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The rapid advancement of information technology demands higher education graduates to possess strong digital competencies, particularly algorithmic literacy. This form of literacy involves understanding data structures, programming logic, and computational thinking in problem-solving. This community service program aimed to strengthen algorithmic literacy among students as a foundational skill for building a professional career in the field of information technology. Conducted at the Information Technology Study Program of Universitas ‘Aisyiyah Yogyakarta, the program included need assessment, instructional material development, interactive training sessions, case-based group work, and evaluation through student presentations. The results showed significant improvement in students’ understanding of algorithms and their ability to design efficient and systematic solutions. By applying a problem-based and collaborative learning approach, students also developed essential 21st-century skills such as communication and teamwork. The case presentation-based evaluation provided comprehensive insights into their critical and logical thinking abilities. This program successfully contributed to preparing students not only as technology users but also as future innovators in the digital era.

Cultural diversity demands communication skills that extend beyond verbal communication and encompass an understanding of cross-cultural values, emotions, and identities. This article examines cultural communication in a pluralistic society through a psychological approach, focusing on perception, stereotypes, empathy, and cognitive openness. Cultural perception shapes how individuals interpret social reality, but often results in stereotypes that simplify the characteristics of a group, which can hinder healthy communication. On the other hand, empathy—both affective and cognitive—plays a crucial role in building emotional understanding and perspectives toward people from different cultural backgrounds. Cognitive openness strengthens the ability to accept differences, avoid quick judgments, and increase awareness of social complexity. This combination of empathy and openness is the primary foundation for building effective and inclusive intercultural communication competencies. This article emphasizes that these competencies can be developed through education, cross-cultural experiences, and psychosocial training. In the era of globalization and digitalization, cross-cultural understanding is crucial for creating a harmonious environment in educational settings, organizations, and communities. Therefore, building empathetic, open, and stereotype-free communication is key to successful interactions in a multicultural society.  

This study aims to analyze the ability of students in the Primary School Teacher Education (PGSD) Study Program to develop Lesson Plans (RPP) and implement teaching through microteaching activities. The RPP serves as a crucial tool for prospective teachers in designing a systematic and measurable learning process, while microteaching functions as an effective teaching practice medium to develop students’ pedagogical skills. This research employed a qualitative descriptive method, with data collection techniques including observation, documentation, and interviews with final-year PGSD students enrolled in the microteaching course. The findings reveal that most students were able to develop lesson plans in accordance with the applicable curriculum formats (K13 and Merdeka Curriculum), including formulating learning objectives and outlining the sequence of learning activities. However, weaknesses were still found in formulating learning indicators, selecting appropriate models and methods, and integrating literacy, numeracy, and the elements of the Pancasila Student Profile. In implementing microteaching, students demonstrated mastery of the material and conducted learning activities in a structured manner. Nonetheless, some still faced challenges in classroom management, interactive communication, and the use of media and educational technology. The conclusion of this study indicates that PGSD students’ abilities in preparing lesson plans and conducting microteaching are in the “fairly good” category. However, they still require further guidance and training to be fully prepared as professional educators in the field. It is expected that through continuous evaluation and constructive feedback from lecturers, students can improve the quality of their lesson planning and teaching practices more optimally.

Microteaching is a small-scale teaching training method designed to enhance the pedagogical competence of prospective teachers before they enter the real educational environment. This study aims to analyze the role of microteaching in preparing teacher education students for actual teaching practice. The method used is a literature review combined with observation of microteaching implementation within the campus setting. The findings indicate that microteaching plays a significant role in improving fundamental teaching skills, such as mastery of subject matter, the use of appropriate teaching methods, classroom management, and effective communication abilities. In addition, microteaching contributes to building students’ self-confidence and mental readiness to face real classroom situations. Thus, microteaching has proven to be a strategic tool in shaping professional and classroom-ready future teachers.

Microteaching is an essential component in preparing students of the Primary School Teacher Education (PGSD) program to become competent professional educators. This study aims to analyze effective strategies for mastering teaching materials during microteaching courses for PGSD students. Optimal mastery of subject matter requires not only a deep understanding of content but also the ability to adapt to the characteristics of primary school students, the use of varied teaching methods, and effective communication skills. This study employs a literature review methodology and analyzes best practices from various educational institutions. The results indicate that strategies for mastering teaching materials in microteaching involve five key dimensions: systematic material preparation through curriculum analysis and in-depth literature study; material organization using a logically structured approach; material presentation with diverse learning models and appropriate media; continuous evaluation using assessment for learning techniques; and self-development through continuous learning and consistent practice. The implementation of this integrated strategy has been proven to increase student confidence, improve the quality of material delivery, and optimize teaching readiness in primary school settings. These findings offer significant contributions to the development of PGSD curricula and the enhancement of the quality of future primary school teachers in Indonesia.

