in education. Teachers in the Society 5.0 era must master four main competencies: pedagogical, personal, social, and professional, as outlined in national education policy. Major challenges include unequal access to technology, infrastructure readiness, and issues of digital ethics and security. Therefore, synergy between the government, educational institutions, and society is essential. Strategies such as project-based learning, the use of AI, and empathy-driven approaches are crucial to maintaining a balance between technological advancement and humanistic values in education.

Training in creating animated characters using the Scratch application serves as an introduction to block-based programming fundamentals that are simple, easy to operate, interactive, and engaging. This training offers promising competency outcomes, as students can further develop their skills through animated stories, games, or presentations. Since 2018, the Ministry of Education and Culture has promoted the integration of informatics education into the 2013 curriculum, including computational thinking skills, which are essential for both current and future generations. The partner for this community service training activity is the students of MTs Pembangunan Nurul Islam, located in Sarimulya, Setu, South Tangerang. This initiative is a tangible step toward implementing informatics learning through the introduction of block-based programming fundamentals. The training involved stages of introduction, instruction, and guidance in using the application. Based on observations and discussions with the partner school, several issues were identified in learning Information and Communication Technology (ICT). One of the causes is students’ lack of awareness of the importance of learning programming fundamentals, coupled with the stigma that programming is difficult, uninteresting, and boring. To address both technical and management issues, the proposed solutions in this community service program include: first, facilitating and providing guidance on the use of the Scratch application for MTs students, with the hope that they will understand basic programming without fear or difficulty. Second, offering engaging, interactive, simple, and easy-to-understand lessons on basic programming using Scratch, by providing example projects such as creating animated characters. The training program was implemented smoothly, and all participating students enthusiastically followed each stage of the training. Their motivation was encouraged to become familiar with programming, increasing their interest, understanding, and confidence in basic programming skills. The ultimate goal is to foster students' interest, knowledge, and skills while boosting their self-confidence in ICT learning, particularly in basic programming.

The Merdeka Curriculum is an educational innovation implemented gradually at SMA AL-HIDAYAH Medan to create more active, collaborative learning focused on strengthening students’ character through Project Based Learning. This study aims to examine the implementation process of the Merdeka Curriculum, identify supporting and inhibiting factors in its implementation, and describe the strategies the school employs to overcome these challenges. The curriculum implementation began in grade X by eliminating the specialization system and applying interdisciplinary learning. The results show that teachers act as facilitators, while students actively participate in projects relevant to their daily lives and utilize digital media. Supporting factors include the enthusiasm of teachers and students, the relevance of learning projects, and flexible and interactive learning methods. Challenges faced include limited facilities, teachers’ administrative burdens, lack of training, and uneven curriculum application across grade levels. The school addresses these obstacles through internal training, administrative assistance, technology utilization, and regular evaluation and reflection. These strategies demonstrate the school’s commitment to managing educational change in an adaptive and transformative manner.

The development of the education curriculum in Indonesia reflects a paradigm shift in strengthening scientific literacy, which plays an important role in shaping critical thinking patterns and student analysis to face the challenges of the 21st century. This study aims to examine the development of the concept of scientific literacy in the Indonesian national curriculum policy from the era of the School Level Curriculum (KTSP), the 2013 Curriculum, to the Merdeka Curriculum. The study was conducted through a literature study method on 20 relevant scientific articles published in the period 2013 to 2025. The results of the study show that scientific literacy in the KTSP is still implicit, limited to contextual learning approaches and direct experience. In the 2013 Curriculum, strengthening scientific literacy began to be realized through a scientific approach that encouraged students to develop critical thinking skills, understand scientific concepts, and carry out scientific processes systematically. Further transformation is seen in the Merdeka Curriculum, where scientific literacy is not only focused on cognitive aspects, but is also linked to character values ​​and contextual problem solving through strengthening the Pancasila Student Profile and project-based learning. In general, this study concludes that there is a paradigm shift from knowledge-oriented science literacy to holistic and applied science literacy. This finding emphasizes the importance of continuity between policy curriculum, teacher professional development, and implementation of strategies in the field to optimize students' achievement of science literacy.

