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This study aims to analyze and describe mathematics learning planning at SMK Negeri 6 Padang, specifically including the preparation of Teaching Modules, implementation of assessments, and enrichment and remedial programs. Furthermore, this study also examines the role and implementation of mathematics Olympiad preparation, the use of Student Worksheets (LKPD), and the availability and utilization of Teacher's Handbooks and Student Handbooks. A qualitative approach with a case study method was used in this study. Data were collected through observation, in-depth interviews with mathematics teachers, and analysis of documents related to learning planning. The results of the study indicate that mathematics learning planning at SMK Negeri 6 Padang has referred to the applicable curriculum. The Teaching Modules are systematically arranged covering learning objectives, materials, activities, and evaluations. Assessments are carried out formatively and summatively, using various techniques to measure student understanding. In addition, the school also implements remedial programs for students who have not achieved learning completion and enrichment programs for students who have mastered the material, including preparation for the Olympiad. LKPD has been shown to facilitate students' understanding and active participation, while the Teacher's Handbook and Student Handbook are important resources. However, several challenges were found in the implementation, such as time constraints in compiling varied teaching modules and optimizing the use of assessment results for continuous learning improvements. So it ca be concluded that learning planning is effective, namely . Therefore, it is recomended that further training is needed to improve the quality of independent curriculum-based learning planning  

Sunday school is an activity that is carried out every Sunday, Sunday school is carried out in order to foster, educate and become a bridge for children to be able to meet God or be able to know God through the truth conveyed. Sunday school children are children who must be instilled with the truth through Sunday school teachers, therefore the school teacher must be a role model or be an example and live God in himself, so that when teaching, children will receive the spirit that the teacher has. The method used in this research is qualitative through literature review collected through books, journals and articles to get very accurate data. With the aim of being able to help find solutions in dealing with ADHD children in Sunday school. Children who experience ADHD are not a disease, so as parents must know what the child is experiencing, and as parents must provide early treatment such as taking the child to a psychologist / therapist so that the child gets treatment before it is too late.

This study aims to investigate the role of teachers in developing literacy among early childhood learners at TK Irama Jaya Ulapato A, located in Telaga Biru District, Gorontalo Regency. The research employs a qualitative approach with a descriptive method. The subjects of the study are the teachers at TK Irama Jaya Ulapato A. Data collection techniques include observation, interviews, and documentation. The findings indicate that teachers play a significant role in fostering literacy in early childhood, particularly through storytelling activities. In its implementation, teachers act as motivators by giving praise to children who are able to answer questions as a form of positive reinforcement. As facilitators, teachers provide learning materials such as storybooks used during the learning process. Furthermore, teachers also serve as evaluators, conducting direct assessments of the children’s understanding related to literacy activities. Lastly, teachers function as class managers, creating an enjoyable learning environment and engaging activities that help increase children's interest in learning and improve their literacy skills.

The purpose of this study was to determine the role of teachers in developing fine motor skills in paper weaving in Group B children at Oikumene Kindergarten, Sorong Regency. The research method used in this study was descriptive with a qualitative approach, namely data compiled in narrative and objective words. The results showed that children aged 5-6 years at Oikumene Kindergarten, Sorong Regency, engaged in several activities that can improve their fine motor skills, such as cutting, writing, weaving, shaping, folding, drawing, and so on. The results of the observations conducted by the researcher revealed that out of 15 children, 10 were in the Very Well Developed (BSB) indicator, while 4 children were in the Developing as Expected (BSH) indicator, and 1 child was in the Beginning to Develop (MB) indicator. According to the researcher's observations, the 1 child in the Beginning to Develop category was influenced by other factors, so the child remained in the Beginning to Develop indicator.

