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The low level of understanding among elementary school students regarding common diseases and their prevention can increase the risk of both communicable and non-communicable diseases from an early age. Therefore, effective health education efforts are essential to instill healthy habits in children. This community service activity aimed to improve the knowledge of elementary school students in the working area of Labuhan Sumbawa Public Health Center about common diseases and preventive measures through an interactive educational approach. The methods used included health counseling with visual media, engaging educational games, and small group discussions to encourage active participation. The activity was conducted in June 2025, involving 30 students from two elementary schools selected purposively. The educational content focused on dengue fever, diarrhea, influenza, helminthiasis, and acute respiratory infections (ARI), along with prevention strategies such as maintaining personal hygiene, consuming nutritious food, and the importance of immunization. Evaluation was carried out through pre-test and post-test assessments to measure the improvement in students’ understanding. The results showed a significant increase in students’ knowledge of the delivered material. Additionally, students demonstrated high enthusiasm and active involvement during the sessions, particularly in the educational games. These findings indicate that an interactive educational approach is effective in enhancing students’ understanding of disease prevention. This program is expected to serve as a model for sustainable health education in other elementary schools to prevent diseases from an early age and support the implementation of clean and healthy living behaviors within the school environment

This study explores the implementation of human resource development management as a strategic effort to enhance task performance in educational institutions. The research was conducted at MAN 2 Kediri City and MAU MBI Amanatul Ummah Pacet Mojokerto, where notable improvements in information and technology mastery were observed. These improvements stemmed from various capacity-building activities, including computer proficiency training, computer-based learning workshops, excellent service training, teacher participation in science olympiad competitions, and other quality enhancement programs. Employing a qualitative approach, data were collected through participant observation, in-depth interviews, and documentation. Data analysis was conducted using individual site analysis and cross-site comparison, while data validity was ensured through credibility, transferability, dependability, and confirmability criteria. The findings reveal that to strengthen competitive advantage in madrasahs, school leaders undertake comprehensive human resource management practices. These include needs analysis through vacant position mapping and recruitment planning, teaching hour allocation, job analysis, and structured recruitment processes involving written tests, microteaching, and interviews. Furthermore, human resource development is carried out through adherence to Standard Operating Procedures (SOP) and continuous professional training for educators. The study concludes that strategic human resource development contributes significantly to institutional competitiveness and educational quality. It recommends sustained investment in teacher capacity building and structured HR planning to support long-term performance improvement.

Hypertension is a non-communicable disease (NCD) with a high prevalence in Indonesia and is a major cause of serious complications, such as stroke, kidney failure, and heart disease. The high incidence of hypertension makes this disease a primary focus of NCD control efforts at the primary healthcare level. The Ulee Kareng Community Health Center has implemented a sustainable hypertension control program for the past three years with the aim of reducing the incidence of complications and improving patients' quality of life. This study aims to evaluate the implementation of the hypertension control program using a logic model framework that encompasses five aspects: input, process, output, outcome, and impact. The research method used is descriptive analytic with a mixed methods approach, combining quantitative and qualitative data to obtain a comprehensive overview of program implementation. The results indicate that the hypertension control program at the Ulee Kareng Community Health Center has had a positive impact. In terms of output and outcome, there has been an increase in patient compliance with therapy prescribed by healthcare professionals, a decrease in blood pressure in the majority of patients, and a decrease in the number of hypertension-related complications. This indicates that the program is quite effective in achieving its intended goals. However, several challenges remain. The main problems lie in the suboptimal data recording system and the suboptimal delivery of health education. To improve the program's effectiveness in the future, recommendations include strengthening the monitoring and evaluation system, increasing the capacity of health workers and cadres through training, and developing innovative media and educational strategies to make information more easily understood and applied by the public.

This article discusses the importance of job analysis as a fundamental component of human resource management (HRM) within Islamic educational institutions in Indonesia. Using a qualitative approach based on a literature review, the study highlights the strategic role of job analysis in developing job descriptions, job specifications, and the professional development of human resources. Job analysis serves not only as an administrative tool but also contributes to institutional efficiency, the enhancement of educational quality, and the readiness of institutions to face global challenges and technological advancements. By systematically identifying and evaluating job roles and responsibilities, institutions can align their HR practices with organizational goals and the evolving demands of the educational sector. The application of analytical models such as the Position Analysis Questionnaire (PAQ), Functional Job Analysis (FJA), and the Job Characteristics Model ensures that job analysis is comprehensive and tailored to the specific needs of the institution. The article emphasizes that a results-oriented approach is more relevant for modern educational institutions, particularly those within Islamic settings. The findings indicate that the optimal implementation of job analysis can strengthen the governance of Islamic educational institutions, enhance their operational effectiveness, and improve the competitiveness of their human resources in the global education landscapes.

