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The rapid development of information technology has encouraged various educational institutions, including non-formal education providers, to utilize digital media as an effective means of information dissemination and communication with the wider community. Taman Pendidikan Al-Qur’an (TPQ) Jabal Annur, located in Tambun Selatan, Bekasi Regency, still experiences limitations in delivering information to the public due to the absence of a website-based information medium. Currently, information related to the institutional profile, learning activities, schedules, and official announcements is conveyed through conventional methods, which are less effective and have limited reach. Therefore, this community service activity aims to assist TPQ Jabal Annur in developing a simple, functional, and accessible information website using HTML and CSS, as well as deploying it through the GitHub Pages platform. The implementation method consists of several stages, including initial observation to identify partner needs, website interface and content design, website development, and implementation and deployment. The result of this activity is an official TPQ website that can be accessed online and functions as a centralized information medium for students, parents, and the surrounding community. The availability of this website is expected to enhance the effectiveness, accuracy, and accessibility of information delivery, as well as to support the digital transformation process in non-formal religious education institutions in adapting to the demands of the digital era.

This research is motivated by the significance of inclusive education as a way to guarantee access and equity for students with special needs in Sidoarjo Regency. Even with robust national policies advocating for inclusive schools, their impact at the regional level is still not thoroughly examined. This study aims to assess the impact of inclusive school initiatives on enhancing educational access and equity of services. The aims are to (1) evaluate the access rates of students with special needs to both formal and non-formal education; (2) analyze equity of services in relation to facilities, teaching standards, and learning results; (3) pinpoint factors that facilitate and hinder implementation; and (4) develop policy suggestions for enhancing equitable services. The research utilizes a mixed-methods strategy incorporating a sequential explanatory framework that integrates quantitative survey information from 30 schools along with qualitative interviews conducted with policymakers, educators, and parents. The results show that the success of inclusive programs in Sidoarjo is intermediate, with significant differences between urban and rural schools. Leadership, teacher effectiveness, and collaboration across sectors stand out as crucial factors for success. The research indicates that maintaining inclusive education necessitates regional policy coordination, development of human resources, and data-driven monitoring to guarantee equity and equal learning chances for every student

This research intends to examine the application of the Child-Friendly School (CFS) policy in Sidoarjo Regency, concentrating on its effects on educational quality, changes in school culture, and the efficiency of collaborative governance among involved parties. The research is based on the necessity to enhance secure, inclusive, and child-focused learning settings that align with the regional government’s dedication to transforming public education services. A qualitative case study method was employed, which included informants from the Education and Culture Office, school leaders, educators, and participants from child advocacy groups. The results indicate that the CFS policy in Sidoarjo has effectively improved student engagement, teacher awareness of humanistic methods, and collaboration among institutions to foster a positive learning environment. The implementation of the policy illustrates a transition in school culture from an emphasis on instruction to a compassionate learning environment. Additionally, digital advancements and data-based reporting systems have enhanced transparency and accountability. In summary, Sidoarjo’s CFS policy demonstrates an effective implementation of public value management and collaborative governance principles within education policy. The research suggests improving teacher abilities, reinforcing assessment systems, and increasing inter-sector cooperation to guarantee the program's sustainability

This research aims to evaluate how the optimization of the private learning system contributes to improving the understanding of Islamic values among students and the community in Peria-ria Village, Biru-Biru District, Deli Serdang Regency. Using a qualitative descriptive approach, this study explores how private learning methods are implemented in Islamic Religious Education (PAI) and how they impact learners’ comprehension, character development, and social awareness. Data were collected through direct observation, in-depth interviews with teachers, community leaders, and students, as well as documentation during the 2025 Independent Community Service (KKN Mandiri) program conducted by Universitas Muhammadiyah Sumatera Utara. The findings show that private learning based on Islamic values effectively enhances students’ understanding of akidah, ibadah, and akhlaq in a more interactive and contextual way. The learning process encourages not only religious knowledge but also positive behavioral change, responsibility, and social solidarity within the community. Although this model requires consistent mentoring, it provides valuable insights for developing more adaptive and sustainable Islamic education strategies at the community level.