Growing up in the digital era, Generation Z has unique characteristics, but faces significant moral issues. The curriculum as an educational tool plays an important role in shaping the character values for this generation. The aim of this research is to analyze and compare the strengths of the 2013 curriculum with the strengths of the independent curriculum in the formation of morality in Generation Z. To achieve this goal, a descriptive qualitative approach to conduct literature research, including studies into political documents, educational theories, and scientific articles, was used. The analysis results show that the 2013 curriculum emphasizes moral values through a scientific approach and character education enhancement (PPK). Meanwhile, the independent curriculum is more flexible and project-based, while the Pancasila student profile promotes contextual learning. Both can shape students' morality, but collaboration among them may be better for education.

This study aims to determine: (1) the application of audio video learning media for disc brake systems can increase students' interest in learning the subject of motorcycle disc brake systems in class XI of SMK Ma'arif Nu 1 Bener Purworejo. (2) increasing students' interest in learning after the application of audio video learning media for motorcycle disc brake systems in class XI of SMK Ma'arif Nu 1 Bener Purworejo. The research method used in this study is the research design using Classroom Action Research (Research with action). The subjects of this study were students of class XI TSM SMK Ma'arif NU 1 Bener in the 2024-2025 academic year consisting of 31 students. The data collection techniques used were Documentation of evidence of learning implementation and Questionnaires (Questions). The technique used to analyze the data in this study was a quantitative technique. Based on the results of the study, it can be seen that during the classroom action research, there was a significant increase in each cycle, previously in the pre-cycle stage, students' interest in learning only reached 60% and increased to 70.97% in cycle I, an average of 75.42 was obtained and entered the category "less" in cycle II, there was an increase with a percentage of 81% with an average of 80 and entered the category "good". This can be interpreted that the application of audio video learning media can increase interest in learning and is said to be successful by seeing the number of students who are more proactive in helping teachers prepare learning, such as helping to install LCD projectors and erasing the board. For the study itself, cycle II was used, because by using cycle II, it has been observed how high the interest in learning of class XI TBSM students is.

This research is motivated by the low enthusiasm, participation, and creativity of students in social studies learning which is considered boring and difficult, resulting in low learning outcomes. One effort to overcome this problem is to apply the Project Based Learning (PjBL) learning model based on the Mirigambar Temple photography project through Blogger media. This study aims to determine the effect of PjBL on learning outcomes, creativity, and both simultaneously. The study used a quantitative approach with a quasi experimental nonequivalent control group design. The sample consisted of 20 control class students and 20 experimental class students selected using the purposive sampling technique. The instruments used were creativity questionnaires and learning outcome tests. Data analysis used the Independent Sample T-Test and MANOVA. The results showed that PjBL learning had a significant effect on learning outcomes, creativity, and learning outcomes and creativity of students together. These findings indicate that the application of PjBL through a Blogger-based photography project can create active, enjoyable learning, and is able to optimally increase student potential, so it is worthy of being an alternative strategy for learning social studies in schools.

This community service activity aims to optimize the understanding and skills of elementary school (SD) teachers in Tarik District in implementing innovative learning based on deep learning. The concept of deep learning in the context of education does not solely refer to the use of technology, but also includes a deep, reflective, and meaningful learning approach. Through this approach, teachers are expected to be able to create a learning environment that encourages students to think critically, creatively, and be able to collaborate effectively. This activity was attended by 34 elementary school teachers from eight schools in the Tarik District area. In addition to providing training related to deep learning concepts and strategies, such as project-based learning and problem-based learning, this activity also introduced the use of OLabs (Online Labs), which is a virtual laboratory platform that can be accessed for free and is specifically designed to support the implementation of online experimental learning. The use of OLabs provides an efficient and flexible alternative, especially for educational units that have limited laboratory facilities. Based on the results of the evaluation, there was a significant increase in teachers' understanding of innovative learning principles, as well as a commitment to implement the approach in an adaptive manner and in accordance with the context of each school. This activity is expected to be the starting point in efforts to strengthen the pedagogic capacity of teachers, in order to support the implementation of the Independent Curriculum and answer the challenges of 21st century education.

This article examines the strategic role of Vocational High Schools (SMK) in preparing a skilled workforce amid global dynamics and rapid technological developments. The focus of the discussion lies in the implementation of the Independent Curriculum which provides flexibility for educational units to develop learning that is contextual, adaptive, and relevant to the needs of the world of work. Through strengthening the project-based learning approach, teaching factory, and collaboration with industry, the Merdeka Curriculum encourages harmony between learning in vocational schools and competencies needed by the business world and the industrial world (DUDI). This article analyzes curriculum documents, learning outcomes, and Graduate Competency Standards (SKL), and identifies a number of challenges in implementation, such as inequality of facilities, limited involvement of DUDI, uneven teacher capacity, and regulatory complexity. By referring to regulations such as Permendikbudristek No. 12 of 2024 and Presidential Instruction No. 9 of 2016, the author proposes systematic steps such as competency mapping, preparation of Learning Objectives Flow (ATP), and evidence-based evaluation. The transformation of vocational education through collaboration between stakeholders is expected to create an educational ecosystem that is responsive to industrial and technological changes. This article concludes that vocational schools must be able to become institutions that not only produce job-ready graduates, but also innovative and creative in creating new job opportunities.