This study aims to analyze the implementation of Interpretation of Financial Accounting Standards (ISAK) 335 in the financial reporting of LP Ma’arif SMKS NU Pace Nganjuk as a non-profit entity. As an educational institution under a foundation, SMKS NU Pace is required to prepare financial statements that are transparent and accountable in accordance with applicable standards for non-profit entities. The research uses a descriptive qualitative approach with a case study method. Data were collected through interviews, observation, and documentation of existing financial reports. The findings indicate that the school has prepared reports such as BOS and BPOPP fund reports, as well as annual reports submitted to the foundation. However, the implementation of ISAK 335 remains basic and lacks detailed presentation. Key elements such as the classification of restricted and unrestricted net assets and disclosures in the Notes to Financial Statements (CALK) have not been fully understood or applied. The main obstacle is the limited technical understanding of ISAK 335 and the absence of specific accounting training for financial managers. It can be concluded that the implementation of ISAK 335 at LP Ma’arif SMKS NU Pace is still in its early stages and not yet optimal. Improving human resource capacity and establishing more standardized recording systems are essential.

Stunting is a major public health problem that has long-term impacts on the quality of human resources, affecting physical growth, cognitive development, and socio-economic outcomes. The Indonesian government has identified the acceleration of stunting reduction as a national priority, requiring cross-sector collaboration and active community participation. This article aims to describe the implementation and outcomes of a Community Service Program (Community Service) based on a collaborative approach to support stunting reduction efforts in Kelurahan Laksamana. The program employed a participatory method through health education, interactive discussions, and partnership strengthening among the community, health workers, and educational institutions. The results indicate an increased level of community awareness and understanding regarding stunting, the importance of routine health check-ups, and the role of families in stunting prevention. Furthermore, the program strengthened partnerships and enhanced community trust in local health services. This community service activity contributes positively to building collective awareness and serves as a strategic initial step toward sustainable stunting reduction at the local level.

Collaboration between students and the community is a crucial strategy in village empowerment to achieve sustainable development. This study aims to describe the forms of student-community collaboration in educational programs, environmental actions, and the commemoration of the 80th Indonesian Independence Day in West Ambarawa Village, Pringsewu Regency. The method used was descriptive qualitative, with data collection techniques through observation, interviews, and documentation during program implementation. The results indicate that educational activities, including campus outreach, prevention of immorality, anti-bullying, and early childhood education (PAUD) mentoring, increased educational awareness and social literacy. Environmental actions such as mutual cooperation (gotong royong) and mosque revitalization successfully strengthened the values of mutual cooperation and environmental cleanliness. Furthermore, QRIS socialization positively impacted the digital literacy of MSMEs, while local tourism promotion increased the village's tourism potential. The commemoration of the 80th Indonesian Independence Day served as a platform for strengthening social capital and community togetherness. Despite challenges such as limited time and participation, this collaboration significantly contributed to strengthening community capacity. Further recommendations include ongoing mentoring, infrastructure support, and strengthening the role of youth to ensure the program's sustainability.

This study aims to analyze the application of the Project-Based Learning (PjBL) model to improve students’ creativity in Social Studies and to measure its effectiveness in enhancing creative learning outcomes. The research was conducted as a Classroom Action Research (CAR) across two cycles during the even semester of the 2024/2025 academic year, involving 30 fifth-grade students at SD Inpres Barombong 2. Data were collected through observation, questionnaires, and documentation, while analysis employed descriptive statistics for quantitative data and reduction–triangulation techniques for qualitative data. The creativity indicators examined included fluency, flexibility, originality, and elaboration. Findings reveal that the implementation of PjBL significantly enhanced students’ creative thinking skills, as evidenced by an overall increase in average scores across all creativity indicators. Furthermore, the effectiveness of the PjBL model was reflected in the improved implementation of its instructional syntax, progressing from the “Moderate” category in the initial cycle to “High” and eventually “Very High” in the subsequent cycle. These outcomes confirm that PjBL promotes active, student-centered, and collaborative learning that fosters creativity in Social Studies. The study concludes that continuous implementation of PjBL is essential for cultivating creativity in elementary classrooms and suggests further research to explore its applicability in different contexts and educational levels.

