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This community service program is designed to address the need for digitalization in administrative management and improve digital literacy in schools. The main focus of the activity is training on the use of Google Workspace as an integrated knowledge management system to improve work efficiency and collaboration among staff. Problems faced by schools include the continued use of manual administrative systems and a low understanding of how to use digital platforms. The training was conducted as a workshop with a learning-by-doing approach, allowing participants to learn directly and contextually. The training material covered the operation of various Google Workspace features, such as Google Forms, Sheets, Calendar, Docs, Drive, and Meet. This activity was designed so that participants not only understand the function of each application but also are able to integrate them into daily administrative activities. The training evaluation was conducted through pre- and post-tests, which showed a significant increase in participants' technical understanding. In addition to improving digital competency, this training also encouraged a shift in work culture towards a more collaborative, efficient, and data-driven one. The program's success demonstrates that digital transformation in educational environments can be achieved through an educational, participatory approach tailored to local needs. With positive results, this activity has the potential to be replicated in other educational institutions as a sustainable strategy for cloud-based administrative management. This training is proof that adopting digital technology in schools can strengthen administrative governance comprehensively and sustainably.

This study discusses the implementation of the Problem Based Learning (PBL) model to improve critical thinking in Islamic Religious Education (PAI) learning at SMP Negeri 1 Bantarsari. The focus of this research is on the planning and implementation of the PBL model to improve students' critical thinking skills. The purpose of this study is to find out and describe in depth how the implementation of the Problem Based Learning model can contribute to improving students' critical thinking skills in the context of PAI learning. This type of research is a field research with a qualitative approach and is presented descriptively. The data collection techniques used include observation, interviews, and documentation, while data analysis is carried out through three stages, namely data reduction, data presentation, and drawing conclusions or verification. This research was conducted directly in the school environment so as to produce actual and contextual empirical data. The results of the study show that teachers have designed learning well through the preparation of teaching modules as guidelines. The implementation of learning is carried out in three main stages, namely planning, implementation, and evaluation. At the implementation stage, the PBL model is applied through five steps: (1) orientation to the problem, (2) organizing students to learn, (3) individual and group investigations, (4) presentation of discussion results, and (5) reflection on learning outcomes. Evaluation is carried out on an ongoing basis both during the learning process and at the end of the activity. The application of this Problem Based Learning model has proven to be effective in increasing students' critical thinking. Students show improved ability to analyze, evaluate, and solve problems relevant to PAI material. In addition, students also become more active, independent, and used to expressing opinions in group discussions. Interaction between students increases positively, creating a collaborative and participatory learning environment. This indicates that the use of the PBL model can be the right strategy in developing students' critical thinking skills at the junior secondary education level.

This research aims to determine the effect of the Problem Based Learning (PBL) learning model assisted by Prezi media on the learning outcomes and critical thinking abilities of class XI MPLB students at SMK PGRI 2 Sidoarjo in the subject of Human Resource Management. The research method used is an experiment with a quasi experimental design. The type of design used is pre-test and post-test with non-equivalent control-group. The sample consisted of 45 students from class XI MPLB 1 as the experimental class and 45 students from class XI MPLB 2 as the control class. Research data was obtained from test results, observations, interviews and documentation. Data analysis techniques use normality tests, homogeneity tests, ngain tests, and hypothesis tests. The results of hypothesis testing on students' learning outcomes and critical thinking ability tests show sig. (2-tailed) with Equal variances assumed of 0.000 < 0.05. Based on the test results, it can be concluded that  and  are accepted, meaning that the Problem Based Learning (PBL) learning model assisted by Prezi media has an effect on students' learning outcomes and critical thinking skills.

