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Curriculum reform in Indonesia has repeatedly emphasized flexibility, deep learning, and student-centered instruction. Nevertheless, many reforms have not been translated effectively into classroom practice. Existing studies tend to focus on teacher competence and policy readiness, while the deeper dimension of teacher beliefs remains underexplored. This study aims to unpack how teacher beliefs shape responses to curriculum reform and to identify the belief-related factors that influence the success or failure of curriculum innovation. A qualitative descriptive design was employed using pre-Delphi reflective questionnaires and Focus Group Discussion data involving senior secondary school teachers and educational stakeholders. Data were analyzed thematically to identify recurring patterns of belief, challenge, and adaptation. The findings reveal that teacher beliefs constitute the most decisive factor in curriculum implementation. Three major themes emerged: (1) a persistent gap between curriculum policy and classroom practice, (2) the difficulty of transforming teachers’ mindsets from fixed to growth-oriented perspectives, and (3) the construction of an ideal teacher identity characterized by reflection, adaptability, collaboration, and moral commitment. More importantly, teachers viewed curriculum change not merely as a technical demand, but as a moral and spiritual responsibility. Curriculum reform will remain ineffective unless it addresses teachers’ internal beliefs. Sustainable transformation requires professional development that integrates cognitive, emotional, and spiritual dimensions of teaching.      

The rapid advancement of digital technology has transformed educational practices while simultaneously posing challenges to the preservation of local cultural values. This study aims to develop and evaluate a digital ethnopedagogical reconstruction model that integrates local historical narratives of North Sumatra into the Merdeka Curriculum within the Primary School Teacher Education (PGSD) program. Employing a Research and Development (R&D) approach with the 4D model, this study utilized a mixed-methods design involving document analysis, interviews, observations, expert validation, and field trials. The findings reveal that local historical narratives—comprising folkloric legends, educational acculturation, and the heritage of local sultanates—possess strong ethnopedagogical potential when reconstructed through interactive digital media. Quantitative results demonstrate a significant 38% increase in students’ ethnopedagogical understanding, supported by high content validity (89%) and media feasibility (92%) scores. Qualitative findings further indicate enhanced cultural awareness, historical empathy, and learner engagement. The study concludes that the effectiveness of digital ethnopedagogical innovation is primarily determined by its pedagogical integration within the learner-centered framework of the Merdeka Curriculum. This research contributes a sustainable model for culturally grounded digital pedagogy in teacher education.

This study aims to analyze the implementation of Artificial Intelligence (AI)-based learning media and its implications for student learning motivation in Islamic Religious Education (PAI). This study uses a systematic literature review approach by examining various reputable scientific articles discussing the integration of AI in education and the dynamics of learning motivation in the context of PAI. The results of the study indicate that the use of AI through adaptive learning systems, educational chatbots, gamification, and learning analytics can increase the effectiveness, personalization, and interactivity of learning. This implementation has a positive impact on cognitive motivation through increased conceptual understanding, affective motivation through active participation and emotional engagement, and spiritual motivation through strengthening reflection and internalization of Islamic values. However, ethical challenges, the risk of depersonalization of the teacher's role, and inequality in digital access are crucial issues that require policy attention and human-centered pedagogical design. Theoretically, this study offers an integrative conceptual framework that combines technological innovation with Islamic educational epistemology. Practically, the results of this study provide recommendations for teachers, schools, and policymakers to develop AI-based PAI learning models that are adaptive, ethical, and oriented towards character building.

The rapid development of digital technology in the 21st century has brought significant changes to various aspects of life, including education. One of the emerging innovations in the educational field is the use of Artificial Intelligence (AI) as a tool to support the learning process. The integration of AI in history education offers new opportunities to create more interactive, adaptive, and contextual learning experiences through access to various digital historical sources. This study aims to analyze the integration of Artificial Intelligence in history learning and its implications for improving students’ digital historical literacy. This research uses a qualitative approach with a descriptive method through a literature study by reviewing various scientific articles related to the use of AI in education and digital literacy in history learning. The findings indicate that the use of Artificial Intelligence can assist students in accessing, analyzing, and understanding various digital historical sources more broadly through interactive media such as online archives, historical simulations, and technology-based learning platforms. In addition, the integration of AI can increase student engagement in the learning process, encourage critical thinking skills, and support more personalized learning based on students’ needs and abilities. However, the implementation of this technology must be accompanied by the strengthening of digital historical literacy as well as the application of academic integrity, ethical principles, and responsible use of technology. Therefore, the proper integration of Artificial Intelligence can serve as an innovative strategy to enhance the quality of history education in the digital era.

