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The national priority program of 12 years of compulsory education is a strategic effort by the government to improve the quality and equity of education, particularly at the secondary education level. This program is supported by the School Operational Assistance (BOS) and the Indonesia Smart Program (PIP). The PIP funds are used to meet the educational needs of students, such as purchasing books, stationery, uniforms, and transportation costs. The goal of providing PIP is to reduce the financial burden of education, decrease school dropout rates, and increase access to quality education. This study examines the effectiveness of PIP in promoting educational equity in Indonesia and evaluates the alignment of government policies related to beneficiaries, implementation, and monitoring of PIP. The method used is a literature review for public policy evaluation in the field of education. The findings show that PIP has successfully increased educational participation, as reflected in the improvement of the School Participation Rate (APS), Gross Participation Rate (APK), and Net Participation Rate (APM). PIP also expands educational access for children from low-income families. However, its implementation faces challenges such as bureaucratic obstacles, misidentification of recipients, low parental administrative literacy, and delays in the distribution of assistance in 3T regions (frontline, outermost, and underdeveloped).

The Ten Scholars per Village Scholarship Program (SESAR) is an initiative of the Bojonegoro Regency Government to expand access to higher education for rural communities. This study evaluates the implementation of the program using the CIPP model (Context, Input, Process, Product). The evaluation was conducted through interviews, document analysis, observations, and information from program implementers to assess policy relevance, resource readiness, process quality, and achieved outcomes. The results indicate that the program is relevant to the goal of educational equity; however, the distribution of beneficiaries has not been even due to differences in the number of applicants and socio-economic conditions among villages. In terms of context, the program aligns with the need for equitable access to higher education, although beneficiary distribution remains uneven. From the input perspective, regulations and funding are adequate, but administrative requirements and higher education accreditation criteria still limit potential applicants. Regarding the process, the selection mechanism follows the established guidelines; nevertheless, socialization remains insufficient, document verification poses challenges, and fund disbursement is often delayed. In the product aspect, the program provides tangible benefits by supporting the continuity of higher education for rural students, although its overall effectiveness still requires improvement.

This research aims to develop Zepp Quiz as a creative learning media to enhance students' understanding of Islamic Cultural History at Madrasah Aliyah. The research method used is Research and Development (R&D) with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The developed product consists of 10 multiple-choice questions about the Conquest of Mecca with varying difficulty levels, equipped with supporting illustrations, educational feedback, point systems, timers, and leaderboards. Data collection was conducted through quantitative methods using validation questionnaires from media experts and material experts with a Likert scale of 1-5. Data analysis was performed descriptively by calculating average scores and feasibility percentages. The results showed that media expert validation obtained an average score of 4.31 or 86% in the very feasible category, while material expert validation obtained an average score of 4.25 or 85% in the very feasible category. Based on expert validation results, Zepp Quiz learning media is declared very feasible to be used as a creative learning media in Islamic Cultural History learning at Madrasah Aliyah.

The rapid development of digital technology, particularly Artificial Intelligence (AI), has significantly influenced educational practices, including Islamic Religious Education (PAI). A major issue lies in how AI can be implemented effectively without undermining the spiritual, moral, and character-building values that are central to Islamic education. This study aims to examine the implementation of Artificial Intelligence in Islamic Religious Education learning in the era of school digitalization, focusing on its concepts, forms of application, teachers’ roles, benefits, as well as challenges and ethical considerations. This research employs a qualitative library research method. Data were collected from reputable academic journals, scholarly books, proceedings, and relevant official documents, and analyzed using content analysis techniques through data reduction, data display, and conclusion drawing. The findings indicate that AI has substantial potential to enhance PAI learning through personalized learning systems, adaptive learning media, and data-driven assessments. However, its implementation requires strong teacher supervision, adequate digital literacy, and alignment with Islamic values to prevent the marginalization of teachers’ moral and spiritual roles. In conclusion, Artificial Intelligence serves as a supportive tool in Islamic Religious Education and must be applied wisely, ethically, and in accordance with the fundamental objectives of Islamic education.

