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Technological literacy among high school mathematics teachers is a crucial aspect in realizing creative, interactive, and relevant learning to meet the demands of the 21st century. However, the reality on the ground shows that most mathematics teachers still have limited experience in improving technological literacy, particularly in the use of artificial intelligence (AI) as a learning support medium. This condition has implications for low innovation in the mathematics learning process. This community service activity aims to optimize the use of AI, specifically Generative-AI technology, in supporting mathematics learning in high schools. The target group is members of the High School Mathematics Subject Teachers' Conference (MGMP) throughout Grobogan Regency, Central Java Province, Indonesia. The implementation method includes workshops, interactive discussions, hands-on practice, and mentoring in the development of AI-based mathematics teaching materials, assessments, and learning media. The training materials include an introduction to the basic concepts of Generative-AI, effective prompting techniques, and practice using various AI applications to produce interactive and contextual teaching materials. Evaluation results showed that all training participants agreed or strongly agreed that this activity successfully improved their understanding of the basic concepts of Generative AI and their skills in operating AI applications for mathematics learning. Participants also reported increased confidence in integrating AI technology into their teaching practices, as well as gaining various relevant practical ideas for classroom implementation. High enthusiasm was evident in the 100% commitment of participants who expressed their readiness to implement AI technology in mathematics learning. Thus, this training not only contributed to improving teachers' technological literacy but also became a strategic step in encouraging innovative and adaptive transformation of mathematics learning in the digital era.

The purpose of this study is to analyze teachers’ understanding of authentic assessment. The assessment process seeks to evaluate whether educational goals have been met, thus highlighting the important role of evaluation in the education sector. Effective and comprehensive evaluation is conducted on an ongoing basis, providing educators with a comprehensive view of student learning achievement and progress. Each subject emphasizes the importance of ongoing assessment, which is aligned with broader educational goals and outcomes. This article serves as a literature review intended to explore the features of 21st century learning and their implications for assessment, specifically authentic assessment. Given globalization and rapid technological advancements, the educational paradigm has shifted from a teacher-centered approach to a student-centered approach. Learning in the 21st century prioritizes the enhancement of critical thinking, creativity, collaboration, and communication skills (often referred to as the 4Cs). Therefore, conventional assessment is considered inadequate to measure learning outcomes that are complex and contextual. This study explores various relevant scientific sources to formulate a comprehensive understanding of authentic assessment as an approach that is in line with the characteristics of 21st century learning. Authentic assessment emphasizes real, contextual processes and products, and provides meaningful learning experiences. The findings of this study recommend that teachers need to design assessments that are integrated with the learning process, encourage active student involvement, and assess abilities holistically. This study is expected to be a guide for education professionals in creating assessment methods that are in line with 21st century requirements.

Bilingualism of Junior High School Children and Its Implications for Indonesian Language Learning. This research seeks to explore how much interaction takes place between a child’s native language and their second language in junior high school students. The phenomenon of using multiple languages (bilingualism) is observed not just in informal settings, but it also extends into formal environments. This practice leads to children experiencing difficulties in differentiating between languages.

This study aims to analyze students’ conceptual understanding of hydrocarbons through a literature review utilizing the Three-Tier Multiple Choice Diagnostic Instrument. Hydrocarbons are a fundamental topic in chemistry education that often leads to student misconceptions. The three-tier diagnostic instrument is designed not only to assess students’ cognitive knowledge through correct or incorrect answers but also to explore the reasoning behind their choices, enabling more accurate identification of misconceptions and conceptual understanding. The methodology employed is a literature review examining various scientific sources on the application of this diagnostic tool in teaching hydrocarbon concepts. The findings indicate that the Three-Tier Multiple Choice Diagnostic Instrument is effective in systematically detecting and classifying students’ difficulties and misconceptions. Furthermore, the use of this instrument contributes significantly to developing targeted and data-driven instructional strategies to enhance students’ conceptual mastery in chemistry. The implications of this study highlight the necessity of integrating three-tier diagnostic instruments in the assessment process to support optimal learning outcomes in hydrocarbon material.

Broken home families can have a significant impact on children's academic achievement. This study aims to identify the impact of broken home families on children's academic achievement and develop strategies to overcome these difficulties. The results showed that children from broken home families experience difficulties in developing social skills, managing positive thoughts, and achieving optimal academic performance. The strategies developed to overcome these difficulties include building emotional support, developing social skills, managing positive thoughts, increasing learning motivation, and developing time management skills. This research has implications for the importance of providing attention and support to children from broken home families so that they can reach their full potential.