Education serves as an institutional mechanism that can accelerate the development of a nation's character. Factors influencing the decline of the Indonesian nation are the result of mental and moral decline, which occurs in both the older and younger generations, including within the government and among the wider community. These factors have resulted in the Indonesian nation experiencing setbacks in various positions in the world. To overcome this problem, the Indonesian nation needs to develop and build a life by instilling positive values ​​​​to develop good character and be able to compete with other countries in the era of globalization. Character education offers a great opportunity to implement the process of fostering and developing human beings, with education based on noble morals, namely Islamic education that integrates faith, sharia, and morals in a learning system that is based on Islamic morals and influences self-improvement. One of the advantages of Al-Islam for humanity is the creation of a comprehensive and consistent method for developing mentality, producing generations, building society and culture, and upholding the principles of glory and civilization. Child educators must continue to seek more effective methods, seeking informative educational rules in preparing children mentally and morally, scientifically, spiritually, and socially, so that children can reach perfect maturity.

The Merdeka Curriculum is a curriculum designed to provide flexibility to educational units in developing student-centered learning, including in Islamic Religious Education (PAI) subjects. This research aims to describe the implementation of the Merdeka Curriculum and analyze its impact on PAI learning at Manu Putra Buntet Pesantren Islamic School. This research uses a descriptive qualitative method with data collection techniques in the form of observation and interviews with the school's Vice Principal for Curriculum. The results show that the Merdeka Curriculum has been implemented in grades X and XI, while grade XII still uses the 2013 Curriculum due to an unfinished transition process. In its implementation, this curriculum strives to encourage student activity and integrate Islamic values according to the characteristics of the pesantren (Islamic boarding school) environment. However, students' adaptation to the active learning model is not yet optimal, so learning still tends to be teacher-centered. In addition, limitations in facilities and infrastructure such as projectors and technological devices also hinder the full implementation of innovative methods. Overall, the Merdeka Curriculum has a positive impact on strengthening religious character and contextualizing PAI learning but requires improved facilities and further mentoring for teachers and students so that the curriculum's goals can be optimally achieved.

Multicultural counseling in schools serves as an essential strategy to reduce conflicts and foster cultural awareness among students. Counselors play a central role by developing their own cultural competence, facilitating students’ reflection on their cultural identities, providing education on stereotypes and biases, creating safe spaces for cross-cultural dialogue, and strengthening institutional capacity through collaboration with teachers and parents. This counseling strategy emphasizes understanding the values, norms, and power dynamics of each cultural group to ensure interventions are both effective and culturally sensitive. An inclusive learning environment supports this process by offering written policies, curricula that reflect diversity, dialogue forums, and cross-cultural activities. The evaluation process involves establishing clear objectives, quantitative and qualitative indicators, and mixed methods, including surveys, discussions, and direct observations, with participation from counselors, teachers, principals, parents, and student representatives. Local adaptation of instruments, continuous monitoring, and systematic documentation ensure data validity and the sustainability of behavioral changes. Evaluation results form the basis for concrete recommendations, such as counselor training, inclusive curriculum development, and programs to strengthen cross-cultural relationships. This approach enables schools to cultivate a culture of empathy, understanding, and harmony, thereby enhancing relationships among students from diverse backgrounds.

This study aims to analyze the strengthening of students' civic resilience through Civic Education (PKn) after the COVID-19 pandemic using qualitative methods based on literature review. The COVID-19 pandemic has changed students' social interaction patterns and learning methods, which have an impact on their social engagement and resilience as citizens. This study collects and evaluates literature related to the challenges of Civic Education learning and strategies for strengthening civic resilience in the post-pandemic context. The results show that participatory learning approaches, digital literacy, strengthening social values, and community service activities are key elements in strengthening students' cognitive and social resilience. Learning that integrates digital technology provides opportunities for students to participate more actively in social and political discussions. On the other hand, community service activities based on civic values ​​help students develop a stronger sense of social responsibility. The implications of this research encourage the development of a Civic Education curriculum that is adaptive to current social and technological dynamics so that students become resilient and active citizens. This study also recommends that Civic Education be continuously updated with a more interactive and relevant approach to current needs, to enhance students' ability to participate constructively in the global community.

