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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.

This community service project at SD Negeri 16 Kota Bengkulu aims to enhance children's awareness of local culture. The primary objective is to cultivate a love for Bengkulu’s indigenous heritage through integrated cultural education. Utilizing the Asset-Based Community Development (ABCD) approach, the program leverages existing community strengths and cultural assets. Service-learning, field observation, and a descriptive qualitative methodology guide the design and implementation of a variety of cultural activities. Key activities include training in traditional dance and Dol music, the introduction of local games, exposure to Bengkulu folk songs, as well as the introduction of Batik Besurek and traditional foods. As part of the Pancasila Student Profile Strengthening Project (P5), the program also features the creation of Tabot miniatures and coloring wayang figures. Additionally, the program introduces the Kaganga script and raises awareness about cultural preservation. This comprehensive initiative is expected to significantly enhance students' appreciation and understanding of Bengkulu’s rich cultural heritage, contributing to the sustainable preservation of local traditions.  

The problem experienced by teachers is that teachers have limitations in conducting assessments during learning due to the lack of teacher insight in accessing creative and interactive assessment support applications by utilizing technology. The main problem in learning based on LCD projector technology in schools is the incompatibility between innovative learning methods and assessments that are still commonplace. The purpose of this study was to analyze the implementation of interactive assessments based on quizizz. The type of research is descriptive qualitative, the research subjects are homeroom teachers and students. Data collection methods through observation, interviews, documentation of learning outcomes, recordings of the learning process, journals and books. The results of the study showed that there was an assessment of the development of elementary school children's learning. The results of the study showed a significant positive influence from the use of quizizz on increasing learning motivation and achieving minimum student competencies. The impact after the evaluation activity of using the quizizz paper mode application was carried out increased student learning motivation and student participation during the activity.  

This conceptual study examines the implementation of the Project-Based Learning (PBL) model, supported by digital media tools such as Simplebooklet and Canva, in Social Studies learning for sixth-grade students at SDN 1 Bangoan. The study arises from the need for contextual, engaging, and student-centred learning as a response to the typically theoretical and less interactive nature of Social Studies instruction. Through the integration of digital media, students can engage in meaningful projects that foster critical thinking, collaboration, creativity, and digital literacy. The learning process includes stages such as problem formulation, project planning, product development, and reflection. This study presents a conceptual overview showing that implementing the PjBL model with the support of Simplebooklet and Canva can enhance student engagement and strengthen understanding of the subject matter.

This study aims to identify the training needs of Early Childhood Education (ECE) teachers in integrating digital-based learning approaches. Despite the availability of digital tools in PAUD Yobel Bersinar Medan, such as projectors and speakers, their effective use in classroom activities remains minimal. A qualitative descriptive method was employed to collect data through interviews, observations, and document analysis. The findings reveal that most teachers face challenges in utilizing digital media, designing technology-integrated lesson plans, and engaging children through interactive platforms. However, the teachers expressed strong motivation and readiness to participate in contextual and practical training. The study highlights the importance of need-based training programs tailored to the actual teaching context. These findings imply the necessity for institutions to develop structured and sustainable professional development programs to enhance teachers' digital literacy and pedagogical skills, ultimately improving learning experiences in the digital era.

The improvement of primary education quality has become a major focus in modern education. This study employs a literature review method to explore the application of the Project-Based Learning (PJBL) model in enhancing creativity and learning outcomes among elementary school students. The findings from various studies indicate that PJBL fosters critical and creative thinking, engages students actively, and promotes effective collaboration and communication. Furthermore, PJBL has proven to significantly improve learning outcomes by integrating real-world problem-solving with academic knowledge. This research concludes that PJBL is an effective, interactive, and innovative approach to create meaningful learning experiences. Recommendations include equipping teachers with proper training and resources to implement PJBL successfully in elementary.