Public Financial Management (PFM) is a critical element of good governance, transparency, and accountability, with direct implications for education and youth development. Despite its significance, research on PFM in these sectors remains fragmented, limiting a holistic understanding of its impact. This study conducts a Systematic Literature Review (SLR) to synthesize existing scholarship on PFM in education and youth affairs, following the PRISMA 2020 guidelines. A comprehensive search across Scopus and Web of Science identified peer-reviewed studies addressing financial governance, budgeting practices, accountability mechanisms, and financial literacy programs. The findings reveal that effective PFM contributes to improved educational outcomes by enhancing financial literacy, ensuring timely budget disbursement, promoting student savings, and enabling equitable access to financial education. Conversely, persistent challenges such as delays in fund allocation, weak accountability, and disparities in program implementation continue to hinder progress. The review also highlights the broader implications of SLRs in advancing curriculum innovation, guiding evidence-based policymaking, and strengthening accountability frameworks in education finance. This study contributes to both theory and practice by offering an integrated synthesis of PFM in education and youth affairs, identifying critical research gaps, and providing recommendations for policymakers and practitioners. The results underscore the importance of embedding financial literacy into school curricula, adopting performance-based budgeting, and fostering collaboration between researchers and policymakers. Ultimately, strengthening PFM in education not only enhances institutional efficiency but also equips youth with the financial skills and opportunities required for sustainable social and economic development The findings from this review contribute to the ongoing discourse on PFM by offering an integrated synthesis of current knowledge. The study not only uncovers critical research gaps but also provides actionable recommendations for both policymakers and practitioners.

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.

Adolescence is a crucial developmental phase marked by physical, emotional, and social changes, alongside new challenges brought about by the digital age. These changes often contribute to heightened stress and anxiety, particularly in academic settings. School, with its rigorous demands and social pressures, serves as a significant stressor. This community service project aimed to enhance the knowledge and practice of mindfulness among 10th-grade students at SMAN 3 Bone, specifically focusing on helping them cope with psychological and social pressures. Conducted on August 22, 2025, the project involved 33 female students navigating the transitional period of adolescence. The intervention consisted of an initial survey to assess baseline knowledge, followed by educational sessions on mindfulness theory and practical exercises, as well as group discussions and reflections. The results demonstrated a significant increase in students' mindfulness knowledge and skills, with the final average score reaching 80. Evaluation was based on observations throughout the activity and post-intervention assessments. The outcomes suggest that mindfulness education is an effective strategy for improving students’ ability to manage stress and anxiety. Despite the positive impact, challenges related to the implementation of mindfulness education within the school setting were identified, including the need for more structured integration into the curriculum and continuous support. Nevertheless, the findings highlight the potential of mindfulness practices as a valuable tool for supporting students' psychological well-being during adolescence, providing them with coping mechanisms for the pressures they face. Future recommendations include expanding the program to a broader student population and offering more regular mindfulness sessions to foster long-term benefits

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 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.

This study aims to evaluate the effectiveness of the Nutritious Meal Program as a public service policy in enhancing the academic achievement of elementary school students in Wonopringgo District. The research adopts a descriptive qualitative approach, with data collected through in-depth interviews, participant observation, and documentation across 19 educational institutions participating in the program. Findings reveal that the program has a significant positive impact on students’ nutritional status, learning motivation, and overall academic performance. Improvements were observed in student concentration, attendance, and classroom participation, indicating a direct link between adequate nutrition and cognitive development. Despite these positive outcomes, several challenges were identified. Issues such as delayed meal distribution, inconsistency in the quality and variety of menus, and limited coordination among stakeholders hinder the program’s optimal implementation. Furthermore, the engagement of parents and community members, while beneficial, was found to be uneven across schools, highlighting the need for stronger collaboration mechanisms. The study identifies three key factors that determine the success of the program: the quality of services provided, the managerial capacity of schools to coordinate and monitor implementation, and active participation from both parents and school committees. To address existing barriers, the research recommends enhancing cross-sectoral collaboration among government agencies, improving managerial competence at the school level, and establishing participatory evaluation systems. These measures would ensure program sustainability, responsiveness to local needs, and greater accountability. Overall, the Nutritious Meal Program demonstrates the potential of inclusive and collaborative public service policies in fostering both student well-being and academic achievement. It reflects a practical example of how government-community partnerships can contribute to creating a healthy, equitable, and sustainable educational ecosystem.