Drug abuse and risky social behavior remain significant social issues among adolescents, particularly in rural areas experiencing rapid information exposure and lifestyle changes. This community service program aimed to enhance adolescents’ awareness and resilience toward the dangers of drug abuse (NAPZA) while promoting a healthy lifestyle through the cultivation of family medicinal plants (TOGA) in Karangmalang Village, Ngawi Regency. The program employed a participatory descriptive approach, actively involving adolescents as the primary beneficiaries. The implementation consisted of two main stages: interactive socialization on drug abuse and risky behavior, and a workshop on cultivating medicinal plants as a form of community-based healthy living practice. The results indicated that the socialization activities improved adolescents’ understanding and awareness of drug abuse risks, as reflected in their active participation during discussions. Furthermore, the TOGA cultivation workshop provided practical benefits by introducing simple herbal remedies and offering positive, sustainable activities for the community. Overall, the integration of educational and practical approaches proved effective as a preventive and empowerment strategy to strengthen adolescent resilience and foster a healthier and more productive village environment.

Technological innovation in Christian Religious Education learning strategies aims to improve students' learning literacy comprehensively. In an era of globalization and rapid technological advancement, Christian Religious Education is required to adapt to digital learning media to ensure relevance and effectiveness. The use of various technologies, such as interactive learning videos, educational applications, and e-learning platforms, increases student motivation and active engagement in understanding Christian values ​​and integrating faith with knowledge. Learning strategies using attractive digital technology, a hybrid learning model that combines face-to-face and bold learning, and improving teacher competency are key to the successful implementation of this innovation. The research method used is descriptive qualitative based on a literature review that examines relevant scientific literature, books, and documents on technological innovation in religious education and improving learning literacy. Content analysis was conducted by grouping data based on themes such as technology type, learning strategy, and its impact on student literacy. The research results show that the integration of technology in Christian Religious Education learning provides a significant opportunity to create a technologically savvy young generation that is both mature in faith and character, and able to face the challenges of the times with steadfastness.

This study aims to develop a Christian Religious Education learning model based on Tongkonan values to strengthen the spiritual identity of Toraja youth amid identity crisis caused by globalization. Using qualitative method with literature study, this research analyzes the integration of Tongkonan philosophical values such as karapasan, kasiuluran, and kasianggaran with theological principles of Christian Religious Education through contextual learning approach and narrative theology. The results show that Tongkonan values have strong resonance with Christian teachings and can be integrated into a learning model comprising five components: theological-cultural foundation, contextual curriculum design, experience-based learning strategies, the role of three educational centers, and authentic evaluation. Implementation of this model has significant implications for strengthening spiritual identity through formation of solid self-identity, authentic moral value internalization, and development of spiritual resilience. This Tongkonan values-based Christian Religious Education learning model bridges the dichotomy between modernity and tradition, making Christian Religious Education more relevant and meaningful for Toraja students by equipping them with a holistic identity as Toraja people who are also followers of Christ.  

Higher education in Indonesia has undergone significant transformation due to the implementation of a capitalist system that emphasizes profit orientation and business logic. The commercialization of educational institutions has resulted in limited access, particularly for low- and middle-income communities, and has led to social inequality and a shift in the educational paradigm toward commodification. This study uses qualitative methods with literature review to examine the impact of capitalism and commercialization in higher education. The findings reveal an increase in tuition fees, the commodification of knowledge, and the privatization of universities, which reduce access and lower the quality of education. Criticism of educational capitalism emphasizes the importance of social and spiritual values and equal access. Therefore, it is recommended that policy reforms balance the roles of the state and the private sector, strengthen regulations, and expand access to fair and quality education for the sake of higher education that is oriented towards social welfare and sustainability.