This study aims to evaluate the implementation of the Independent Learning Curriculum at SMA Negeri 1 Sula Islands, an educational institution located in the archipelago with its own geographical characteristics and challenges. The focus of this study is to assess the effectiveness of curriculum implementation in shaping a flexible, participatory, and contextual learning experience. Using a descriptive quantitative approach, data was collected through questionnaires of school principals, vice principals for curriculum and student affairs, and grade XI science and social studies students. The results of the study showed that all respondents from school management gave an assessment of the "Very Good" category to the implementation of the Independent Curriculum. Meanwhile, students in grade XI Science gave 92% of responses in the "Very Good" category, and students in grade XI Social Studies recorded 74% in the same category, with a small percentage being in the "Poor" category. These findings indicate that the Independent Curriculum approach that emphasizes project-based learning, learning differentiation, and formative assessment has been successfully adapted effectively by teachers and students. Teacher training support, availability of facilities, and adaptation to the local context have all contributed to this success. The implications of this study show that the Independent Curriculum can be effectively implemented in the archipelago if supported by visionary school leadership and continuous training. This study makes an empirical contribution to the national education reform literature and opens further research opportunities on curriculum adaptation in the 3T region.  

This study aims to examine the effectiveness of various innovative learning models on improving student learning outcomes and mathematical skills at the junior high school and senior high school levels. The method used is a literarure study of previous research results that applied learning models such as the Flipped Classroom, Project-Based Learning (PjBL), Peer-Led Team Learning (PLTL), Discovery Learning, Mind Mapping, and other cooperative learning models. The analysis results indicate that these models generally have a positive impact on enhancing students' learning engagement, critical and creative thinking skills, numeracy skills, mathematical communication, and problem-solving abilities. These findings reinforce the urgency of adopting student-centred learning approaches based on higher-order thinking skills (HOTS). Therefore, it is recommended that teachers continue to develop the application of innovative learning models in accordance with the characteristics of students and supported by educational policies that encourage innovation and continuous training. This research is expected to serve as a reference for educators and policymakers in designing more effective and meaningful learning.   

This study aims to analyze the implementation of the Project Based Learning (PjBL) model in enhancing students' creativity in Social Studies (IPS) learning for Grade VIII at SMP Negeri 3 Kedungwaru. The research method used is a qualitative approach with a case study design. Data collection techniques include observation, interviews, and documentation. The results show that the implementation of PjBL can enhance students' creativity through project activities that encourage critical thinking, collaboration, and problem-solving. Students become more active, confident in expressing ideas, and capable of producing innovative work. Despite several challenges such as limited time and varied student participation, PjBL has proven to be effective in creating contextual and meaningful learning.

This research is specifically designed to explore how the use of digital cartography is applied in Social Sciences learning at the Elementary School level. Digital cartography is a technology that visualizes spatial data, making it easier for teachers and students to understand the concept of location, area, and relationships between spaces more realistically. This study uses a qualitative descriptive approach with subjects of one fifth grade teacher and 25 students in an elementary school. Data were collected through observation, interviews, and documentation. The findings of the study indicate that the use of digital map media such as Google Earth, online thematic maps, and MAPENA (Children's Map Media) can improve students' understanding of spatial material, while motivating them to play an active role in learning. Teachers also consider digital cartography to be very helpful in delivering social studies material, especially related to geography. This study suggests the integration of digital map technology into lesson plans and project-based thematic learning.

The Merdeka Curriculum is a new educational framework in Indonesia that emphasizes student-centered learning, flexibility, and contextual understanding. This literature review aims to explore the implementation of the Merdeka Curriculum in the teaching of Natural and Social Sciences (IPAS) at the elementary school level. Several studies show that project-based learning approaches can enhance students' critical thinking and collaboration skills. However, challenges such as limited teaching resources, lack of teacher readiness, and misunderstanding of the curriculum structure are still prevalent. This review also identifies several efforts made to address these issues, including continuous professional development for teachers, collaborative learning communities, and school leadership support. The findings suggest that successful implementation of the Merdeka Curriculum in IPAS requires a comprehensive and collaborative effort from educators and stakeholders.