This study aims to analyze the role of digital communication between parents and schools in improving the effectiveness of student attendance administration and scholarship management at SMA XYZ, and to identify factors influencing its implementation within a sustainable educational ecosystem. The research employed a narrative literature review approach with a comprehensive literature analysis from major academic databases, including Google Scholar and ProQuest Education Database, covering publications from 2010 to 2024. Data were collected through systematic searches using keyword combinations of digital communication, parent-school communication, educational technology, student attendance, scholarship administration, and family engagement, followed by thematic analysis to identify patterns and research gaps. Digital communication demonstrated high intensity (4.2/5 score) with WhatsApp as the dominant platform (65%). While 70% of parents increased their academic involvement, only 45% provided appropriate emotional support. Significant barriers included digital divide (30% infrastructure constraints), digital literacy gaps (25%), and boundary management issues (40% of teachers contacted outside working hours). Digital communication improved administrative transparency and real-time monitoring, though communication patterns remained predominantly unidirectional, with only 35% of parents providing active feedback. The study contributes to Digital Education Communication Theory by identifying paradoxes in digital parental engagement and confirming Digital Divide Theory in educational contexts. Findings expand Family Engagement Theory by revealing how real-time information access can create surveillance parenting behaviors that may be counterproductive to student well-being. Results indicate an urgent need for comprehensive digital communication policies, parent digital literacy programs, and infrastructure support to create an equitable and sustainable digital educational ecosystem that balances accessibility with professional boundaries.

This study aims to analyse the impact of e-report card implementation within the framework of digital transformation in educational services on parental satisfaction and involvement at the elementary school level. Employing a narrative literature review, the research synthesised 47 articles published between 2019 and 2025, retrieved from international and national academic databases such as Google Scholar, DOAJ, CORE, the Garuda Portal, and institutional repositories. Thematic analysis generated five core findings. First, e-report cards are identified as a determinant of parental satisfaction, showing a strong positive correlation with improved parental trust and transparency in assessment processes. Second, digital transformation functions as a catalyst that enhances parental engagement, with evidence of up to a threefold increase in participation. Third, the quality of systems and clarity of information play mediating roles, ensuring that digital tools contribute effectively to parental outcomes. Fourth, challenges related to the digital divide and levels of digital literacy moderate the effectiveness of implementation, often influencing disparities in outcomes across different socioeconomic contexts. Finally, the process of adaptation follows a gradual four-stage evolutionary model, highlighting how parents integrate digital platforms over time. Overall, the study confirms a significant positive relationship between e-report card implementation and parental satisfaction and involvement, while also recognising the influence of contextual factors such as infrastructure readiness and socioeconomic diversity. The findings contribute theoretically through the development of the Digital Parental Engagement Model and offer practical insights for formulating educational digitalisation policies that are responsive to district-level stakeholder needs.

This study aims to analyze the effect of school principals' transformational leadership on the performance of ICT teachers in implementing digital learning at SMAN XYZ, specifically examining how four dimensions of transformational leadership Influence teacher motivation, creativity, and innovation in technology integration. This quantitative research employed an explanatory correlational design with 20 ICT teachers as respondents selected through purposive sampling. Data were collected using validated questionnaires adapted from the Multifactor Leadership Questionnaire (MLQ) by Bass and Avolio (1994) for transformational leadership and the TPACK framework by Koehler and Mishra (2009) for teacher performance. Simple linear regression analysis was conducted using SPSS 25 to test the research hypothesis. Results demonstrate that transformational leadership significantly and positively influences ICT teacher performance (β = 0.672, p = 0.003 < 0.05), explaining 67.2% of performance variance. The principal's transformational leadership scored highly (4.3/5), with individualized consideration contributing most significantly to teacher performance. ICT teacher performance reached a high category (4.1/5), with the most substantial achievement in technology-based lesson planning, although challenges remain in independent digital content development and innovative assessment methods. Theoretically, this research strengthens transformational leadership Theory in digital Education contexts and supports the TPACK framework's emphasis on leadership support for technology integration. Practically, findings guide principals to optimize transformational leadership through enhanced mentoring, professional development programs, and the creation of an innovation culture. The study offers an empirical foundation for educational policymakers to develop school leadership training programs focused on digital transformation, while highlighting the importance of individualized consideration in supporting teacher technology competency development.