This study aims to analyze the pedagogical strategies in teaching Nailur Roja Syarah Safinatun Najah, particularly the chapter on marriage, at Pondok Pesantren Raudlatul Muhibbin Al-Mustainiyyah Surakarta. The teaching of classical Islamic texts (kitab kuning) in pesantren not only emphasizes textual understanding but also requires adaptive strategies to ensure that marriage laws are comprehended both theoretically and practically. This research employed a descriptive qualitative method, with data collected through interviews with students and teachers, as well as library research on classical Islamic texts, pesantren pedagogy, and Islamic marriage law. The findings show that pedagogical strategies combine traditional methods such as bandongan and sorogan with contextual approaches including interactive discussions, group deliberations, and case-based learning. The main challenges for students are difficulties in understanding classical Arabic and relating the material to the contemporary Indonesian legal context. To overcome these issues, teachers provide simplified explanations, use real-life analogies, and encourage active student participation. Therefore, the applied pedagogical strategies effectively enhance students’ comprehension of the marriage chapter both normatively and practically.

Physics learning in high schools is often facing challenges due to lack of laboratory facilities, especially for abstract topics such as electron deflection. Limited equipment often results in a theoretical learning process without real-world practical experience. This community service activity aims to address this gap by assisting with electron deflection experiments at a high school in Surabaya. The methods applied included preparation and coordination, provision of equipment, inquiry-based learning design, classroom experiment implementation, and activity evaluation. During the program, the team brought the electron deflection experiment equipment to the school. Students were divided into small groups, and each group took turns interacting closely with the equipment brought by the team. Students were encouraged to propose hypotheses, observe carefully, and engage in discussions. A total of 58 students participated in this activity and had the opportunity to directly observe electron path in a cathode ray tube. The evaluation showed an excellent response from students with an average score of 3.48 (scale 1–4), where they felt this activity helped them learn theory with practice and increased their enthusiasm for learning. This program demonstrates that collaboration between universities and schools can be an efficient solution to overcome the lack of laboratory facilities and improve the quality of more meaningful physics learning.

The community service team observed that a common issue faced by students in partner schools is difficulty focusing during lessons, largely due to distractions from gadgets, particularly social media. Many students become fixated on social media applications, ignoring ongoing lessons. This concern has prompted our partner schools to organize interactive discussions and provide information on how to use social media wisely and manage time between learning and gadget use. And the goal of our community service was to raise awareness and provide training on responsible social media use, prevent the impact of social media on adolescent brain development (brain rot), and improve students' focus and thinking skills. The methods used in this community service included: (a) analyzing the needs and problems, (b) observing and understanding the policies of the partner schools in addressing these issues, and (c) conducting activities that involved socializing responsible social media use and brain development training. The community service was conducted on Tuesday, June 17, 2025, at MA Bina Mulia, Pasir Putih Village, Sawangan District, Depok, West Java, from 08:00 to 10:00 WIB. The event consisted of a presentation on "Brain Rot in Productive Age Teenagers," followed by training aimed at enhancing focus and reasoning skills

This research is motivated by the increasing cases of sexual harassment in the university environment which has a serious impact on the psychological condition of victims and the academic climate as a whole. Universities that are supposed to be safe spaces for learning and development are often places where serious violations of human dignity occur. The establishment of the Task Force for the Prevention and Handling of Sexual Violence (Satgas PPKS) is an important step by the government to provide protection, assistance, and a more structured complaint mechanism for victims of sexual violence. This study aims to examine the criminal acts of sexual harassment in universities as well as analyze the role and countermeasures carried out by the PPKS Task Force in handling these cases. The research methods used are normative juridical approaches and empirical juridical approaches. The normative approach is carried out by analyzing relevant laws and regulations, such as the Sexual Violence Crime Law and university regulations related to the prevention of sexual violence. Meanwhile, an empirical approach is carried out through observation and analysis of the implementation of the tasks of the PPKS Task Force in the campus environment. The results of the study show that the PPKS Task Force plays a significant role in providing psychosocial support for victims, conducting socialization related to the prevention of sexual violence, and enforcing anti-sexual violence policies in universities. In addition, the PPKS Task Force also implements various programs such as gender awareness training, legal assistance, and building a complaint system that is more accessible to students. The implications of this study confirm the importance of education and increasing awareness among the academic community regarding the issue of sexual harassment.