The rapid development of digital technology requires greater adaptive capacity in both the economic and educational sectors, including in rural areas. However, limited digital literacy and the continued use of conventional learning methods remain common challenges. This activity aims to enhance the competitiveness of micro, small, and medium enterprises (MSMEs) as well as the quality of primary education in Baharen Village, Sidamanik District, through the implementation of a Community Service Program (Kuliah Kerja Nyata/KKN). A descriptive qualitative approach with a participatory model was employed, actively involving MSME actors, teachers, and students throughout all stages of the program. The activities included assistance in the digitalization of the MSME Gerai Mumtazah through Google Maps registration and the implementation of the QRIS cashless payment system, as well as the application of interactive learning methods based on joyful learning at the Baharen Village State Elementary School. The results indicate an increase in students’ learning motivation and classroom participation, along with improved accessibility and transaction efficiency for the MSME partner. These findings suggest that community-based participatory service activities can make a tangible contribution to strengthening the local economy and improving the quality of education in rural areas.

This study explores the integration of community driven learning practices in the adoption of educational technology and its impact on sustainability. With the rapid advancement of digital tools and platforms, higher education institutions have increasingly adopted online and hybrid learning models to enhance teaching and learning. However, despite the potential benefits, aligning institutional goals with community needs remains a significant challenge. This research utilizes a mixed methods approach, combining stakeholder surveys, policy analysis, and comparative case studies to evaluate the effectiveness of both top down and community aligned adoption models. The findings reveal that community driven models, which involve local stakeholders in the decision making process, lead to higher engagement, better adoption rates, and greater long term sustainability compared to top down approaches. Stakeholders, including educators, students, and administrators, reported that participatory decision making fostered a sense of ownership and ensured the relevance of adopted technologies. The study also identifies key sustainability factors, including participatory decision making, long term community engagement, and contextual relevance, which are crucial for ensuring that educational technologies remain effective and beneficial over time. However, challenges such as resistance to change, lack of resources, and unequal access to technology were found to hinder the successful implementation of sustainable models. The research concludes with practical recommendations for educational institutions and policymakers to adopt community aligned models and ensure equitable access to technology. Future research directions are suggested to further explore the balance between institutional innovation and community driven learning, with a focus on long term outcomes and the adaptability of these models across different educational contexts.

This study aims to analyze the effect of information technology (IT)-based learning media on improving students' academic performance. With the advancement of digital technology, the use of IT-based media such as interactive presentations, educational videos, Learning Management Systems (LMS), and online quiz applications has become part of modern teaching strategies. This study uses a quantitative approach with a quasi-experimental method. The subjects of the study were secondary school students divided into experimental and control groups. The instruments used include learning achievement tests to measure academic performance and observation sheets to assess the implementation of IT media usage. Data were analyzed using t-tests and simple regression analysis. The results show a significant difference in academic performance between students who used IT-based learning media and those who used conventional methods. The experimental group showed a higher average score compared to the control group. These findings indicate that the use of IT-based learning media, when planned and implemented systematically, can improve students' motivation, engagement, and understanding of learning materials. Therefore, the integration of information technology into the learning process is recommended as an innovative strategy to enhance the quality of education.

This study explores the impact of interactive games on the English vocabulary mastery of grade XI Animal Nursing students at the Kupang State Agricultural Vocational School. Given the low level of vocabulary mastery in vocational high school students, the study aims to investigate how using Gamestolearnenglish.com, an interactive game-based platform, can enhance vocabulary skills. A quasi-experimental design with pre- and post-treatment assessments was implemented. The results showed a significant improvement in students' vocabulary mastery, with the average score rising from 73.70 to 83.52, an increase of 9.82 points. The Shapiro-Wilk test confirmed the normality of the data, and a paired-sample t-test revealed a significant difference between the pre- and post-assessment (p = 0.000). This suggests that the use of interactive games significantly contributes to the enhancement of students' ability to recognize, understand, spell, and use vocabulary. These findings highlight the effectiveness of game-based learning in improving English vocabulary skills among vocational high school students, particularly in agricultural fields.