This study aims to construct a comprehensive concept of Quranic Andragogy based on the profound educational interaction between Prophet Musa a.s. and Prophet Khidir a.s. as narrated in Surah Al-Kahfi. Employing systematic library research with a thematic exegesis approach and rigorous content analysis, this research synthesizes Malcolm Knowles’ andragogy theory with core Islamic values and principles. The findings reveal that Quranic Andragogy transcends conventional Western pragmatism by effectively integrating intellectual autonomy with deep spiritual humility (tawadhu). The narrative illustrates three fundamental pillars of this pedagogical model: the urgency of cultivating internal motivation (the need to know), which is driven by a conscious willingness to 'unlearn' ego and preconceptions; the careful management of cognitive conflict within experiential learning processes; and the consistent implementation of a disciplined, ethically guided learning contract. It is concluded that adult education in Islam requires a careful balance between critical reasoning, reflective practice, and spiritual obedience in order to achieve holistic self-transformation that extends beyond the mere transfer of knowledge and information, fostering both intellectual and moral development in learners.

This community service program develops a pilot model of Pancasila Village based on Asta Cita in Paciran Village, Lamongan Regency through the integration of three intervention clusters: (1) national seminar to strengthen Pancasila values ​​and the agenda of “building from the village”, (2) training on downstreaming palm sap as a strengthening of the local economy and entrepreneurship based on village potential, and (3) coastal rehabilitation action through planting sea pine as an environmental adaptation in sandy coastal areas that are vulnerable to wind and erosion. The implementation method uses a participatory and asset-based approach (ABCD) that places residents as the main actors, with a series of activities including socialization, cross-party coordination, training on processing palm sap into value-added products (brown sugar and syrup), seminars with community leaders and academics, planting sea pine, and pre-post evaluation based on knowledge, skills observation, and participant satisfaction. The implementation results show the formation of a cross-generational commitment to make Paciran Village a pilot Pancasila Village, increased community capacity in palm sap processing, and the birth of collective coastal rehabilitation actions. The program also produced sustainability recommendations in the form of routine cross-generational agendas, utilization of village social media for educational content on Pancasila–nira–cemara laut, and the appointment of Pancasila students as environmental sustainability ambassadors in the village.

Education plays a vital role in shaping character and developing individual potential, with the ability to collaborate being crucial in this global era. This study focuses on the low level of student collaboration and suboptimal Aqidah Akhlak learning outcomes at MA Muhammadiyah 1 Ponorogo, caused by a lack of innovative learning methods. Therefore, this study aims to examine the application of the Project-Based Learning method as a solution to improve student collaboration and learning outcomes. This study aims to: (1) describe the application of the Project-Based Learning method in teaching Aqidah Akhlak in class XI of MA Muhammadiyah 1 Ponorogo, (2) determine the impact of the Project-Based Learning method on student collaboration and learning outcomes, and (3) determine student perceptions of the application of the Project-Based Learning method in teaching Aqidah Akhlak. This study used a qualitative approach with descriptive methods. Data were collected through observation, interviews (with the principal, vice principal for curriculum, Aqidah Akhlak teacher, and class XI students), and documentation. The data analysis technique used was the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions. The results of the study show that: (1) the implementation of the Project Based Learning method is carried out through structured steps, encouraging active cooperation between teachers and students, with an emphasis on equal roles and responsibilities of each, (2) the Project Based Learning method has a positive impact on increasing collaboration, educational outcomes, and the development of students’ knowledge, attitudes, and skills as a whole, with changes in behavior that are seen in depth, (3) students have a positive view of the Project Based Learning method because it is considered more interesting, interactive, meaningful, and relevant to everyday life, which can be seen from increased motivation and active participation.

This study aimed to investigate the implementation of the BERDES (Bersih Desa) Program as an innovative strategy to foster environmental awareness among elementary school students at SD Negeri 2 Demulih. The program was designed using a participatory approach based on the Participatory Action Learning Sistem (PALS) method, which engaged students as active participants in identifying problems, planning, executing, and evaluating real actions in their school and local community environments. The research found that active student involvement in cleaning activities, waste management socialisation, and collective reflection significantly enhanced positive attitudes and social responsibility towards environmental conservation from an early age. Despite challenges such as limited frequency of program activities and common misconceptions about waste classification (organic, inorganic, residual), the BERDES program successfully served as an effective educational tool that embedded environmental care values among rural youth. The findings emphasised the critical role of schools as centres for environmental character education that combine theoretical knowledge with practical engagement to address real environmental issues.