This article discusses the challenges of implementing the Merdeka Learning Curriculum in mathematics education at secondary schools. The study aims to identify the obstacles faced by educators in applying this curriculum, including teacher readiness, infrastructure, and project-based learning methods. Through literature review, it was found that many teachers struggle to understand the new curriculum concepts and access digital learning platforms. Additionally, limitations in facilities and government policies deemed overly prescriptive also pose significant hurdles. Nevertheless, the Merdeka Curriculum offers opportunities to enhance educational quality through a more flexible approach. This research provides recommendations for evaluation and increased training for teachers to support more effective implementation. The findings are expected to serve as a reference for educators and policymakers in optimizing the application of the Merdeka Curriculum in Indonesia.

This study aims to investigate the implementation of project-based learning (PjBL) in improving students independence at the elementary school students. Independent learning is a crucial aspect in students' academic and personal development enable them to take their own steps, organize themselves, and take responsibility for their learning process. Through a classroom action study approach, this study involved students and teachers in several elementary school classes implementing PjBL in various subjects. Data were obtained through observation, interview interactions, and examination of project documents made by students. The research findings indicate that the implementation of PjBL significantly improves various aspects of student independence, such as the ability to plan, implement, and assess tasks independently, as well as encouraging student motivation and confidence in learning. Challenges and strategies for effective PjBL implementation were also identified in this study, providing practical insights for educators who wish to apply this approach to empower the independence of elementary school students' learning.

Work Practice is a form of providing education and skills training that systematically and synchronously combines educational programs on campus and skills mastery programs obtained through working in the world of work, aimed at achieving a certain level of professional expertise. This work practice is part of an internship program implemented by the North Sumatra State Islamic University (UINSU) consisting of students from the Computer Science Study Program, Faculty of Science and Technology. North Sumatra State Islamic University (UINSU). The author was assigned to the Medan City Religious Education and Training Agency, one of whose duties was compiling and archiving documents. The author supervises and reviews the progress of structuring and writing documents at the Education and Training Agency. The method for implementing the internship/field work practice program (Magang) used by students is Project Based Learning (PBL) is a teaching method where students learn by being actively involved in projects in the real world and with personal meaning. This MBKM program internship activity results in the transfer of knowledge, transfer of skills, and transfer of new technology which will be useful for students as guidance and useful experience in the world of work in the future.

Creativity and innovation are essential aspects in developing entrepreneurial skills among students, especially in the field of handicrafts that focus on creating high-value products. This community service program aims to enhance the creativity and skills of fourth-semester Business Administration students through training in making simple flower vases decorated with pearl and diamond mat ornaments using wax glue. The method applied is project-based learning combined with a participatory approach, actively involving students in every stage from planning, implementation, to product evaluation. The training results show significant improvements in knowledge about flower vases and product innovation (54.5%), ornament attachment techniques (74.0%), design creativity (63.5%), and product aesthetics (38.3%). Intensive mentoring during practice encouraged students to develop creative designs that are not only visually appealing but also have high market value. This program not only improves students’ technical skills and creativity but also fosters the entrepreneurial spirit necessary to face increasingly competitive market challenges. Visual documentation serves as an important medium for evaluation and promotion of innovative student products. In conclusion, this training effectively develops students’ creative and innovative potential while opening sustainable and environmentally friendly business opportunities based on handicrafts.

The learning strategy of Islamic Religious Education (PAI) plays a crucial role in shaping students' character and morality, especially in addressing educational challenges in the era of Generation Alpha. This generation, born amid rapid technological advancement, tends to be fast-thinking, visual, and practical, yet is also vulnerable to moral crises and ethical degradation. This study aims to describe and analyze the PAI learning strategies implemented at MTs Ma’arif NU Sragi in shaping the noble character and morals of students. The research employs a descriptive qualitative approach with data collection techniques including observation, in-depth interviews, and documentation. The findings reveal that the applied learning strategies include project-based religious learning, internalization of values through teacher role modeling, utilization of Islamic digital media, and contextual learning relevant to students' daily lives. These strategies have proven effective in instilling values of religiosity, discipline, responsibility, and honesty. The success of these strategies is supported by a religious school environment, active teacher involvement, and parental support. Challenges encountered include limited technological facilities and the pervasive negative influence of social media. This study recommends the reinforcement of collaboration among teachers, parents, and educational institutions to optimize the role of PAI in developing the character of future generations.