This study aims to analyze the strategies of tahfidz teachers in improving students’ Qur’anic memorization quality through a literature review approach. Memorization quality is not merely measured by the quantity of verses memorized, but also includes accuracy of recitation, fluency, consistency in muroja’ah (revision), and long-term memory retention. This research employed a literature review method by examining national and international journal articles as well as relevant academic books published between 2020 and 2025. Data were analyzed using content analysis techniques to identify themes, patterns, and research gaps related to teachers’ strategies in tahfidz learning. The findings reveal that effective tahfidz teaching strategies can be classified into four main aspects: (1) structured and consistent implementation of repetition (tikrar), (2) reinforcement of muroja’ah and periodic evaluation, (3) motivational strategies and character development, and (4) innovative learning approaches integrating collaboration and educational technology. The tikrar method is proven effective in strengthening memorization retention when supported by systematic program planning. Furthermore, intrinsic motivation, a conducive learning environment, and varied instructional methods significantly contribute to maintaining students’ memorization stability. In conclusion, improving the quality of Qur’anic memorization depends not only on repetition frequency but also on the integration of pedagogical strategies, affective-spiritual approaches, and instructional innovation. This study provides a conceptual contribution to the development of more comprehensive and sustainable tahfidz learning strategies.

This study aims to: (1) describe the integration of educational games in Islamic Education (SKI) learning; (2) understand students' learning experiences in learning Islamic cultural history in classes that integrate educational games; (3) examine the impact on the learning outcomes of class VIII students of MTs N 1 Wonosobo Research. This study uses a qualitative approach with a phenomenological research type. The research subjects include SKI subject teachers, madrasa principals, and class VIII students of MTs N 1 Wonosobo Research. Data collection techniques were carried out through in-depth interviews, observation of the learning process, and documentation studies. Data analysis was carried out through the stages of data reduction, data presentation, as well as drawing conclusions and verification. The results of the study indicate that the integration of educational games in Islamic Education (SKI) learning is implemented in a planned and contextual manner as part of the teacher's learning strategy. The use of educational games can increase student learning motivation which is characterized by increased enthusiasm, activeness, focus, and student participation in the learning process. In terms of learning outcomes, the percentage of student learning completion before and after the educational game integration both reached 100%, with a Minimum Completion Criteria (KKM) of 68. However, the average (mean) student learning outcomes increased from 94.28 to 95.17, an increase of ±0.95%. This finding indicates that the integration of educational games not only maintains learning completion but also improves the quality of students' understanding of the Islamic Cultural History material. Thus, the integration of educational games has proven to be an effective learning innovation in improving student motivation and learning outcomes in the subject of Islamic Cultural History.

The development of automation and robotics technology has driven innovation in various industrial fields, particularly in automatic sorting systems. Manual sorting processes often lead to inefficiencies and human errors, creating the need for an automatic, fast, and accurate system. This research employs a qualitative method which includes experimentation, testing, and system documentation. The system is designed as a robotic arm for sorting objects based on color, utilizing a TCS3200 color sensor and an ESP32 microcontroller. An ultrasonic sensor detects the presence of objects, while the sorting results are displayed through a real-time web monitoring system. The test results show that the prototype successfully sorts four primary colors (red, green, blue, and yellow) with a high level of accuracy. This research is expected to serve as a reference for the development of automation systems and robotics learning tools in both educational and industrial applications. In addition, this research also contributes to the development of technology that can increase efficiency and accuracy in industrial production processes and provide more environmentally friendly solutions by reducing the need for manual labor.

The interactive learning video innovation "Human Blood Circulation" through Edpuzzle, with embedded questions, is designed to address the difficulties faced by fifth-grade elementary school students in understanding abstract biological concepts. Science education in elementary schools often encounters challenges in explaining invisible processes, such as the heart's working mechanism and blood circulation, leading students to struggle with comprehension or merely memorize the material. Conventional learning videos tend to make students passive, necessitating media that can transform the learning process into an active one. Edpuzzle, as an educational platform, allows teachers to insert questions at critical points in the video, requiring students to answer before continuing to watch. This innovation aligns with the cognitive development stage of fifth-grade students, who are in the concrete operational stage.The research objectives include product development, validity and feasibility testing, analysis of conceptual understanding improvement, influence on focus and learning independence, and student responses. Media development refers to Mayer's cognitive theory of multimedia and the characteristics of interactive videos according to Heinich et al. Additionally, media development models such as ADDIE and Dick and Carey are discussed. The main benefits of using Edpuzzle include increasing engagement, facilitating real-time formative assessment, and enhancing learning motivation. However, challenges exist such as technology access, teacher readiness, the risk of technology dependency, and long-term evaluation. The practical implications can support digital learning and the transformation of elementary science education.