Profesi guru dalam perspektif pendidikan modern dipahami bukan sekadar sebagai penyampai pengetahuan, tetapi juga sebagai agen transformasi moral, etika, dan spiritual. Dalam konteks pendidikan Kristen, peran guru semakin signifikan karena dipanggil untuk menghadirkan teladan Kristus dalam seluruh aspek kehidupannya. Penelitian ini mengkaji relevansi keteladanan Yesus dalam Yohanes 13:13–16 dengan praktik pendidikan guru agama Kristen di sekolah. Teks ini menampilkan Yesus yang membasuh kaki murid-murid-Nya sebagai simbol kerendahan hati, kasih, dan pelayanan, yang menjadi dasar teologis bagi peran guru Kristen. Metode penelitian yang digunakan adalah kualitatif deskriptif dengan pendekatan teologis dan pendidikan, melalui studi pustaka dan wawancara dengan guru-guru di SMA PGRI 22 Serpong. Hasil penelitian menunjukkan lima temuan utama. Pertama, teladan guru Kristen berfungsi sebagai model nyata yang membentuk iman dan karakter siswa. Kedua, praktik mentoring dalam perspektif Alkitab menegaskan pentingnya relasi personal dalam pendidikan iman. Ketiga, keteladanan Yesus menampilkan dimensi servant leadership yang relevan bagi kepemimpinan guru Kristen. Keempat, integritas guru Kristen menjadi fondasi utama dalam proses pendidikan karena konsistensi hidup lebih berpengaruh daripada sekadar instruksi verbal. Kelima, keteladanan Yesus tetap relevan di era modern karena mampu menuntun peserta didik menghadapi tantangan globalisasi dan digitalisasi dengan iman yang tangguh. Dengan demikian, guru agama Kristen dipanggil untuk melayani dengan kasih, rendah hati, dan penuh integritas, sehingga mampu membentuk generasi yang cerdas secara intelektual sekaligus matang secara spiritual.

Student interest in becoming a teacher remains a major challenge in preparing prospective professional teachers, especially amidst increasingly complex changes and demands in education. This study aims to analyze the influence of the School Field Introduction (PLP) experience and perceptions of the Teacher Professional Education (PPG) program on student interest in becoming a teacher. This study used a quantitative approach with a multiple linear regression method. The population in this study were all students of the Economics Education Study Program at Surabaya State University, intake 2020–2022, with a sample of 150 students selected purposively. Data collection was conducted using a questionnaire instrument distributed online via Google Form. The collected data were analyzed using multiple linear regression tests to examine the partial and simultaneous effects of the independent variables on the dependent variable. The results of the analysis indicate that partially, the PLP experience does not have a significant effect on interest in becoming a teacher. Conversely, student perceptions of the PPG program show a positive and significant effect on interest in becoming a teacher. Simultaneously, the PLP experience and PPG perceptions significantly influence student interest in becoming a teacher. These findings indicate that perceptions of PPG have a more dominant contribution in shaping interest in becoming a teacher than PLP experience. Therefore, it is crucial for educational institutions to improve the understanding and quality of PPG program implementation to encourage students' interest in pursuing a career as teachers. This research provides practical implications for curriculum designers and teacher education program managers to place greater emphasis on students' perceptions and readiness for PPG in order to produce professional and highly motivated teachers.

This study aims to determine the role of academic supervision in improving the pedagogical competence of teachers at SMA Plus Al Raihan Sukabumi. Academic supervision is a strategic effort undertaken by the school to ensure the quality of learning runs according to established standards, and to help teachers develop their professional skills, particularly in the pedagogical aspect. Pedagogical competence itself includes teachers' abilities to plan, implement, and evaluate the learning process according to the needs of students. The research method used is a qualitative approach with data collection techniques through interviews, observation, and documentation. Interviews were conducted with the principal, teachers, and supervisors to obtain a comprehensive overview of the implementation of supervision. Observations focused on teacher activities during learning, as well as teacher interactions with supervisors during supervision. Documentation was used to supplement data related to the academic supervision program, lesson implementation plans (RPP), and supervision evaluation notes. The results of the study indicate that academic supervision has a significant contribution in improving the quality of planning, implementation, and evaluation of learning carried out by teachers. Through supervision, teachers are encouraged to be more creative and innovative in developing learning methods and media that are appropriate to student needs. In addition, supervision also provides constructive feedback so that teachers can reflect on their teaching practices and make continuous improvements. Academic supervision also encourages the creation of a collaborative atmosphere between teachers and supervisors, thus creating a working relationship that supports improving the quality of education. Thus, it can be concluded that the implementation of effective academic supervision plays a crucial role in improving the pedagogical competence of teachers at SMA Plus Al Raihan Sukabumi.