The background of this research is the importance of pursuing knowledge based on good morals. The formation of Islamic character based on good morals is an important aspect that needs to be emphasized in students' lives, both in the school environment and in society. This is because good character is a reflection of the success of education, especially education based on Islamic values. However, at SMP Ma'arif NU 2 Kemranjen, several student behavioral problems were still found that indicate the suboptimal formation of Islamic character. Some students appeared unprepared when submitting memorization targets (deposits), were still outside the classroom when learning began, and arrived late to participate in the 0-hour habituation program. These problems indicate the importance of evaluating the effectiveness of the 0-hour habituation program that has been implemented by the school as an effort to form Islamic character. Therefore, this study aims to determine whether there is an effect of the 0-hour habituation program on the formation of students' Islamic character. This study used a quantitative approach with a descriptive survey method. The population in this study were all 107 eighth-grade students of SMP Ma'arif NU 2 Kemranjen from three classes. Data collection techniques were conducted through documentation of the 0-hour habituation program scores given by teachers and the Islamic character formation questionnaire completed by students. The data analysis technique used was descriptive statistics, with the calculation of averages, percentages, and data categorization. The results of the study indicate that the 0-hour habituation program did not have a significant impact on the formation of students' Islamic character. Nevertheless, this program is still being implemented because it is believed to have various benefits that can support the long-term character education process. This research contributes to schools in evaluating and developing more effective strategies for forming students' Islamic character.

This study aims to develop a contextual learning-based mathematics test instrument focused on Statistics and intended for eighth-grade junior high school (SMP) students. The instrument developed consists of essay questions designed by integrating real-life situations to make them more relevant and meaningful for students. This contextual approach is expected to help students understand statistical concepts more deeply and improve their ability to solve mathematical problems related to everyday life. In the instrument development process, a series of analyses were conducted to test the quality of the test items, including validity, reliability, discriminating power, and difficulty level. The validity of the test items was tested using the correlation between item scores and total scores, with the results showing that all test items had a correlation coefficient greater than the r value of the table, thus being declared valid. Meanwhile, the reliability coefficient obtained was 0.84, indicating that this instrument has a high level of consistency and is suitable for use in measurement. Analysis of the discriminating power showed that each test item had excellent ability to differentiate students with high and low abilities. The analysis of the difficulty level showed balanced variations, namely from easy, medium, to difficult categories. This variation is important to accommodate differences in student ability levels and reflect the diversity in the context of the problems presented. Overall, the results of this study indicate that the developed test instrument is of excellent quality and can be used as an evaluation tool to measure students' mathematical problem-solving abilities. Furthermore, this instrument supports more contextual, interactive, and meaningful statistics learning.

This community service activity addresses the growing need for adaptive education in the digital era by focusing on strengthening the character and competence of students in line with rapid technological developments. The Pancasila Student Profile, which serves as the foundation of the Merdeka Curriculum, outlines six core dimensions: faith and piety, global diversity, cooperation, independence, critical reasoning, and creativity. Among these, creativity, independence, and critical thinking are crucial for preparing students to become innovators and problem-solvers in the digital world. However, schools in developing regions often face limitations in implementing these dimensions due to lack of resources and digital literacy. This program was implemented at SMA Negeri 2 Sorong Regency with the objective of strengthening the Pancasila Student Profile by providing training in the use of Thunkable, a visual programming platform for creating drag-and-drop mobile applications. The activity used a Project-Based Learning (PjBL) approach, enabling students to actively engage in designing simple educational applications that align with their learning context. The method encouraged hands-on exploration, teamwork, critical analysis, and creative thinking. Throughout the training, students not only learned how to navigate the Thunkable platform but also developed functional mobile apps addressing real-life learning challenges. The outcomes of the program showed a marked improvement in students’ digital literacy, problem-solving ability, innovation, and collaboration. Furthermore, students began to view themselves not just as consumers of technology but as producers of meaningful digital solutions. This initiative demonstrates that integrating digital technology with project-based learning can effectively support the implementation of the Pancasila Student Profile, even in remote or underdeveloped areas. It provides evidence that with the right approach and tools, students can be empowered to become digitally literate, creative, and socially responsible individuals who are ready to act as agents of change in the 21st century.