This study aims to analyze the use of Information and Communication Technology (ICT) in history learning at Madrasah Aliyah Darul Hikmah Tawangsari. The background of this study is based on the rapid development of ICT in the era ofe the industrial revolution 4.0 which has an impact on the education sector, especially in Islamic boarding school-based institutions. Thisc study usesa a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation. The results of the study indicate that the Darul Hikmah Islamice Boarding Schoole has succeeded in integrating ICT into history learning through the preparation of a Learning Implementation Plan (RPP), preparation ofe learning media, and implementation of ICT-based learning. The application of ICT has been proven to increase students' interest, activeness, and understanding of history material. This study provides an overview of the strategy of ICT integration in history learning in the Islamic boarding school environment and its positive implications for the quality of learning.    

Abstract. This research investigates the use of lyric improvisation to enhance morphological awareness in elementary school students at SD Negeri 1 Karang Bundar, Langsa, Aceh. Morphological awareness, defined as the understanding of the internal structure of words and the contribution of morphemes to meaning, is a vital aspect of language development. Employing a qualitative approach with a case study design, this study involved upper-grade students in structured lyric improvisation activities. The findings indicate that this method significantly improves students' abilities to recognize, manipulate, and understand morphemes within a creative and engaging context. The implications suggest that integrating arts-based pedagogical strategies, such as lyric improvisation, offers a beneficial approach to cultivate morphological awareness in young learners.

This study aims to explore the implementation of the Balanced Scorecard (BSC) through the digital system "MyCore" in measuring and improving employee performance at Bank BRI Unit Sokaraja Tengah. Using a descriptive qualitative approach, data were collected through semi-structured interviews with key informants, observations of work practices, and analysis of internal documents (performance reports, SOPs). Data analysis was carried out through data reduction, data presentation, and drawing conclusions with verification through source triangulation. The research findings indicate that the "MyCore" system integrates four BSC perspectives (finance, customer, internal business process, learning & growth) with specific performance indicators that affect incentives and career development. The financial and customer perspectives appear to have a strong emphasis, reflected in the direct impact on incentives and bonuses. The implementation of internal business processes is supported by standardization through MyCore and technology adoption. The importance of the learning and growth perspective is realized through regular training programs and bootcamp interventions for low-performing employees, which have proven effective in improving subsequent evaluation scores. In general, the implementation of the BSC via MyCore creates a structured, transparent, and adaptive assessment mechanism, encouraging productivity and professionalism. The implications of this study emphasize the importance of a transparent performance evaluation system that has a direct impact on career development and incentives, while also demonstrating the effectiveness of structured interventions in improving employee performance at the micro banking unit level.

This research is motivated by the increasing cases of verbal aggression among children and adolescents, which have a significant impact on their psychological well-being and social environment. The aim of this study is to analyze the tendencies, causal factors, and impacts of verbal aggression in children and adolescents, as well as to provide effective recommendations for its management. The method used is a literature review with a descriptive qualitative approach, examining various scientific journals related to verbal aggression, verbal abuse, and the influencing factors. The main findings show that verbal aggression often arises due to family factors, social environment, media, and socioeconomic pressures; this behavior not only increases the risk of depression, anxiety, and low self-esteem in victims but also has long-term negative effects on the perpetrators. The implications of this study emphasize the importance of early detection and the active roles of teachers, parents, and school counselors in preventing and managing verbal aggression through communication skills education, psychological interventions, and strengthening school policies to create a safe learning environment that supports the social-emotional development of children and adolescents.

This community service activity aims to introduce the concept of multimedia entrepreneurship to students of the At-Taubah Tirta Mulya Islamic Boarding School, Karawang, in order to improve their knowledge and skills in utilizing multimedia as a tool for entrepreneurship. Held on March 2, 2024, this activity involved 50 students who attended lecture sessions, discussions, and multimedia content creation practices. The research method used was participatory action research, which allowed participants to be actively involved in the learning process. Data were collected through observation, interviews, and questionnaires to measure changes in knowledge before and after the activity. The results of the analysis showed a significant increase in students' understanding and skills related to multimedia entrepreneurship. The implications of this activity highlight the importance of collaboration between higher education institutions and Islamic boarding schools to create a creative and independent generation in the digital era.