Digital transformation in education demands a fundamental shift in the role of teachers from traditional instructors to modern learning facilitators who are adaptive, creative, innovative, and responsive to the latest technological developments. This research aims to explore in depth the multidimensional role of economics teachers in optimizing visual learning media to increase students' interest in learning in the digital era, especially at SMAN 1 Lewolema in the 2024/2025 academic year. Using a descriptive qualitative approach, this study involved one economics teacher and 23 students of class X through observation, interviews, and comprehensive documentation. The results show that teachers play the role of innovative learning designers, interactive facilitators who encourage active participation, motivators who arouse the spirit of learning, and innovators who make effective use of visual media. The integration of visual learning media is carried out with a contextual and interactive approach, so that it is able to transform the student learning experience holistically. The positive impacts identified include an increase in the affective dimension through a sense of pleasure, a cognitive dimension through a better understanding of the material, and a conative dimension through increased focus, interest, and motivation of students to learn. However, the implementation of the use of visual learning media cannot be separated from various challenges. Obstacles that arise include the limitations of technology infrastructure in schools, the gap in teachers' digital competencies, and the diversity of students' psychological characteristics that affect acceptance of new methods. This research makes a theoretical contribution to understanding the dynamics of educational technology integration in Indonesia, as well as offering a practical blueprint for schools with limited resources.

This research aims to know the Role of Teachers in Addressing Bullying Behavior in Fourth Grade Students of XXV Wailiti Maumere Elementary School. The method used is a qualitative approach with data collection through interviews, observations, and documentation. The data sources in this study are primary and secondary data. The primary data obtained from the fourth-grade students and teachers of XXV Wailiti Maumere Elementary School, while the secondary data is collected from archives or school data and books and journals that support this research. Data analysis in this study was conducted before entering the field, during the fieldwork, and after completing the fieldwork. The activities in data analysis include data reduction, data presentation, and conclusion drawing. The research results show that the role of the teacher in addressing bullying behavior among fourth-grade students at XXV Wailiti Maumere Elementary School is that when there are problems, the class teacher calls the involved students, those who have issues are called one by one, the problems that occur are investigated, the issue is clarified first, the teacher identifies the problems that occur, the student who made the mistake is called and confronted, the student involved in the issue is asked one by one "Did you do it or not?", both parties are reconciled, an agreement is made so that the behavior is not repeated, and if it cannot be resolved, then the parents are called or the matter is handed over to the principal or his deputy.

This study aims to examine the impact of work environment (X1), work motivation (X2), and job satisfaction (X3) on teacher performance (Y) at SMP Negeri 3 in South Tangerang City. The study employs a quantitative approach with a survey method, and data were collected through the distribution of questionnaires to 40 teachers. The analysis technique used is multiple linear regression with the assistance of SPSS software version 27 to test the impact of independent variables on the dependent variable. The results indicate that the work environment significantly affects teacher performance, with a regression coefficient of 0.534, meaning that the better the work environment, the higher the teacher's performance. Meanwhile, work motivation (X2) does not have a significant effect on teacher performance, with a low coefficient of 0.184, suggesting that motivation is not the main factor influencing teacher performance at SMP Negeri 3 in South Tangerang City. In contrast, job satisfaction (X3) has a positive and significant impact on teacher performance, with a coefficient of 0.559, indicating that higher job satisfaction leads to better performance. The regression equation obtained is Y = -12.759 + 0.534 X1 + 0.184 X2 + 0.559 X3, which reflects the influence of each factor on teacher performance. Based on these results, it can be concluded that the work environment and job satisfaction are important factors in improving teacher performance, while work motivation does not have a significant impact. Therefore, the school administration should focus more on improving the work environment and enhancing teacher job satisfaction to encourage better performance. This study provides recommendations for school managers to address these two factors in efforts to improve teacher performance.