This study examines how project-based learning is used in Makassar State University's Educational Exhibition course for the Educational Technology Study Program. The purpose of this study is to outline the phases of project-based learning in the Educational Exhibition course, along with its benefits and drawbacks. The research method used a descriptive qualitative approach with a single case study type on the educational exhibition course. The findings demonstrated that there are multiple steps involved in implementing project-based learning in educational exhibition courses: determining the fundamental questions, project planning, scheduling, monitoring project progress, assessing results or project presentations, and the final stage of experience evaluation. Other research findings indicate that project-based learning in this course provides several benefits for students, such as active participation in the learning process, the ability to integrate theory and practice, team learning and collaboration, as well as the development and enhancement of students' skills.   However, a number of issues that need to be addressed, such as uneven student contributions, lack of open communication, and time management problems, can make the educational exhibition project less successful. The findings support designing effective project-based learning programs that meet workforce demands and enhance student's interpersonal skills through authentic experiences.

This journal studies Project Based Learning (PjBL) as one of the innovative learning strategies that use projects or activities as a means of learning to improve students' learning motivation, learning outcomes, knowledge, and skills. The method used in this study is a qualitative approach with literature studies, namely by collecting and analyzing data from various scientific journals, articles, and relevant literature that discuss PjBL, active learning strategies, student learning motivation, and achievement of learning outcomes at various levels of education, especially at the elementary school level. The results of the study show that the implementation of PjBL has proven to be effective in increasing students' learning motivation because this approach emphasizes active involvement, collaboration, a sense of responsibility, and the development of students' creativity during the learning process. More than that, this strategy allows students to learn through hands-on experience and real-world problem-solving, thus making the learning process more contextual, fun, and meaningful. In addition to increasing motivation, PjBL also contributes significantly to improving learning outcomes, because students understand the material more easily when it is associated with daily life. These findings affirm the importance of implementing project-based learning strategies as an alternative learning model relevant to the needs of the 21st century, emphasizing critical thinking, communication, collaboration, and creativity (4C) skills. Therefore, this study recommends that teachers and educators integrate the PjBL approach systematically and structurally in learning planning and in the curriculum to improve the quality of education, student involvement, and learning outcomes in a comprehensive, effective, and sustainable manner.

This study aims to describe students' critical thinking skills in solving numeracy literacy problems by considering their mathematical dispositions. Critical thinking skills are an important competency in 21st-century learning because they play a significant role in understanding concepts, analyzing information, and solving problems with a logical and systematic approach. Numeracy literacy, as part of basic mathematical competencies, requires students not only to be able to calculate but also to understand the context and apply mathematical concepts in real life. In this context, mathematical disposition—which includes self-confidence in mathematics, persistence in solving problems, and curiosity—is seen as a factor that influences students' critical thinking skills. This study used a descriptive qualitative approach with student subjects selected based on high, medium, and low mathematical disposition categories. The instruments used consisted of a numeracy literacy test and a semi-structured interview guide. Data were collected through completing a mathematical disposition questionnaire, working on numeracy literacy problems, and in-depth interviews with selected subjects. Data analysis techniques included data reduction, data presentation, and inductive conclusion drawing. The results of the study indicate that students with a high mathematical disposition tend to have more developed critical thinking skills. They are able to analyze problems in depth, evaluate relevant information, and draw logical and structured conclusions. Conversely, students with medium and low dispositions tend to have limited critical thinking skills, particularly in the aspects of evaluation and conclusion drawing. This finding emphasizes the importance of strengthening mathematical dispositions as an integral part of learning strategies to improve students' critical thinking skills in the context of numeracy literacy.

The purpose of this study is to describe spelling errors in descriptive texts of grade XI students of SMA Negeri 3 Lhokseumawe. This research method is descriptive qualitative. Data were collected using documentation and note-taking techniques. Data analysis techniques were carried out through several stages, namely collecting data samples and identifying errors, classifying data based on the type of spelling errors, and describing the forms of errors found. The results of the study indicate that many students still make spelling errors, such as errors in capitalization, writing basic words, redundant words, pronouns, prepositions, abbreviations and acronyms, period errors, and comma errors. These errors are caused by students' lack of accuracy and understanding in implementing Indonesian Spelling when writing. In this case, students must be given a better understanding of Indonesian Spelling. To overcome this problem, teachers have an important role in providing more intensive learning related to the implementation of Indonesian Spelling. One effort that can be done is to provide structured writing exercises, accompanied by direct feedback on spelling errors made by students. Furthermore, the use of digital learning media, such as spelling correction apps or interactive writing platforms, can help students improve their writing skills more effectively. With the right learning strategies, it is hoped that students will be able to understand spelling rules in depth and apply them correctly in every writing activity. Furthermore, students' writing skills also need to be honed through more varied activities, such as writing competitions, daily journals, or creative writing projects that require consistent application of spelling rules. Teachers can also implement a peer review method, where students correct each other's writing, thus creating collaborative learning that can increase language awareness.