This literature review examines the effectiveness of Brain Gym as an intervention to improve children's learning concentration. Brain Gym is a series of physical movements developed to enhance brain function. Several studies in the last decade have suggested that Brain Gym activities can positively influence children's attention span and cognitive performance, particularly in educational settings. Through a review of 20 empirical studies published between 2015 and 2024, this study finds consistent evidence of improved focus and academic engagement among children who participated in regular Brain Gym exercises. The findings suggest that Brain Gym can serve as a complementary approach to conventional teaching strategies, especially for elementary-level learners. Implications for educators and future research are discussed.

This study aims to improve the learning outcomes of Social Studies (IPS) for class VIII C students at MTs Negeri 1 Pasuruan through the implementation of the cooperative learning model Teams Games Tournament (TGT) assisted by Educaplay media. The background of this research is based on the low student achievement, with only 06,25% of students scoring ≥70 in the pre-action stage. This research is a Classroom Action Research (CAR) conducted in three cycles, each consisting of planning, implementation, observation, and reflection stages. Each cycle included two meetings. The results showed a gradual improvement in student learning outcomes: 46,88% in the first cycle, 59,38% in the second cycle, and 78,12% in the third cycle. This increase was due to improvements in teaching strategies, including engaging introductory activities, contextualizing materials with students’ surroundings, and group-based reward systems. The implications of this study indicate that the TGT model assisted by Educaplay successfully fosters an active, enjoyable, and competitive learning environment, which positively impacts students’ academic performance. This model can serve as an effective alternative teaching strategy for teachers seeking to enhance student engagement and achievement in the classroom.

This study examines the impact of learning media on the learning outcomes of floor gymnastics, specifically the forward roll, among students at SMP Negeri 2 Tondano. The research aimed to determine whether audiovisual learning media could improve students’ performance in performing the forward roll. The study employed an experimental design with a randomized control group pre-test and post-test. The sample consisted of 26 students, divided into an experimental group that received media-based learning and a control group. Data were collected using a pre-test and post-test measuring students' gymnastics skills. The results indicate that the experimental group showed a significant improvement in their skills compared to the control group. This suggests that audiovisual media enhances students' understanding and performance of complex movements in gymnastics. The implications of this study are significant for physical education teachers, emphasizing the importance of using innovative learning media to increase student engagement and skill acquisition. Further research is recommended with larger sample sizes and considering additional learning tools.

The development of artificial intelligence (AI) in learning media presents challenges related to the uneven readiness of human resources and infrastructure, thus affecting the effectiveness of its implementation. This study aims to examine the effect of AI implementation in learning media development on learning outcomes of students of Faculty of Economics, University of Balikpapan. The method used is quantitative with survey design and Structural Equation Modeling (SEM) analysis using AMOS. The sample consists of 113 students selected by simple random sampling from the population of 376 active students. The results of the analysis showed that the readiness of lecturers and the quality of AI-based learning media had a significant effect on improving student learning outcomes. However, the success of AI implementation is also strongly influenced by infrastructure support and educator training. The findings provide important implications for learning media developers and policy makers to strengthen lecturers' capacity and improve technology infrastructure to support inclusive and sustainable digital transformation of education. In addition, ethical aspects and data privacy should be the main concerns in the development of AI-based learning media.

This study aims to examine the impact of the Jigsaw cooperative learning strategy on student learning outcomes at the secondary school level. Using a literature review method, the research synthesizes theoretical perspectives on cooperative learning, detailed applications of the Jigsaw model, and empirical findings from previous studies that focus on its effects across cognitive, affective, and psychomotor domains. The findings indicate that the Jigsaw strategy significantly improves students’ cognitive achievements and fosters affective development such as motivation, empathy, and positive attitudes toward learning. In addition, this strategy enhances students’ social interaction skills and promotes collaborative behavior, contributing to a more inclusive and engaging classroom environment. The collaborative nature of the Jigsaw model allows students to take responsibility for their own learning while also supporting their peers, which contributes to deeper understanding and retention of the material. These outcomes suggest that the Jigsaw method is an effective instructional approach for enhancing student engagement and academic performance. The implications of this study emphasize the importance of providing professional development opportunities for teachers to effectively implement the Jigsaw strategy. Furthermore, schools are encouraged to foster a classroom climate that supports teamwork and active student participation. Overall, this review highlights the Jigsaw model as a promising pedagogical tool for improving student outcomes and fostering 21st-century skills in secondary education settings.