This research was motivated by the importance of implementing the merdeka curriculum, which emphasizes character development through the  Pancasila Student Profile Strengthening Project (P5), particularly within the theme of local wisdom. Preliminary findings indicated that prior to the implementation of P5, students had limited understanding of social issues such as bullying, discrimination, and diversity. Therefore, appropriate teaching strategies are required to shape students’ character and enhance their social awareness The research questions addressed in this study are: (1) What strategies do teachers use to implement P5 material with the theme of local wisdom in Sociology learning for Grade X students at SMAN 1 Kalidawir? (2) What are the impacts of the applied strategies on the learning process? (3) What challenges do teachers face in implementing these strategies?. This study employs a qualitative descriptive research design. The aim is to explore the strategies used by teachers, their impacts on students, and the challenges encountered during the implementation of P5 materials. Data were collected through observation, interviews, and documentation. The findings of the study show that: (1) Teachers implemented project-based, collaborative, and contextual learning strategies that involved the local environment as a learning resource. (2) These strategies had a positive impact on students’ understanding of local cultural values and encouraged attitudes of tolerance and social awareness. (3) Challenges faced by teachers included limited time, varying levels of student motivation, and insufficient supporting facilities. Despite these obstacles, teachers strived to overcome them through collaboration, innovative learning approaches, and student-centered methods.

This study aims to explore the practices and perceptions of tutors in implementing assessment in English for Specific Purposes (ESP) instruction at non-formal language course institutions. A quantitative method was used, involving data collection through questionnaires with both closed and open-ended questions, complemented by an online interview to deepen the understanding of assessment implementation. The results show that diagnostic and formative assessments are the most frequently used types (100%), while performance-based and project-based assessments are used by 50% of the respondents. None of the tutors reported using self-assessment, indicating a limited variety in assessment methods applied. The main purposes of assessment include identifying students’ learning needs, monitoring progress, and evaluating teaching effectiveness. Despite facing challenges such as limited time and low student motivation, tutors managed to apply solutions like group discussions and peer feedback. Assessment was found to positively impact both students’ skill development and tutors’ understanding of -learners’ needs. The study concludes that assessment in ESP plays a strategic role not only as an evaluation tool but also as a diagnostic and formative mechanism that supports continuous learning. Therefore, proper understanding and contextual adaptation are essential in maximizing the role of assessment in ESP instruction.

The low activity of students in biology learning is the main challenge in efforts to improve the quality of science learning in secondary schools. This study aims to analyze the effectiveness of the application of the Project Based Learning learning model in increasing student activity and learning outcomes in respiratory system materials at SMA Negeri 2 Langowan. This research is a Class Action Research that is carried out in two cycles, each of which includes stages of planning, action, observation, and reflection. The subjects of the study were 13 students in grade XI. The instruments used include student activity observation sheets and the final test of the cycle based on description questions. The results showed that in the first cycle, only 38.46% of students achieved learning completeness with an average score of 60. However, after improving the strategy in cycle II through active mentoring, learning motivation, and strengthening group work, completeness increased to 92.30% with an average score of 84.69. These findings indicate that the Project Based Learning learning model is able to build student activeness through contextual, collaborative, and hands-on experience-based learning. The increase in activeness is reflected not only in test results, but also in students' active participation in discussions, group presentations, and project completion. The implications of this study show that Project Based Learning is feasible to be implemented as an innovative learning strategy to improve the quality of student interaction and engagement in biology learning on an ongoing basis.

Generation Z is recognized as a digital-native generation raised in an era of rapid technological and informational development. Despite their broad access to information, they face challenges in civic participation due to issues such as national identity crises and limited critical literacy. Civic Education (PKn) serves as a crucial strategy to foster civic engagement by instilling the values of democracy, social justice, and collective responsibility through active, contextual, and technology-based learning approaches. This article is a literature review that synthesizes research findings from 2020 to 2025 regarding the role of Civic Education in enhancing political, social, and digital participation among Generation Z in Indonesia. The findings indicate that the integration of social media, volunteer activities, and community-based citizenship projects facilitated by Civic Education can strengthen critical awareness and active public involvement. Thus, adaptive and participatory Civic Education proves relevant in reinforcing civic engagement in the digital age.