This community service activity was conducted as an effort to introduce integrated learning innovations based on Augmented Reality (AR) technology using the Assemblr Edu application to teachers at SMAN 1 Leuwiliang, Bogor, and several other schools in Bogor Regency. This activity was motivated by the underutilization of interactive digital technology in the learning process, particularly in helping teachers visualize abstract material. The implementation methods included preparation, webinar promotion, webinar implementation, a brief technical training session on creating learning materials using the Assemblr Edu application, and guidance in designing AR-based learning content during the webinar. Participants were asked to create AR-based teaching materials using Assemblr Edu according to the subjects they teach. In addition to providing theoretical material, the implementation team also conducted hands-on practice to ensure participants developed the skills to create AR content independently. The results of the activity showed high enthusiasm from the participating teachers, with 85% of participants stating that the training was very helpful and that they felt more confident in integrating AR technology into classroom learning. Participants were also able to produce several prototypes of Augmented Reality-based learning media that can be used as interactive teaching tools. This activity not only improved teachers' technological literacy but also broadened their understanding of how digital technologies such as AR can be creative solutions to enhance the quality of learning and student engagement. Through this community service activity, it is hoped that teachers will become agents of change in utilizing innovative technologies to create more engaging, interactive, and technology-driven learning experiences that align with the demands of 21st-century educational technology. Additionally, this program serves as a strategic step to strengthen teachers' capacity in addressing future challenges in digital learning.

This study examines the effectiveness of education and training programs in improving employee performance and identifies the factors influencing training outcomes at the Personnel and Human Resources Development Agency (BKPSDM) of Southwest Papua Province. A qualitative descriptive approach was employed, utilizing interviews, observations, and documentation, with key informants including the Head of BKPSDM. Data were analyzed using the interactive model of Miles et al. (2014), encompassing data condensation, data display, and conclusion drawing. Findings reveal that education and training programs at BKPSDM significantly enhanced employee performance, as evidenced by improved timeliness in task completion, increased knowledge, skills, and expertise, and notable positive changes in employee behavior and attitudes. Training outcomes were also reflected in improved workplace discipline and greater responsibility among civil servants. Evaluation of program effectiveness employed five levels: participant reaction, learning achievement, behavioral change, organizational impact, and cost-effectiveness, all of which indicated favorable results. Factors influencing training effectiveness included the relevance of training materials to employee roles, appropriate scheduling that minimized work disruption, the use of clear and supportive training methods, and the competence of instructors in delivering material effectively. These findings demonstrate that well-planned and well-delivered training programs can strengthen the capacity and professionalism of civil servants, enabling them to better fulfill governmental and developmental responsibilities while supporting overall organizational performance improvement. In addition, the study highlights the importance of continuous monitoring and feedback throughout the training process to ensure sustained improvements in employee performance. It suggests that the involvement of employees in the design and planning stages of training programs can enhance the relevance and applicability of the content, fostering greater engagement and retention of knowledge.

This community service activity aims to introduce financial literacy from an early age to children in Siantar Narumonda Village through an interactive and educational tutoring program. Financial literacy is an important skill that must be instilled from an early age so that children are able to manage their finances wisely in the future. This activity uses a qualitative descriptive approach to describe the execution process systematically. The program was implemented by students of the Tarutung State Christian Institute as part of the Community Service and Service Lecture (KPPM), targeting 35 children aged 1–12 years. The program was implemented for one month and two weeks, three times a week. The material presented was in five main topics: the importance of financial literacy, tips for managing finances, saving, getting to know money and how to manage it, and getting to know banks and financial institutions. The delivery of the material was carried out through fun methods such as games, simulations, short stories, and group discussions. Evaluation was carried out through participant observation, question and answer sessions, and visual documentation. The results of the activity showed that the children experienced an increase in understanding of the basic concepts of financial literacy and began to apply positive habits in managing finances. This activity is also a means of meaningful learning for implementing students. With an interesting and structured approach, this activity provides significant educational and social impacts. Early financial literacy has proven effective in forming a generation that is financially intelligent and responsible in managing economic resources.