Project Based Learning (PjBL) merupakan model pembelajaran inovatif yang menekankan keterlibatan aktif peserta didik melalui pengerjaan proyek nyata yang relevan dengan kehidupan sehari-hari. Model ini diyakini mampu memadukan aspek kognitif, afektif, dan psikomotorik, sehingga pembelajaran menjadi lebih bermakna sekaligus meningkatkan keterampilan kolaboratif siswa. Sejumlah penelitian terdahulu menegaskan efektivitas PjBL, antara lain dalam meningkatkan keterampilan kolaborasi, komunikasi, berpikir kritis, serta motivasi belajar siswa. Dalam konteks pendidikan Kristen, nilai-nilai kerja sama, kerendahan hati, dan kebersamaan yang diajarkan Rasul Paulus dalam Filipi 2:1–11 memiliki relevansi kuat dengan prinsip PjBL. Nilai sehati sepikir, rendah hati, dan menanggung bersama menjadi fondasi penting dalam membangun kerja sama kelompok yang sehat.Namun, realitas di SMA Bhakti Insani menunjukkan bahwa implementasi PjBL belum optimal. Siswa masih menunjukkan sikap pasif, kurang fokus, serta minim kerja sama baik dengan guru maupun teman sebaya. Oleh karena itu, penelitian ini dilakukan untuk mengkaji lebih jauh implementasi PjBL yang diintegrasikan dengan nilai-nilai Alkitabiah dalam meningkatkan kerja sama siswa. Penelitian menggunakan pendekatan kuantitatif dengan teknik observasi, kuesioner, dan wawancara terhadap 80 responden. Hasil analisis menunjukkan adanya pengaruh signifikan PjBL terhadap peningkatan kerja sama siswa, dengan korelasi sebesar 0,940 dan kontribusi pengaruh mencapai 94%.Temuan ini menegaskan bahwa PjBL dapat menjadi strategi efektif dalam meningkatkan kerja sama siswa apabila dijalankan sejalan dengan nilai-nilai Kristiani. Dengan demikian, PjBL tidak hanya melatih keterampilan akademik dan kolaborasi, tetapi juga membentuk karakter siswa yang berlandaskan kasih, kerendahan hati, dan kebersamaan

 Peran Pendidikan Agama Kristen dalam pembentukan karakter siswa di era digital yang membawa perubahan yang signifikan dalam kehidupan masyarakat. Kemajuan teknologi yang memberikan akses yang mudah bagi setiap siswa membawa tantangan dalam pembentuk karakternya. Pendidikan Agama Kristen memiliki peran yang penting dalam membentuk karakter siswa di era digital. Setiap nilai-nilai karakter yang diajarkan memiliki pemahaman yang baik bagi setiap siswa di era digital ini. Penelitian ini bertujuan untuk mengidentifikasi tantangan yang dihadapi guru Pendidikan Agama Kristen dalam membentuk karakter siswa di tengah era digital. Metode penelitian yang digunakan adalah penelitian kualitatif deskriptif dengan membuat deskripsi secara sistematis, faktual, dan akurat mengenai fakta dan hubungan antara fenomena yang diteliti. Data yang dikumpulkan melalui observasi selama proses pembelajaran, interaksi siswa dan wawancara, kemudian dianalisis secara deskriptif kualitatif. Hasil penelitian menunjukkan bahwa siswa cenderung lebih tertarik pada dunia digital dan mengalami penurunan dalam hal disiplin, empati dan tanggung jawab. Pendidikan Agama Kristen tetap memiliki peran penting sebagai pembelajaran nilai-nilai Kristen yang relevan dan aplikatif, seperti kasih, penguasaan diri dan integritas. Penelitian ini menekankan perlunya strategi pembelajaran yang kontekstual agar nilai-nilai karakter Kristen dapat diterapkan secara nyata di tengah era digital.

Performance improvement can be measured through fair workload and appropriate compensation, but the problem that occurs at SMK Negeri 1 Bukateja is the opposite. There are several teachers who receive excessive workload and inappropriate compensation, resulting in a decline in teacher performance. This study aims to analyze the mediating role of compensation in the relationship between workload and teacher performance, thereby increasing motivation and job satisfaction which will have an impact on teacher performance. This study is a quantitative study with data analysis techniques using Part Least Square (PLS-SEM) using SmartPLS 3.0 software. Sampling used a purposive sampling technique, namely 91 teachers, with a data collection method using a questionnaire. The results of the analysis of the research hypothesis show that workload has a positive and significant effect on the performance of SMK Negeri 1 Bukateja teachers, compensation has a positive and significant effect on workload of SMK Negeri 1 Bukateja, workload has a positive and significant effect on the performance of SMK Negeri 1 Bukateja teachers, and compensation can mediate workload on the performance of SMK Negeri 1 Bukateja teachers. The findings of this study indicate that fair and adequate compensation can reduce excessive workload on teacher performance at SMK Negeri 1 Bukateja. The R-Square result is 60.1%, which is in the moderate category, with the remaining 39.9% explained by other variables outside the study.