This paper discusses the role of Arabic in improving speaking skills, especially in the context of daily life. Arabic, which is recognized as the language of revelation in the Qur'an and Hadith, has learning objectives that include understanding Islamic teachings, mastering vocabulary, and effective communication skills. Arabic learning does not only focus on linguistic aspects, but also includes understanding the cultural and social norms that exist in Arab society. The scope of the role of everyday Arabic includes mastering basic vocabulary, improving practical communication skills, understanding simple grammatical structures, and adapting to dialects and cultural contexts. The benefits of learning Arabic are significant, including an understanding of religious teachings, increased educational and career opportunities, and the ability to establish cross-cultural social relationships. Effective learning methods, such as direct, grammatical-translational, and eclectic methods, are proposed to overcome the challenges faced in learning Arabic, such as the complexity of grammatical structures and the lack of exposure in Arabic-speaking environments. With the right strategy, Arabic language learning is expected to form individuals who are not only academically intelligent, but also have high integrity and religious awareness.

This community service activity aims to develop students’ visual art skills and strengthen the institutional image of Universitas Potensi Utama through the creation of a mural on the university campus. The mural was chosen as a medium due to its ability to convey educational messages, build visual identity, and enhance public spaces effectively. Involving lecturers and students from the Visual Communication Design program, the project was carried out in several stages: concept planning, sketching, coloring, and finishing. The final result is a 2.5 x 31-meter mural that illustrates the spirit of education, cultural diversity, and innovation. The outcomes of this activity include improved technical and collaborative skills among students, enhanced campus visual identity, and increased appreciation for murals as a medium of visual communication. Thus, this initiative not only contributes to the campus aesthetics but also serves as an effective institutional promotion strategy through participatory art.

This practicum aims to understand the process of volcanic eruptions through a simple chemical reaction simulation between baking soda and vinegar. This reaction produces carbon dioxide gas that pushes the mixture out of the bottle, resembling magma eruption from a volcanic crater. The activity was carried out using simple materials such as used plastic bottles, aluminum foil, and common household items. The procedure involved shaping a volcano using aluminum foil around the bottle, then adding baking soda, dish soap, food coloring, and vinegar as the reaction trigger. Observations showed that after the vinegar was poured into the bottle, a foamy red/orange eruption occurred, mimicking lava spewing from a volcanic crater. This simulation demonstrates that the combination of an acid (vinegar) and a base (baking soda) produces carbon dioxide gas, which forces the mixture outward in a dramatic manner. This practicum not only helps students concretely understand scientific concepts but also enhances their observation, critical thinking, and scientific communication skills through simple experimental activities.

In Indonesia and many other EFL contexts, English is often taught in structured classroom settings that rely on scripted dialogues and controlled practice. This limits students’ exposure to spontaneous, real-life communication, reducing their ability to use English naturally and appropriately in authentic situations. This study investigates the pragmatic competence of Indonesian students during English interview interactions with foreign tourists, using Grice’s Cooperative Principle as the theoretical framework. Five video recordings were analyzed, featuring elementary and secondary students conducting unscripted interviews with tourists at Seminyak Beach, Bali. While the students generally demonstrated adequate grammatical control and vocabulary range, the findings reveal recurring challenges in sustaining natural and cooperative conversations. The most frequent violations involved the Maxims of Relation, Quantity, and Manner, with students often failing to respond appropriately to tourist answers, providing minimal elaboration, or speaking in unclear and disorganized ways. The results highlight the need for English language teaching to include explicit instruction in pragmatic skills, such as turn-taking, topic development, and interactional awareness.

The community service program titled Great Youth, Strong Mentality at Untung Suropati Catholic High School aimed to enhance students understanding and skills in managing stress and anxiety, which are increasingly prevalent among adolescents due to academic pressures, social dynamics, environmental changes, and excessive exposure to social media. These issues are exacerbated by a lack of knowledge about effective stress management strategies, such as relaxation techniques and emotional communication, as well as the stigma surrounding mental health that discourages adolescents from seeking help. The counseling was conducted using an interactive approach, comprising a 30-minute informative lecture to explain the concepts of stress and anxiety, small group discussions (5–7 students) to encourage reflection and sharing of experiences, and practical exercises on relaxation techniques, such as diaphragmatic breathing and mindfulness, to provide hands-on experience. Supporting materials, including visual presentations and interactive quizzes, were utilized to enhance student engagement. Post-event evaluation revealed significant improvements in the understanding of stress and anxiety among students in grades X, XI, and XII. Students demonstrated enthusiasm through active participation in discussions and practical sessions, as well as positive feedback on the supportive and stigma-free environment. The program successfully equipped students with practical skills for stress management and fostered a healthier learning environment. For sustainability, it is recommended to conduct similar programs regularly, integrate mental health education into the school curriculum or extracurricular activities, provide concise modules for students’ independent use, and collaborate with school counselors to monitor technique implementation and offer ongoing support to ensure long-term impact on students mental well-being.