Work and energy are important topics in physics learning. Learning on this topic can be done using various methods and media, which provide different results depending on the approach used. This study aims to identify various learning models and media and their influence on learning about work and energy through a meta-analysis of 17 relevant research journals. The results of the study indicate that there are various learning methods that can be applied, including the 7E Learning Cycle, STEM, Problem Solving, Think-Pair-Share, Inquiry, and others. Of these various methods, the inquiry approach is the most widely used because it is relevant to the student-based curriculum that positions teachers as facilitators in developing students' thinking skills and intellectual discipline.

This study aims to develop interactive learning media for logic gate material in Industrial Electronics Engineering subjects at SMK Negeri 5 Batam by utilizing Adobe Flash CS6 integrated with CircuitVerse. This media is designed to provide a more interesting, interactive, and applicable learning experience, so it is expected to improve students' understanding of the concept of logic gates which is a basic material in the field of electronics. The study uses a Research and Development (R&D) approach with a 4D development model that includes the Define, Design, Develop, and Disseminate stages. Research data were collected through validation by material experts and media experts, as well as practicality tests involving students. Data collection instruments were in the form of validation sheets and student response questionnaires. The validation results showed that the developed learning media obtained a score of 88.20% from material experts and 93.88% from media experts, both of which are in the "very valid" category. The practicality test involving grade XI students obtained a score of 92.80%, indicating that the media is "very practical" to use in the learning process. This interactive media combines elements of text, images, animation, and digital circuit simulations using CircuitVerse, so students can learn logic gate concepts visually and directly practice them virtually. This integration not only makes it easier for students to understand the theory but also trains problem-solving and critical thinking skills. The findings of this study indicate that interactive learning media based on Adobe Flash CS6 and CircuitVerse has great potential to increase learning motivation, student engagement, and conceptual understanding of logic gate material. This media is also relevant to support the implementation of the Independent Curriculum, which emphasizes project-based learning, independent learning, and complete competency mastery.  

In the digital 4.0 era, language literacy and digitalization are key elements in the process of community empowerment, especially in rural areas that still face the challenge of limited access to information and technology. This study aims to analyze the effectiveness of language literacy strengthening and digitalization programs in supporting community empowerment in Takalar Regency, with an integrative approach that considers local context and cultural wisdom. The method used is a qualitative approach through participatory action research, which allows for the active involvement of the community in the process of identifying problems and finding solutions. The community service activity (PKM) was held in Ujung Baji Village, Sanrobone District, Takalar Regency on July 10, 2025, involving 25 participants with diverse social and educational backgrounds. The literacy expert team from ADPERTISI plays a role in designing and implementing multilingual-based training programs and approaches that are sensitive to local culture. This program has succeeded in significantly increasing people's digital literacy, with 60% of participants able to utilize technology for MSME development and 40% of participants successfully accessing public services independently through digital platforms. The "Techno-Linguistic Integration" model applied has proven to be effective in overcoming language barriers in the digital technology adoption process. The integration of local languages with digital devices creates an inclusive and relevant learning environment for rural communities. The results show that a holistic and contextual approach to strengthening language literacy and digitalization can empower communities in a sustainable manner, strengthen local capacity, and encourage digital transformation at the grassroots level. These findings make an important contribution to the development of technology-based community empowerment strategies and local culture in the digital era.