This article examines the implementation of digital literacy within the Islamic Religious Education (PAI) curriculum as a response to educational transformation in the digital era. The study aims to analyze strategies for integrating digital literacy into the PAI curriculum, identify the challenges of its implementation, and formulate a contextual model for developing PAI learning based on digital literacy. Using a qualitative research method with a literature review approach and analysis of current curriculum documents, the study found that the implementation of digital literacy in the PAI curriculum remains partial and unsystematic. The findings indicate the need to reformulate the PAI curriculum by comprehensively integrating digital literacy competencies through digital project-based learning, online collaborative learning, and the use of social media for reflective learning. The implications of these findings highlight the urgency of transforming the PAI curriculum to prepare students to become critical, creative, and ethical digital Muslims in the era of technological disruption.

Environmental education plays a crucial role in modern curricula, emphasizing sustainability and ecological responsibility to address global challenges. This study compares faith-based and secular environmental education strategies, focusing on how theological reflection and ecological consciousness are integrated into teaching frameworks. Faith-based schools, particularly those rooted in Christianity and Islam, incorporate ecological ethics within religious teachings, framing environmental stewardship as a moral and spiritual duty. In contrast, secular models prioritize scientific literacy and environmental problem-solving. The study reveals that faith-based models promote both scientific understanding and moral engagement with environmental issues through religious values like Imago Dei (in Christian schools) and khalifah (in Islamic schools). These values instill a sense of moral accountability, motivating students to act sustainably. The research also highlights how curriculum design, teacher involvement, and experiential learning contribute to the effectiveness of both models in fostering ecological responsibility. By comparing these approaches, the study proposes an integrative eco-theological pedagogical framework that combines the strengths of both methods to promote long-term commitment to sustainability. The findings have implications for educational policy, curriculum development, and teacher training, especially in pluralistic school settings where diverse perspectives must be considered. Integrating ecological ethics into education can cultivate a generation committed to sustainability and ethical responsibility.

Neurocognitive disorders, particularly dementia, affect various cognitive functions such as memory, attention, language, learning, and problem-solving, with the elderly population being the most impacted. The prevalence of dementia is projected to rise to 131 million cases by 2050, posing significant social and economic implications. This study employed a cross-sectional method to evaluate the role of Apolipoprotein A (APOA) and Apolipoprotein B (APOB) in the diagnosis and prevention of dementia in older adults. The results showed that Apolipoprotein A was not significantly correlated with MMSE scores, indicating no clear relationship between APOA and cognitive function. In contrast, Apolipoprotein B demonstrated a significant negative correlation with MMSE, suggesting that increased APOB levels are associated with cognitive decline. Elevated ApoB, linked to increased LDL and oxidative stress, correlated with reduced cognitive function, whereas ApoA, the main component of HDL, is associated with neuroprotective effects. These findings underscore the importance of monitoring lipid profiles, including ApoA and ApoB, in the prevention and management of dementia in the elderly.    

The transformation of the Islamic education curriculum based on digital literacy is an essential step to enhance student engagement in higher education learning. This study aims to examine the implementation of digital literacy in the Islamic education curriculum and its impact on the quality of learning. A qualitative approach was used, involving observation, interviews, and documentation. The findings show that although some Islamic higher education institutions have integrated technology into learning, challenges related to lecturer readiness, digital access inequality, and limited resources remain major obstacles. Students responded positively to digital-based learning, which provided easier access to study materials and facilitated online interaction. However, the digital access gap needs to be addressed promptly to create a more equitable learning experience. The implications of this study suggest the need for ongoing lecturer training, improved technological infrastructure, and curriculum policies that support more effective integration of digital literacy in Islamic higher education.

This research aims to explain how multiliteracy and community participation principles can be integrated into the assessment process to create a more inclusive learning space. Through a literature review approach, this article describes the conceptual framework and practical implications to be adopted in the context of induction education in higher education. The study's results, the first of which show that the multiliteracy approach opens up opportunities for learners to express their knowledge and understanding through various modalities. Second, community involvement in the assessment process through a community-based assessment model emphasizes the importance of the participation of multiple parties as partners in the observation and validation of learning outcomes. Third, the two can be integrated through participatory assessment strategies combining multiliteracy and democracy.  This research recommends that learners and stakeholders design and implement assessments that value diversity, participation, and creativity.