This study aims to describe the application of the Project-Based Learning (PjBL) model in IPAS learning on economic activities and to examine its effect on the collaboration skills of fourth-grade students at Saraswati 1 Elementary School in Denpasar. This study employs a descriptive qualitative approach with data collection techniques including observation, interviews, and documentation. The results indicate that the implementation of PjBL through six stages of implementation significantly enhances collaborative aspects such as role distribution, open communication, cooperation, and shared responsibility. Teachers and students responded positively to this method, as learning became more meaningful and enjoyable. The projects created by students reflected active engagement and solid teamwork. In conclusion, the PjBL model is effective in enhancing students' collaboration skills and is relevant for implementation within the context of the Merdeka Curriculum to support the strengthening of the Pancasila learner profile.

This study aims to examine the optimization of the field trip method in improving elementary school students' understanding of social and cultural diversity. The background of this study is based on the need for a learning approach that is not only informative, but also contextual and participatory, considering the importance of instilling the values ​​of tolerance and multiculturalism from an early age. This study uses a descriptive qualitative method based on literature studies, by reviewing various sources of literature such as journal articles, academic books, and relevant digital documents. The results of the study show that the field trip method makes a significant contribution to contextual learning, especially in socio-cultural material. This activity encourages students to experience diversity in society firsthand, develop empathy, tolerance, and strengthen 21st century skills such as critical thinking, collaboration, and communication. However, optimizing this method requires systematic planning, support from various parties, and innovation in integrating technology and project-based approaches. Therefore, the field trip method has great potential if applied in a structured manner in the learning process in elementary schools. This study recommends that schools and teachers actively develop field trip programs that are integrated with the curriculum and based on real experiences.

Public speaking training serves as an effective step in enhancing the capacity of rural youth in facing the challenges of globalization and the Industrial Revolution 4.0 era. This study aims to empower the youth of Hutanamora Village through public speaking skills training as part of a community service program. The method applied uses a participatory approach involving 15 participants aged between 15 and 18 years. The results of the activity show a significant improvement in self-confidence, the ability to organize ideas, as well as verbal and nonverbal communication skills. In addition to technical improvements, the training also fostered critical awareness, reflective abilities, and stronger self-assurance when engaging with an audience. The implementation of this activity demonstrates that public speaking training is not only a practical learning tool but also a means of social empowerment and character development for the younger generation. Therefore, such training is recommended to be carried out continuously as part of youth development programs in rural areas.

The era of digital disruption marked by the massive spread of hoaxes and disinformation presents a serious challenge for the church in maintaining the unity and purity of teaching. The gap between the need for a relevant leadership response and the lack of practical models that can be applied is a key problem that this study seeks to answer. This study aims to (1) analyze the essential components of an adaptive model of Christian leadership in responding to these challenges, and (2) formulate a practical framework that blends spiritual and educational strategies for church leaders. Using qualitative research methods with a literature review approach, secondary data from various scientific literature are analyzed through qualitative content analysis to build a conceptual model. The results of the study conclude that an effective leadership model is built on three main foundations: the character of a leader with integrity, in-depth knowledge of the digital and theological landscape, and practical skills in communication and education. The most effective framework is one that synergizes a spiritual approach to build the resilience of the faith of the congregation from within, with an educational approach to equip the congregation with digital literacy in the face of external threats.

This study aims to examine the effectiveness of psychological approaches in overcoming thinking disorders in elementary school children. The background of this study is the increasing cases of thinking disorders such as difficulty distinguishing reality, irrational thinking, and rigid thought patterns, which have a negative impact on children's learning processes and social interactions. Unfortunately, these disorders are often not identified early due to a lack of understanding from teachers and parents of the psychological symptoms that appear. This study uses a qualitative approach with a literature review method (library research). Data sources come from accredited journals, child development psychology books, and relevant previous research results. The data analysis technique uses the Miles and Huberman model which includes the stages of data reduction, data presentation, and drawing conclusions. The results of the study show that psychological approaches such as cognitive-behavioral therapy (CBT), individual counseling, and play therapy have proven effective in helping children recognize, manage, and regulate negative thought patterns. This approach also improves children's communication skills and self-confidence. The success of the intervention is greatly influenced by the involvement of teachers and parents, as well as a safe and supportive learning environment. However, limited resources and a lack of professional staff are major obstacles in implementing interventions in elementary schools.