This study examines the implementation of Pancasila values-based Civic Education (PKn) learning in enhancing tolerance attitudes among fifth-grade students at UPT SD Negeri 064016. Using a descriptive qualitative approach with a case study design, data were collected through participatory observation, in-depth interviews, document analysis, and tolerance attitude questionnaires involving 28 students. Results indicate that contextual strategies—such as classroom deliberation simulations and collaborative projects based on local wisdom—significantly improved students' tolerance attitudes. Conceptual understanding of diversity increased by 34.5%, empathetic attitudes rose by 29.5%, and inclusive practices grew by 23.7% (composite score +29%, Cohen’s d = 1.45). Key supporting factors included the school’s commitment to integrating Pancasila values into the curriculum and innovative media (e.g., multicultural congklak, AR cultural maps). Primary constraints were limited instructional time and student ability heterogeneity. The study concludes that Pancasila values-based learning models, supported by teacher consistency and active student participation, effectively foster inclusive school environments.  

Education is a crucial process in shaping character and developing students' potential holistically, including the religious aspect, which is essential to instill from an early age. This study is motivated by the importance of educational management in systematically implementing religious character formation, particularly at Raudhatul Athfal Pesantren Ilmu Quran (PIQ) Sangatta Utara. The purpose of this research is to identify students' religious character, the implementation of educational management, and the challenges faced in forming religious character at RA PIQ. This study uses a descriptive qualitative approach with data collection techniques including observation, interviews, and documentation. The informants in this study were the principal and teachers at RA PIQ. The data analysis technique used is the Miles and Huberman model, which includes data reduction, data display, and verification. The findings indicate that religious character formation is carried out systematically through collaboration between the school and parents, using learning approaches, routine practices, and extracurricular programs. The implementation of management is based on the theories of Mazmanian and Sebastier as well as Nawawi's concept, integrated with the Merdeka Curriculum and the Pancasila Student Profile Strengthening Project (P5). Despite challenges, active parental involvement and teacher diversity serve as key supporting factors.

This study aims to explore the effectiveness of flashcard media in music learning, especially in helping students understand music theory and increase motivation to play music through a fun and interactive approach. Using the Systematic Literature Review (SLR) method, this study identified, evaluated, and synthesized eight selected scientific articles published between 2015-2025. The selection process was based on PRISMA guidelines and Zawacki-Richter's SLR model, including the formulation of research questions, screening of articles based on inclusion and exclusion criteria, and assessment of study quality. The results showed that the use of flashcards - both in manual and digital form - consistently contributed positively to the improvement of rhythmic ability, understanding of notation concepts, and affective engagement of learners from various levels. Flashcards proved effective in simplifying complex musical material into concrete visual representations, strengthening long-term memory through retrieval practice and spaced repetition techniques. Furthermore, the integration of flashcards in project-based pedagogical approaches (PjBL), character learning, as well as digital technologies such as apps and AR, shows great potential in enriching music learning experiences that are inclusive, collaborative and meaningful. Therefore, this study recommends the continued development of interactive technology-based flashcard media as a future music learning innovation.

The subject of Metal Welding Technology is one of the compulsory subjects in the Fabrication major. However, many students' learning outcomes remain below the assessment criteria. This is suspected to be due to the use of conventional or less varied teaching methods, which result in limited student understanding and practical skills. Therefore, the researcher applied the Project-Based Learning (PjBL) model in this study, which aimed to determine its effect on students' comprehension. The type of research used was a quasi-experimental design with a post-test only control group, involving two classes: an experimental class and a control class. The study involved 16 students in each class. Data were collected through a test. Based on the data obtained, there was a difference between the experimental and control classes. This was proven by the average post-test scores of the experimental class, which was 80.62, compared to the control class, which was 65. These results indicate that the experimental class scored higher than the control class. The final data analysis included tests for normality, homogeneity, and hypothesis testing using a t-test. The results showed a significant (2-tailed) value of 0.001 for the comprehension group, which is less than 0.05. This means that the use of the Project-Based Learning model had a significant effect on students’ understanding and can be classified as effective, as it improved their comprehension.