This study aims to systematically examine various mathematics learning strategies based on deep learning approaches that can enhance elementary school students’ motivation and academic achievement. In the context of education, deep learning refers to learning processes that emphasize conceptual understanding, interrelated knowledge, and the development of critical and reflective thinking skills. Using the Systematic Literature Review (SLR) method, this research analyzes 20 relevant scholarly articles published between 2015 and 2024, sourced from leading databases such as Google Scholar. The review findings indicate that strategies such as problem-based learning (PBL), project-based learning (PJBL), metacognitive strategies, and the use of interactive learning technologies consistently improve student engagement, foster intrinsic motivation, and enhance mathematics learning outcomes. These findings suggest that integrating deep learning-based instructional strategies is highly relevant for elementary mathematics education, aiming to create more meaningful, student-centered learning experiences.

This community service activity aims to implement the Pancasila Student Profile Strengthening Project (P5) with a multicultural education-based approach in the school environment. P5 is part of the Independent Curriculum which aims to form students with character according to Pancasila values. Multicultural education was chosen as the main approach to instill the values ​​of tolerance, mutual cooperation, and respect for cultural diversity. The method of implementing the activity includes socialization of the P5 concept, teacher training in implementing multicultural learning, and mentoring the implementation of the project with students. The results of the activity showed an increase in teacher understanding of the integration of Pancasila values ​​in the learning process and an increase in active student participation in activities that respect cultural differences. This activity also encourages the creation of an inclusive and harmonious learning environment. Thus, the implementation of P5 based on multicultural education has proven effective in supporting the strengthening of student character according to the Pancasila Student Profile.

This study aims to analyze teachers' perceptions of the implementation of the Projek Penguatan Profil Pelajar Pancasila (P5) at SD IT Adzkia 3 Padang. The research is motivated by differences in teachers' perceptions of P5 and the fact that P5 is a new initiative in Indonesia's educational curriculum, designed to integrate the values of Pancasila into students' character through a project-based approach. This study employs a descriptive qualitative method, with data collection techniques including in-depth interviews, observations, and document analysis. The data analysis technique used in this research involves data collection, reduction, display, and verification. The research subjects consist of teachers directly involved in the implementation of P5 at the school. The results of the study indicate that most teachers have a good understanding of the goals and importance of P5 in shaping students' character in line with Pancasila values. However, some teachers have yet to fully comprehend P5, with several issues identified, such as inconsistencies in the implementation of P5 in classrooms, excessive administrative burdens, and a lack of information regarding P5. The study concludes that teachers need to improve their time management and learning to address these challenges. Additionally, stronger support from the school and government.

This community service activity aims to optimize the strengthening of teachers' soft skills through the implementation of the Pancasila Student Profile Strengthening Project (P5) based on scientific literacy. Soft skills such as communication, collaboration, critical thinking, and leadership are essential competencies for teachers in creating meaningful and transformative learning. This activity was carried out in several public elementary schools in Bekasi City with a participatory training approach and direct practice-based mentoring. The training materials were designed to integrate scientific literacy with Pancasila values ​​in the context of thematic learning. The results of the activity showed a significant increase in communication skills, collaboration skills, and teacher understanding in applying the dimensions of the Pancasila Student Profile into the learning process. In addition, this program also had a positive impact on shaping the professional behavior of teachers who were more reflective, collaborative, and oriented towards strengthening student character. These findings indicate that the integration of scientific literacy within the P5 framework can be an effective strategy in developing teachers' pedagogical competence.