In the modern era, embedded systems and the Internet of Things (IoT) are experiencing rapid and continuous development, with their usage projected to match or even exceed the number of IoT devices globally. This technological transformation has influenced various sectors, including education, which must adapt to current digital advancements. Therefore, it is important for educational institutions to integrate embedded systems and IoT concepts into their curricula to ensure that learning remains relevant to industrial and technological demands. Improving the competence and technological literacy of students and lecturers in the fields of embedded systems and IoT, particularly for smart control applications, is expected to strengthen academic capabilities and practical skills. Through this development, higher education institutions can encourage innovation and the application of technology-based solutions in solving real-world problems. Furthermore, this effort supports the implementation of the Tri Dharma of Higher Education, especially in the areas of education and research, by promoting applied research projects and collaborative learning activities based on embedded systems and IoT technologies.

In the modern era, embedded systems and the Internet of Things (IoT) are experiencing rapid and continuous development, with their usage projected to match or even exceed the number of IoT devices globally. This technological transformation has influenced various sectors, including education, which must adapt to current digital advancements. Therefore, it is important for educational institutions to integrate embedded systems and IoT concepts into their curricula to ensure that learning remains relevant to industrial and technological demands. Improving the competence and technological literacy of students and lecturers in the fields of embedded systems and IoT, particularly for smart control applications, is expected to strengthen academic capabilities and practical skills. Through this development, higher education institutions can encourage innovation and the application of technology-based solutions in solving real-world problems. Furthermore, this effort supports the implementation of the Tri Dharma of Higher Education, especially in the areas of education and research, by promoting applied research projects and collaborative learning activities based on embedded systems and IoT technologies.

The rapid development of Artificial Intelligence (AI) technology presents significant opportunities to improve the quality of learning; however, its utilization in school settings is still constrained by teachers’ limited competencies. This community service program aims to enhance teachers’ competencies in utilizing AI-based learning technologies in a pedagogical, ethical, and practical manner. The implementation method consisted of preparation, implementation, and evaluation stages. The activities were carried out through interactive workshops, demonstrations of AI-based educational tools, hands-on practice with mentoring, and evaluation using pre-tests and post-tests. The results indicate a significant improvement in teachers’ understanding and skills in using AI for lesson planning, instructional media development, and learning assessment. Teachers also demonstrated more positive attitudes and greater confidence in integrating AI into classroom practices. Nevertheless, challenges such as varying levels of digital literacy and limited technological infrastructure were still identified. Overall, this community service activity proved effective in improving teachers’ competencies and has the potential to support more innovative and adaptive learning transformation in the digital era.

The aim of the research is to find out the process of developing knowledge learning media based on Android applications.Learning media is very much needed as a tool used in practical learning.Changes in educational progress require innovation in learning media to keep them up to dat and able to overcome new problems that arise. The research method used is the R & D research and development method with the 4D model. The stages of the 4D development model are 1) Definition; 2) Design; 3) Development; 4) Distribution. This research produces android-based textile knowledge learning media. The software used is iSpring Suite Toolkit Authoring based on Power Point; and Website 2 APK Builder.The iSpring Suit software is used in the design and development of learning media, while the Website 2 APK Builder software is used to change Android application programs. Based on the results of the learning media feasibility questionnaire, it can be seen that the textile knowledge learning media is very feasible to use, reaching 90%.