This research aims to develop a mathematics teaching module based on differentiated learning integrated with the Project-Based Learning (PjBL) method, specifically for the topic of spatial structures ("get up room") for students at Nanasi 1 Elementary School. The development process follows the 4D model, which includes the stages of Define, Design, Develop, and Disseminate. In the Define stage, analysis revealed the absence of instructional modules that align with students' learning styles and needs. Consequently, learning objectives were formulated based on geometric elements and problem-solving criteria. During the Design stage, a prototype module and validation instruments were produced. Validation was conducted by two experts, yielding high scores for both content and visual presentation—each achieving 90% validity. Practicality assessments also showed strong results, with content rated at 90.8% and visual aspects at 90%, categorizing the module as “very valid” and “very practical.” The integration of the PjBL method was implemented to enhance active student participation, encouraging collaborative exploration and real-world application of mathematical concepts. The developed module is considered suitable for supporting differentiated mathematics instruction in elementary schools. It accommodates diverse learning styles and promotes student engagement through project-based tasks. The findings suggest that combining differentiated learning with PjBL fosters a more inclusive and effective learning environment, particularly in geometry-related topics. This module not only meets pedagogical standards but also contributes to the advancement of innovative teaching practices in primary education.

Limited access to learning resources appropriate to the local context presents a challenge in the mathematics learning process in indigenous communities such as the Baduy Tribe. Conventional mathematics learning is often considered too abstract and less relevant to the daily lives of Baduy children, especially in the Outer Baduy region. To address this challenge, this community service activity aims to introduce contextual mathematics learning media based on the surrounding environment and local culture. The media developed is designed to be easily accessible, affordable, and environmentally friendly, while still respecting prevailing traditional values. The method used in this activity is Participatory Action Research (PAR), with a collaborative approach between a team of lecturers and the Outer Baduy community. The activity implementation process includes six stages, namely: identification of local problems and potential, planning, designing learning media, implementation, evaluation, and documentation of activity results. The results of the activity show an increase in interest and understanding of basic mathematics concepts among Outer Baduy children. Children appear more active, enthusiastic, and confident in participating in the learning process through educational games and concrete activities. The media used utilizes natural objects and local cultural elements, such as woodcuts, ancient angklungs, traditional hats, and distinctive Baduy woven motifs. The community responded positively because these media do not conflict with traditional values. This activity has had positive cognitive and social impacts and strengthened awareness of the importance of a contextual and culturally based educational approach as a relevant and inclusive learning strategy.  

The role of Islamic Religious Education (PAI) teachers in shaping students' religious moderation is highly needed. The very diverse religious diversity in public schools is a challenge for PAI teachers compared to religious-based schools. The purpose of this study is to identify PAI learning based on Problem Based Learning (PBL) to improve students' moderate attitudes and national insight which includes; planning, implementation, evaluation, supporting and inhibiting factors as well as the impact of problem-based PAI learning to shape students' moderate attitudes and national insight. This study uses a qualitative approach using the case study method. Data collection techniques are carried out through interviews, observations and documentation analysis. The data analysis technique uses the Miles and Huberman analysis technique using the ATLAS.ti analysis tool. The results of the study found that: First, PBL learning planning is carried out by; setting learning objectives, compiling learning steps and learning evaluation. Second, implementation is carried out by; orientation stage, guiding stage, developing stage and conclusion stage. Third, evaluation is carried out by; holistic, diagnostic, formative and summative evaluation stages. Fourth, supporting factors include; student involvement, high teacher creativity, student collaborative learning, program collaboration, contextualization of issues in learning, support for infrastructure and school culture. Inhibiting factors include; difficulty in determining relevant problems, time availability, lack of teacher understanding, student diversity, difficulty generating ideas, social and cultural barriers, and resistance to change. Fifth, a moderate attitude is demonstrated by; tolerance, openness, respect for diversity, good ethics in interactions, wasathiyah, social harmony, critical and objective.

Information technology is a technology used to manage data, including processing, acquiring, organizing, storing, and manipulating data in various ways to produce high-quality information—namely, information that is relevant, accurate, and timely. This information is used for personal, business, and governmental purposes, serving as strategic information in decision-making. To anticipate changes in weather conditions, particularly rainfall, a valid and accurate report is needed that can be useful for the public. So far, the correlation or relationship between the factors influencing weather conditions—especially rainfall—has not been precisely determined, making it mathematically difficult to create a model that can describe the correlation among all these factors. This is where Artificial Neural Networks (ANN) come into play: to create such models and map out the existing problems purely based on the input data provided. One of the capabilities of neural networks is to make predictions based on previously learned data using the backpropagation method.