Digital disruption demands leadership that can adapt to technological transformation, especially in learning organizations such as education, health, and government institutions. This study aims to map the concept of digital leadership, identify research gaps, and provide future research recommendations. The research method used is a Systematic Literature Review (SLR) and content analysis of 728 selected articles from 2016–2024 obtained via Crossref and Publish or Perish. The results indicate that digital leadership requires the integration of e-leadership skills, digital literacy, and social media-based communication. The study identifies gaps such as the lack of longitudinal studies, contextual analysis of specific platforms, and the absence of an integrative framework between digital literacy and communication patterns. The main contribution of this study is a conceptual framework for digital leadership and directions for future research in learning organizations. These findings are essential for designing adaptive strategies to face technological disruption systematically and sustainably.

The 21st century has brought significant challenges and transformations to the world of education, demanding a curriculum that integrates critical thinking, creativity, collaboration, and communication skills (4C), as well as digital literacy and ethical responsibility. This study aims to explore a contextual curriculum design for Christian Religious Education (PAK) that is relevant to the holistic development of students in today's era. Using a qualitative descriptive method based on literature review, the research analyzes theoretical concepts and previous studies related to contextual and character-based Christian education. The findings show that a transformative and contextual PAK curriculum must address not only the cognitive dimension but also affective and psychomotor aspects, rooted in real-life experiences and local cultural contexts. The role of teachers as facilitators, curriculum designers, and role models is central to effective implementation. This study provides implications for curriculum development policies, teacher training, and further research in applied classroom settings.

Participative leadership in dakwah institutions offers clear benefits. Literature indicates this style improves decision quality and spurs innovation, as members with relevant knowledge contribute creative solutions. It fosters an inclusive culture where stakeholders feel valued, responsible, and committed to collective decisions. Organizational effectiveness and efficiency rise with increased participation and member engagement. However, full implementation encounters practical challenges. In dakwah organizations with hierarchical traditions, resistance to power-sharing and trust deficits can cause conflict and decision delays. Limited leadership capacity and communication skills among members become obstacles if leaders are untrained in participative methods. Organizational theory thus recommends adaptive strategies: leaders should establish effective communication channels, empower teams, and implement context-specific leadership training programs. Case studies suggest these measures build a sustainable collaborative culture that supports innovation in dakwah programs. In summary, participative leadership, when combined with appropriate training and a supportive culture, can enhance effectiveness, foster creativity, and ensure organizational sustainability in religious outreach.

This study is based on the role of Islamic religious instructors in marriage guidance for prospective brides and grooms at the Jekan Raya Religious Affairs Office. The role of religious instructors has a strategic position to equip couples in building a household that is sakinah, mawaddah, and rahmah. In its implementation, instructors have an important role as inspirators, motivators, catalysts, stabilizers, facilitators, and government employees. This study aims to determine the role of Islamic religious instructors in marriage guidance for prospective brides and grooms at the Jekan Raya Religious Affairs Office, as well as to identify supporting and inhibiting factors in carrying out this role. The method used in this study is a descriptive qualitative method with data collection techniques through observation, interviews, and documentation. The results of the study indicate that religious instructors have carried out their roles in accordance with their duties and functions, namely providing guidance that includes religious, psychological, and social aspects. However, there are several inhibiting factors such as time constraints and lack of understanding of participants, as well as supporting factors such as the instructor's scientific background and communication skills, and empathy. The conclusion of this study is that the role of Islamic religious instructors is very important in the success of the marriage guidance program, but the effectiveness of its implementation is greatly influenced by supporting and inhibiting factors in the field.  

This study aims to improve the public speaking skills of vocational high school students at SMK Pasundan 3 Kota Cimahi as part of their preparation to enter the workforce. Recognizing that strong communication skills—especially in public speaking—are essential in today’s competitive job market, this program is designed to address students’ lack of confidence and limited experience in speaking in front of an audience. Through participatory and interactive training methods, students gain theoretical knowledge as well as hands-on practice in delivering speeches, managing anxiety, using body language, and composing effective presentations. The results showed a significant increase in students’ confidence and speaking skills. Participants became more responsive and adaptable in public communication situations, which are essential skills for job interviews, teamwork, and client presentations. The program also encourages the integration of communication-based extracurricular activities to ensure continued skill development. Overall, this initiative has proven effective in equipping students with the communicative competencies needed to thrive in the professional world