Vocational High School 2 Purbalingga will continue to face challenges related to teacher performance in 2024. Based on pre-research results and the data obtained, a shortage of teaching staff has been identified, leading to excessive teaching loads and hours, job stress, and dissatisfaction among some teachers with their compensation. This study aims to determine the extent to which job stress, workload, and compensation influence teacher performance at Vocational High School 2 Purbalingga. This study used a quantitative method with a survey approach. The population in this study was all 84 teachers, all of whom were sampled using a saturated sampling technique. Data processing was performed using SPSS version 25. The results showed that job stress had no effect on teacher performance, while workload and compensation had a significant effect. Simultaneously, job stress, workload, and compensation influenced teacher performance. The coefficient of determination value of 0.451 indicates that these three variables influence teacher performance by 45.1%, while the remaining 54.9% is influenced by other factors not examined in this study. Therefore, it is recommended that the school increase the number of teaching staff to reduce excessive teacher workload

This study aims to describe the pedagogical competence of teachers in conducting assessments of early childhood at KB Teratai. Pedagogical competence refers to the teacher’s ability to manage children's learning, including planning, implementing, and evaluating assessments of student development. Assessment in early childhood requires a deep understanding of children’s developmental characteristics as well as the use of appropriate assessment methods such as observation, documentation, and portfolios. This research employs a descriptive qualitative approach with data collection techniques including observation, interviews, and documentation. The findings indicate that teachers at KB Teratai possess a basic understanding of the principles and techniques of developmental assessment; however, several obstacles remain in its implementation, such as limited time, supporting facilities, and the need for further training. These findings highlight the importance of continuous improvement of teachers’ pedagogical competence to support the quality of early childhood development assessments. Based on the results of this study, pedagogical competence is essential for teachers and can be observed through their ability to use educational play tools as a medium in the learning process.

Penelitian ini menganalisis peran guru Pendidikan Agama Kristen (PAK) dalam mengimplementasikan Amanat Agung berdasarkan Matius 28:19–20, serta implikasinya terhadap pertumbuhan iman peserta didik. Penelitian menggunakan pendekatan kualitatif deskriptif di SD Kristen Pelita Bangsa Bandung dengan observasi, wawancara, dan studi literatur. Hasil penelitian menunjukkan bahwa guru PAK memiliki tiga peran utama, yaitu sebagai penginjil, pelatih, dan pengajar. Ketiga peran ini berkontribusi signifikan terhadap pertumbuhan iman peserta didik melalui penginjilan, pembinaan rohani, dan pengajaran firman Tuhan. Tantangan yang muncul meliputi kurangnya dukungan keluarga, pengaruh teknologi digital, dan dangkalnya pemahaman rohani siswa. Penelitian ini menegaskan urgensi guru PAK sebagai agen Amanat Agung di sekolah.

This study aims to analyze the influence of professionalism and work discipline on teacher performance at MTsN 1 X. Professionalism is the attitude and ability of teachers in carrying out tasks in accordance with established competency standards, while work discipline reflects teacher compliance with the rules and responsibilities given. Teacher performance is seen as an important factor in determining the quality of education, so this study is relevant to support school quality improvement. This study uses a quantitative approach with a survey method. The study population was all 55 teachers at MTsN 1 X, who were also sampled using a saturated sampling technique. The research instrument was a Likert scale questionnaire that had passed validity and reliability tests. Data analysis was carried out by multiple linear regression using the latest version of the SPSS program. The statistical analysis was conducted to determine both partial and simultaneous effects of the independent variables on teacher performance. The results showed that professionalism partially had a significant effect on teacher performance with a significance value of 0.004. Work discipline also had a significant effect with a significance value of 0.003. The simultaneous test showed that professionalism and work discipline together had a significant effect on teacher performance with a significance value of 0.000. The coefficient of determination (R²) of 0.536 indicates that 53.6% of the variation in teacher performance can be explained by these two variables, while the remaining 46.4% is influenced by factors outside this study. These findings highlight the importance of maintaining professional standards and strict discipline to achieve optimal educational outcomes. The implication of this research is the need for schools to design targeted and sustainable teacher development programs to improve professionalism and work discipline. In conclusion, fostering professionalism and discipline is a strategic step to enhance teacher performance and educational quality.