Public communication in efforts to prevent drug abuse faces increasingly complex challenges in the digital era, particularly in reaching young people who are strongly influenced by social media and the dynamics of their social environment. This study aims to analyze the communication strategies implemented by the National Narcotics Agency (BNN) of Surakarta City in carrying out the Drug Abuse Prevention, Eradication, and Illicit Trafficking Program (P4GN) oriented toward the younger generation. The study employs a descriptive qualitative approach, with data collected through in-depth interviews with public relations staff of BNN Surakarta City, as well as a review of program documents and communication materials. The data were analyzed using content analysis and validated through source and method triangulation. The findings indicate that BNN’s communication strategies include audience segmentation based on age and educational level, the utilization of digital media such as Instagram and TikTok, and collaboration with local public figures, micro-influencers, and youth communities. Peer-based and participatory communication approaches are considered more effective than one-way, purely informative communication patterns. Nevertheless, limitations in human resources and budget, along with the rapid flow of digital information, remain the main challenges in program implementation. This study emphasizes the importance of persuasive, adaptive, and contextual communication strategies to enhance the effectiveness of P4GN campaigns among the younger generation.

This study discusses the development of thematic teaching materials in elementary schools to improve the quality of learning in accordance with the 2013 Curriculum. The research method used is research and development with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The results show that the thematic teaching materials developed with approaches such as Project Based Learning (PjBL), Problem Based Learning (PBL), and Contextual Teaching and Learning (CTL) can enhance students' critical thinking, creativity, and social responsibility skills. The integration of local wisdom values as well as the use of digital and contextual teaching materials make learning more engaging, interactive, and meaningful. The thematic teaching materials based on these innovative learning models can help students develop 21st-century skills. Thus, the development of thematic teaching materials based on innovative models is an effective strategy for creating quality learning in elementary schools that is relevant to curriculum demands and the needs of today's learners. The use of technology and contextual approaches enriches students' learning experiences, making them more relevant and beneficial in daily life.

This study examines the effectiveness of problem-solving skills in enhancing decision-making processes among teachers at State Junior High Schools in Jambi Province. The research was motivated by the increasing demands placed on educators to make timely, accurate, and contextually appropriate decisions in academic, administrative, and student-related matters. A quantitative approach was employed using a survey method, involving teachers from several public junior high schools across the province. Data were collected through validated questionnaires measuring levels of problem-solving competence and decision-making quality. The results indicate a significant positive relationship between problem-solving skills and decision-making effectiveness. Teachers with higher levels of analytical thinking, alternative evaluation, and solution implementation were found to make decisions more systematically, responsively, and with greater accuracy. Moreover, the findings reveal that problem-solving skills contribute not only to improving daily pedagogical decisions but also to enhancing school governance and conflict resolution. This research highlights the importance of continuous professional development programs aimed at strengthening teachers’ cognitive and strategic abilities. The study concludes that integrating structured problem-solving training into teacher development initiatives can substantially improve decision-making quality in junior high schools, ultimately supporting better educational outcomes in Jambi Province.

This research presents the development of the Rembulan E Learning platform using Moodle as the primary Learning Management System for SMK Negeri 1 Pandeglang.The main objective is to provide a structured, accessible, and interactive digital learning environment that effectively supports teaching and learning activities, enhances student engagement, and facilitates teacher management of course materials. The study applies the Waterfall development model, which includes five stages requirement analysis, system design, implementation, testing, and deployment. Data collection methods involve observation of classroom practices, in depth interviews with teachers to identify pedagogical and technological needs, and comprehensive documentation review to ensure alignment with curriculum standards and user expectations. The resulting system integrates features such as digital classrooms, learning modules, assignments, discussion forums, quizzes, and student performance monitoring, offering a comprehensive digital learning experience. System testing was conducted using Black‑box Testing, complemented by limited user trials with teachers and students, which confirmed that the platform is functional, user friendly, and capable of supporting a variety of learning activities. This research contributes to the implementation of Moodle based LMS development in vocational schools, providing practical guidance for improving digital learning quality, promoting blended learning approaches, and facilitating sustainable adoption of educational technology in secondary education.