This research was motivated by the importance of implementing the merdeka curriculum, which emphasizes character development through the  Pancasila Student Profile Strengthening Project (P5), particularly within the theme of local wisdom. Preliminary findings indicated that prior to the implementation of P5, students had limited understanding of social issues such as bullying, discrimination, and diversity. Therefore, appropriate teaching strategies are required to shape students’ character and enhance their social awareness The research questions addressed in this study are: (1) What strategies do teachers use to implement P5 material with the theme of local wisdom in Sociology learning for Grade X students at SMAN 1 Kalidawir? (2) What are the impacts of the applied strategies on the learning process? (3) What challenges do teachers face in implementing these strategies?. This study employs a qualitative descriptive research design. The aim is to explore the strategies used by teachers, their impacts on students, and the challenges encountered during the implementation of P5 materials. Data were collected through observation, interviews, and documentation. The findings of the study show that: (1) Teachers implemented project-based, collaborative, and contextual learning strategies that involved the local environment as a learning resource. (2) These strategies had a positive impact on students’ understanding of local cultural values and encouraged attitudes of tolerance and social awareness. (3) Challenges faced by teachers included limited time, varying levels of student motivation, and insufficient supporting facilities. Despite these obstacles, teachers strived to overcome them through collaboration, innovative learning approaches, and student-centered methods.

This study investigates the implementation and effectiveness of artificial intelligence-driven adaptive learning platforms in English as a Foreign Language (EFL) classrooms across urban and rural Indonesian educational settings. Through a mixed-methods approach involving 247 students and 12 teachers from eight institutions, this research comparatively analyzes three prominent AI language learning platforms: LinguaLearn AI, AdaptEd English, and AI Tutor Pro. The findings reveal significant differences in learning outcomes, with AI-enhanced platforms demonstrating a 27% improvement in language proficiency compared to traditional methods. However, implementation challenges including digital literacy barriers, internet connectivity issues, and cultural adaptation requirements were identified, particularly in rural contexts. The study proposes a contextually responsive framework for integrating AI language learning technologies in developing EFL environments, contributing to the growing discourse on educational technology in linguistically diverse settings. This research highlights the potential of AI to personalize language acquisition while emphasizing the necessity of culturally and infrastructurally appropriate implementation strategies.

This research is motivated by the discovery of several problems in learning Social Sciences at MTs Asy-Syafiiyah Gondang Tulungagung. This greatly influences the learning process for both teachers and students in the subject of Social Sciences. The purpose of this study is: To determine the problems faced in the process of learning Social Studies at MTs Asy-Syafiiyah Gondang Tulungagung in the 2024/2025 Academic Year along with efforts to overcome problems in the process of learning Social Studies at MTs Asy-Syafiiyah Gondang Tulungagung. This study uses a descriptive qualitative method using in-depth interviews, participant observation and documentation as a form of data collection, data sources in the study. The problems faced in the Social Studies learning process include learning methods that are less interesting and interactive, lack of learning motivation from students, lack of training or workshops for teachers, limited supporting facilities in the learning process, and less than optimal learning evaluation.

The advancement of information and communication technology in the era of the Industrial Revolution 4.0 has given rise to various digital innovations, one of which is deepfake technology that utilizes artificial intelligence and machine learning to manipulate audio-visual content convincingly. Although it has positive potentials in entertainment and education, the misuse of deepfake on social media has caused various legal and ethical issues, such as the spread of hoaxes, defamation, privacy violations, and non-consensual pornography. This study aims to analyze the use of deepfake from the perspective of Indonesian law, particularly through Law Number 11 of 2008 on Electronic Information and Transactions (ITE Law) and its amendments. Using a qualitative descriptive approach and literature study methods, this research examines the technical aspects of deepfake development, the relevance of ITE Law articles in regulating manipulative content, and the challenges of law enforcement amid low digital literacy in society. The findings show that although there are no explicit provisions concerning deepfake in the ITE Law, several articles can serve as a legal basis to prosecute offenders, albeit with interpretative and technical implementation challenges. Therefore, regulatory updates and improvements in digital literacy are necessary to prevent and effectively handle the misuse of deepfake technology.

The teaching of Indonesian language in elementary schools plays a crucial role in developing students' literacy skills, particularly in narrative writing. However, in practice, many students struggle with generating ideas, constructing storylines, and utilizing proper language structures. This study aims to assess the effectiveness of the Contextual Teaching and Learning (CTL) approach in enhancing narrative writing skills among fifth-grade elementary students. A quasi-experimental design with a pretest-posttest control group approach was employed. The study involved two groups: the experimental group received instruction based on CTL, while the control group was taught using conventional methods. Data analysis indicated a significant improvement in the narrative writing skills of students in the experimental group compared to the control group. The CTL approach was shown to be effective in improving students' learning outcomes by relating lesson content to real-life experiences, while also fostering active participation and creativity. These findings suggest that CTL can be an effective instructional strategy for teaching writing in elementary schools.