This study investigates the influence of organizational culture and school leadership on teacher performance through work motivation as an intervening variable at SMA N 2 Pasaman Barat. The research employed a quantitative approach, with the entire population consisting of 46 teachers serving as respondents. Data were analyzed using Structural Equation Modeling (SEM) with the Partial Least Squares (PLS) method, including assessments of both the outer and inner models, as well as hypothesis testing. Data processing was conducted with the SmartPLS 3 software package to ensure accuracy and reliability in statistical analysis. The findings reveal that organizational culture has a significant positive effect on work motivation, indicating that a supportive and constructive organizational environment fosters higher levels of teacher motivation. Similarly, school leadership demonstrates a substantial impact on work motivation, emphasizing the importance of principals in inspiring and guiding teachers to remain engaged in their professional roles. Furthermore, the analysis shows that organizational culture significantly affects teacher performance, suggesting that strong cultural values and shared norms within the school enhance overall effectiveness in teaching. In contrast, the results indicate that school leadership does not have a direct significant effect on teacher performance, highlighting that leadership influence may be indirect, primarily channeled through motivational factors. Additionally, work motivation itself is found not to exert a substantial effect on teacher performance, suggesting that motivation alone may be insufficient without being supported by other organizational and contextual factors. When tested as an intervening variable, work motivation does not significantly mediate the relationship between organizational culture and teacher performance, nor between school leadership and teacher performance. Overall, the study contributes to the understanding of how organizational culture and leadership interact with teacher motivation and performance, with implications for educational management strategies aimed at enhancing teacher outcomes in secondary schools.

A mentoring activity on the use of the interactive media ZEP Quiz was conducted at SDN Palrejo with the primary goal of improving teachers' skills in utilizing gamification-based learning technology. The background to this activity stems from the fact that most teachers at the school are not yet familiar with or use ZEP Quiz, despite the availability of adequate digital facilities. This minimal use of technology leads to a monotonous learning process and does not facilitate active student engagement. However, in today's digital era, the implementation of innovative learning media is crucial for improving the quality of education. The methods used in this activity included initial observations, interviews with teachers, direct mentoring, and practical use of ZEP Quiz with students in class. The mentoring was designed in the form of structured training that included an introduction to the features, the creation of questions based on Bloom's Taxonomy, and strategies for integrating ZEP Quiz into learning scenarios. The results of the activity showed a significant increase in teachers' knowledge and skills. Teachers were able to operate ZEP Quiz independently, develop questions according to cognitive level, and apply them to the teaching and learning process. The implementation in the classroom received a positive response from students, characterized by high enthusiasm, active participation, and a fun, competitive atmosphere. These findings support previous research on the effectiveness of gamification in improving student motivation, engagement, and learning outcomes. In conclusion, mentoring the use of ZEP Quiz has proven effective in strengthening teacher competency while creating interactive learning that motivates students. Going forward, innovative and sustainable efforts are needed, including varying question content, developing gamification strategies, and integrating with other digital platforms, to avoid declining motivation due to the novelty effect and ensure the sustainability of technology-based learning in schools.

A mentoring activity on the use of the interactive media ZEP Quiz was conducted at SDN Palrejo with the primary goal of improving teachers' skills in utilizing gamification-based learning technology. The background to this activity stems from the fact that most teachers at the school are not yet familiar with or use ZEP Quiz, despite the availability of adequate digital facilities. This minimal use of technology leads to a monotonous learning process and does not facilitate active student engagement. However, in today's digital era, the implementation of innovative learning media is crucial for improving the quality of education. The methods used in this activity included initial observations, interviews with teachers, direct mentoring, and practical use of ZEP Quiz with students in class. The mentoring was designed in the form of structured training that included an introduction to the features, the creation of questions based on Bloom's Taxonomy, and strategies for integrating ZEP Quiz into learning scenarios. The results of the activity showed a significant increase in teachers' knowledge and skills. Teachers were able to operate ZEP Quiz independently, develop questions according to cognitive level, and apply them to the teaching and learning process. The implementation in the classroom received a positive response from students, characterized by high enthusiasm, active participation, and a fun, competitive atmosphere. These findings support previous research on the effectiveness of gamification in improving student motivation, engagement, and learning outcomes. In conclusion, mentoring the use of ZEP Quiz has proven effective in strengthening teacher competency while creating interactive learning that motivates students. Going forward, innovative and sustainable efforts are needed, including varying question content, developing gamification strategies, and integrating with other digital platforms, to avoid declining motivation due to the novelty effect and ensure the sustainability of technology-based learning in schools.