The 2025 UINSU Community Service Program research in Sempajaya Village was carried out through training in making ecoprint tote bags as an effort to develop creativity while strengthening the economic literacy of elementary school children. This activity utilized natural materials such as leaves and flowers commonly found in the village environment, so that children could learn to recognize the potential of their natural surroundings as a source of creative works with practical and economic value. The training was conducted in three main stages: preparation, implementation, and reflection. During the implementation stage, children were introduced to the concept of ecoprinting, pounding techniques, and the steps involved in making ecoprinted tote bags through lectures, question and answer sessions, and hands-on practice. The results of the activity showed an increase in the participants' creativity, as evident in their ability to arrange motifs, select natural materials, and produce tote bags with attractive patterns. In addition, this activity also fostered a basic understanding of the economic value of creative products, thereby supporting the formation of independence and an entrepreneurial spirit from an early age. The reflection stage showed that the children were able to identify the process, benefits, and challenges they faced. Thus, ecoprint tote bags proved to be an effective educational tool in integrating creativity, economic literacy, and love for the environment for the children of Sempajaya Village.

This study aims to describe the implementation of the Segmenting, Targeting, and Positioning (STP) concept in Apple Inc.’s marketing strategy and to assess students’ perceptions as young consumers of Apple products. A descriptive qualitative approach was applied through a literature review supported by an online survey involving 30 students who use Apple products. Data were analyzed descriptively to relate Apple’s STP strategy to respondent preferences and satisfaction levels. The results indicate that Apple applies multidimensional market segmentation encompassing demographic, psychographic, and behavioral aspects, targeting premium consumers, creative professionals, and urban youth. The targeting strategy emphasizes product quality, design, and symbolic value, while positioning is established as a premium brand supported by an integrated product ecosystem. Survey findings show that ease of access is the most prioritized factor among respondents (40%), followed by information completeness (33%). The overall satisfaction level is categorized as moderate, with a mean score of 3.67. These findings suggest that Apple’s STP strategy has been effective in strengthening brand image among students; however, improvements are still needed, particularly in information delivery and service accessibility. This study is expected to provide practical insights for businesses and educational institutions in developing marketing strategies aligned with young consumer characteristics.

This study investigates the implementation of the PAIKEM Gembrot model to enhance the literacy, numeracy, and creativity of fifth-grade students at UPT SDN Unjuruiya No. 45 in the Selayar Islands. Using a two-cycle classroom action research design—comprising planning, action, observation, and reflection—data were collected through tests, observations, and documentation to obtain comprehensive information on both learning processes and outcomes. In Cycle I, only 40% of students met the mastery criteria, largely due to their initial adjustment to the new learning approach and limited engagement in collaborative activities. After refining instructional strategies in Cycle II, including the use of more varied learning activities, concrete and contextual learning media, structured group discussions, and closer teacher guidance, student learning outcomes improved dramatically, with 100% of students achieving mastery. In addition, students showed increased participation, confidence, and motivation during classroom interactions. These results demonstrate that PAIKEM Gembrot effectively strengthens students’ abilities to comprehend information, apply numerical reasoning, and express creativity through active and meaningful learning experiences. Therefore, the PAIKEM Gembrot model serves as a promising and contextually relevant alternative for improving elementary science learning, particularly in island-based schools with limited educational resources.

This study aims to evaluate the effectiveness of the Artificial Intelligence-Based Learning Media Development Program (P3MP-AI) in enhancing teachers’ technological and pedagogical competencies at SMK Muhammadiyah 2 Malang. The program employed a descriptive approach using both quantitative and qualitative methods, including pre-test and post-test assessments, as well as direct observation of the training process. A total of 30 teachers from various disciplines actively participated in the program conducted on August 12, 2025. The evaluation results revealed an increase in the participants’ average scores from 100 to 130 out of a maximum of 150, indicating a significant improvement in their understanding of AI concepts and applications in education. Beyond competency enhancement, the training also fostered teachers’ confidence, creativity, and ability to integrate AI-based tools into interactive learning media. However, several challenges were identified, such as limited technological resources and time constraints in classroom implementation. Overall, this program has made a tangible contribution to strengthening teachers’ digital literacy and can serve as a replicable professional development model for other vocational schools seeking to advance AI-based educational transformation.