This study aims to describe in detail the implementation of the SMART-TENDIK PAUD innovation as a model for managing educators and educational personnel based on reflection, collaboration, and the use of simple technology, as well as to analyze its impact on improving teacher professionalism in early childhood education settings. This study employs a qualitative approach using a literature review method to explore relevant theories and previous research findings. Data collection techniques include document analysis and systematic online searches from various credible academic sources. Data analysis is conducted through the stages of data reduction, data display, and conclusion drawing to ensure comprehensive and accurate interpretation. The results indicate that the implementation of SMART-TENDIK PAUD enhances teachers’ reflective awareness, strengthens collaboration through active participation in learning communities, and improves the effectiveness of educational personnel management through the practical use of simple and accessible technology. Furthermore, this innovation contributes significantly to improving the quality of learning, making it more creative, adaptive, and innovative. Therefore, SMART-TENDIK PAUD can serve as an alternative model of effective, applicable, and sustainable management innovation in enhancing the professionalism of early childhood education teachers.

The rapid development of Artificial Intelligence (AI) technology has opened significant opportunities to support maritime monitoring systems, particularly in detecting anomalies in ship movements that may indicate illegal or abnormal activities. However, the understanding and utilization of this technology among the general public and maritime stakeholders remain limited. This Community Service Program aims to conduct socialization and dissemination of knowledge on AI-based ship anomaly detection through the development and utilization of an interactive and informative web-based socialization platform. This activity is the result of collaboration between a team of lecturers from the Faculty of Communication and Informatics Technology (FTKI) and the National Research and Innovation Agency (BRIN). The implementation methods include the design of web-based educational content, presentation of fundamental AI concepts and ship anomaly detection, as well as visual simulations of ship movement data analysis results. The web-based socialization platform serves as an educational medium to enhance users’ understanding of the benefits, working mechanisms, and potential applications of AI technology in maritime surveillance. The results indicate an improvement in participants’ understanding of ship anomaly detection concepts and the role of artificial intelligence in supporting maritime security and safety. This PKM activity is expected to promote technological literacy, strengthen synergy between academia and research institutions, and serve as a model for practical and sustainable web-based technology socialization

This research aims to critically examine the ethical integration of artificial intelligence (AI) in education through the perspective of maqāṣid al-sharīʿah, emphasizing the alignment between technological innovation and Islamic moral principles. The methods used are a systematic literature review and thematic content analysis against peer-reviewed publications for the period 2015–2025, which discuss the application of AI in primary, secondary, and higher education. The study identified dominant ethical issues, such as data privacy, algorithmic bias, accountability, human agency, and moral development, which were then mapped to Islamic ethical goals, including ʿadl (justice), amānah (belief), karāmah al-insān (human dignity), and ḥifẓ al-ʿaql (protection of reason). The results of the analysis show that the adoption of AI in education often emphasizes efficiency, personalization, and predictive analytics, but has the potential to reduce learners' autonomy and ethical reasoning. The mapping of maqāṣid al-sharīʿah shows a strong normative conformity, so that Islamic principles can be a moral foundation as well as a practical guide for AI governance. The research contribution is theoretical by bridging the literature on AI ethics and Islamic educational philosophy, as well as practical by offering an integrative framework for AI policymakers, educators, and developers. The integration of maqāṣid al-sharīʿah in AI governance ensures justice, trust, inclusivity, and the development of the whole human being (insān kāmil).

The phenomenon of students displaying lazy attitudes and a lack of learning motivation represents a major challenge in the teaching and learning process of Islamic Religious Education (PAI) in various schools across Indonesia. This condition has a direct impact on low levels of student engagement and the achievement of expected learning objectives. This article provides an in-depth analysis of the multidimensional causes of this phenomenon, including internal student factors such as learning interest, levels of self-efficacy, intrinsic motivation, and learning styles, as well as external factors encompassing the role of teachers, particularly in the selection of instructional methods, classroom management, and pedagogical interactions. In addition, the family environment, peer influence, and digital culture are also important factors affecting students’ learning motivation. The article also presents various practical and integrated strategies that can be implemented by PAI teachers to enhance students’ learning motivation. The proposed approaches include strengthening value-based classroom management rooted in Islamic principles, applying active, participatory, and contextual learning methods, and reinforcing collaboration between schools and families in building a positive learning culture. Using a descriptive qualitative approach and classroom action research (CAR), the analysis shows that teachers’ emotional engagement, the implementation of educational reward systems, reflection on religious values, and experiential learning are able to increase students’ intrinsic motivation. This study implies the importance of curriculum innovation and strengthening professional development for PAI teachers to better orient learning toward fostering students’ enthusiasm for learning and the sustainable development of religious character in the digital era.