The phenomenon of bullying that occurs in the pesantren environment is not only a social problem, but also reflects a crisis in the internalization of Islamic educational values. This study aims to examine the dynamics of bullying in Islamic boarding schools from a psychosocial perspective and Islamic educational values. With a literature study approach and qualitative content analysis, this study explores various theories, empirical findings, and expert views obtained from relevant journals, books, and scientific works. The results of the study show that the practice of bullying in pesantren often stems from power relations that are institutionalized through the hierarchy structure of seniority, as well as weak supervision of the process of internalizing Islamic values among students. The values of Islamic ukhuwah, justice, and compassion that should be the spirit of Islamic education are often eroded by a culture of silence, neglect, or even the wrong perception that bullying is part of discipline. In fact, the concept of Islamic education not only emphasizes the mastery of the knowledge of tools (tsaqafah), but also the formation of intellect ('aqliyah), soul (nafsiyah), and Islamic personality (syakhsiyah Islamiyah) based on a strong aqidah. Bullying prevention requires deeper Islamic character education, strengthening social control, and psychosocial approaches to maintain mental and spiritual balance of students. The implications of this study emphasize the importance of a holistic and civilized pesantren management strategy, by fostering an anti-bullying culture, creating a safe, harmonious, and harmonious learning environment that is in line with the main goals of Islamic education. Thus, pesantren are expected to be able to form students who are not only intellectually intelligent, but also have noble morals, high social spirit, empathy, and have a strong Islamic personality and full of integrity.

This study aims to examine in depth the effectiveness of the application of the Children Learning in Science (CLIS) learning model in the Natural Science (Science) learning process. The background of this study stems from the problem of low active student participation in class, which is largely caused by difficulties in understanding abstract science concepts. The CLIS model offers a learning approach that emphasizes active student involvement through a series of systematic learning stages. The method used is a literature review with a qualitative descriptive approach. Analysis was conducted on 25 articles from national and international publications. Each article was reviewed based on relevance, research methods, main findings, and the suitability of CLIS application in various science learning contexts. The results of the study indicate that CLIS has proven effective in improving students' understanding of science concepts, developing science process skills such as observation, classification, measurement, and hypothesis testing, and encouraging active student participation during the learning process. In addition, this model is also able to improve critical thinking skills through exploration activities, experiments, group discussions, and reflection on learning outcomes. The CLIS stages, which include exploring students' prior knowledge, introducing new concepts through experiments, strengthening understanding through discussions, and strengthening concepts through reflection, enable students to construct knowledge independently and meaningfully. Based on these findings, CLIS is considered relevant and can be an effective alternative learning model to improve the quality of science learning at various levels of education.

In today's digital era, technology plays a crucial role in supporting innovative, interactive, and engaging learning processes. Education is no longer limited to the use of conventional textbooks and whiteboards, but has been transformed through the integration of various digital media. In this context, digital literacy has become a key competency that students must possess. Digital literacy encompasses not only the ability to access and understand information from various digital sources but also involves critical thinking and collaborative skills, as well as the wise, ethical, and responsible use of technology. Studies show that the appropriate and targeted use of digital media can increase students' interest in reading materials and other learning activities. Interactive and visually appealing digital media can stimulate students' curiosity, enrich the learning experience, and increase their motivation. Furthermore, the use of digital technology also provides opportunities to develop creativity, communication skills, and problem-solving skills. Technology-based learning enables more effective learning differentiation, allowing students to learn at their own pace and learning style. This is highly relevant in the context of 21st-century education, which demands information literacy, technology literacy, and media literacy. As learning facilitators, teachers are required not only to be proficient in using technology but also to design learning that integrates curriculum content with available digital potential. Therefore, optimal use of digital technology can be a strategic solution in creating a generation that is digitally literate, creative, innovative, and able to adapt to increasingly dynamic and complex developments. To achieve this goal, collaboration between schools, the government, and parents is essential in providing adequate access to and training in sustainable educational technology.