Telemedicine is a significant innovation in modern healthcare, enabling the provision of remote healthcare services using telecommunications technology. This service allows medical personnel to conduct consultations, examinations, and even monitor patient conditions without face-to-face interaction. Implementations of telemedicine include video conferencing between doctors and patients, remote health monitoring using digital devices, and the use of integrated health applications on mobile devices. This technology offers significant opportunities to overcome geographical barriers, particularly for people living in remote, hard-to-reach areas, or with limited access to conventional healthcare facilities. This study aims to increase understanding of the role and benefits of telemedicine as part of the digital transformation in the healthcare sector to improve public health. The activities were conducted through lectures and demonstrations, structured in three stages: planning, implementation, and evaluation. During the planning stage, the implementation team prepared materials, media, and delivery strategies appropriate to the participants' level of understanding. The implementation stage focused on delivering educational materials related to the concepts, benefits, and examples of telemedicine applications in everyday life, followed by a demonstration session on the use of digital health applications. The final stage, an evaluation, measured participants' knowledge levels before and after the activity. The results showed a significant increase in students' understanding of telemedicine. The knowledge level increased from 23.0% before the training to 84.6% after the training. This increase demonstrates the effectiveness of the lecture method combined with interactive demonstrations in conveying information. Furthermore, students became more aware of the importance of utilizing digital health technology and felt more involved in the decision-making process regarding self-care.

Hypertension is a global health problem whose prevalence continues to increase every year. This condition is not only a major cause of cardiovascular disease but also contributes to high morbidity and mortality rates in various countries, including Indonesia. One risk factor mitigating this problem is low public awareness of the importance of routine blood pressure monitoring. Therefore, promotive and preventive efforts are needed through health education that is easy to understand and can be applied in everyday life. This community service activity aims to increase public knowledge, especially among the elderly, about hypertension and the application of simple non-pharmacological therapies. One method introduced is soaking feet in warm water with added salt. This method is considered safe, practical, and cost-effective, making it suitable for elderly people in rural communities. The activity was carried out in Mauleng Hamlet, Paccing Village, Awangpone District, Bone Regency, with 15 elderly participants. The activity method included a pre-test to determine the participants' initial level of knowledge, counseling on hypertension, direct compression using warm water and salt foot soaks, and a post-test to measure knowledge improvement. The results showed a significant increase in participants' level of knowledge. Prior to the outreach program, only 7% of respondents had sufficient knowledge about hypertension and non-pharmacological therapy. After the outreach and reinforcement program, this figure increased to 87%. These results indicate that health education combined with practical demonstrations is highly effective in increasing public knowledge. Therefore, it can be concluded that educational activities and warm salt foot soak therapy have proven effective in increasing public understanding of non-pharmacological hypertension management and have the potential for widespread implementation as a health promotion measure.

This study aims to design and develop an interactive learning medium based on Augmented Reality (AR) for the subject of Basic Electronics Engineering, particularly on the topic of active and passive electronic components, in order to enhance the understanding and learning motivation of tenth-grade students at SMK Negeri 5 Padang. The development method used is the Multimedia Development Life Cycle (MDLC), which includes the stages of conceptualization, design, material collection, production, testing, and distribution. The final product of this research is an Android application utilizing AR technology to display 3D objects of electronic components, equipped with learning materials, educational videos, interactive evaluations, and a scan marker feature. The results of the development and implementation of this learning medium show that the Android application serves as an interactive medium that supports the learning process through Augmented Reality technology. The application received a score of 93% from the Media Expert, categorized as “Valid,” and 89.3% from the Material Expert, also categorized as “Valid.” Furthermore, the practicality test conducted with students showed an overall score of 93.15%, categorized as “Very Practical.” Based on the design results and validation by the Media Expert and Material Expert, it can be concluded that this interactive learning medium based on Augmented Reality technology is highly feasible for use. Furthermore, the implementation of this application in the learning process shows an increase in student participation and enthusiasm during the learning activities. Students appear more interested in exploring the material through 3D visualizations provided by AR technology, compared to conventional methods. The interactivity offered by the application, such as evaluation features and educational videos, also helps students understand concepts in a deeper and more enjoyable way. This shows that the integration of AR technology in learning media not only improves the effectiveness of the quality of the material.