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The Integration of technology in the education sector is a crucial strategy for addressing the challenges of the Industrial Revolution 4.0. This study aims to develop and examine the effectiveness of "Physical Changes of the Earth’s Environment" learning media by utilizing the interactive features of the ClassPoint platform and Edpuzzle videos in 5th-grade elementary school. The method employed is library research with a qualitative-descriptive approach, conducted through content analysis of various relevant scientific literatures from the last five years. The research findings indicate that the synergy between ClassPoint and Edpuzzle is capable of transforming abstract science materials into more concrete and engaging content for students. ClassPoint plays a role in creating a participatory digital classroom through various real-time interaction formats, while Edpuzzle reorients video-viewing activities into an active learning process through embedded question features that stimulate critical thinking. Overall, the use of these interactive media has positive implications for the escalation of active participation, concentration, and the depth of students' conceptual understanding. This study concludes that the development of ClassPoint and Edpuzzle-based learning innovations is an effective and relevant strategic step in improving the quality standards of science education in elementary schools.

The advancement of Artificial Intelligence (AI) presents substantial potential for improving the quality of learning in elementary education, particularly through the application of AI prompts as instructional support in lesson planning and classroom implementation. Nevertheless, many teachers at Integrated Islamic Elementary Schools (Sekolah Dasar Islam Terpadu/SDIT) experience limited AI literacy and insufficient competence in designing pedagogically appropriate and effective AI prompts. This community service program aims to enhance AI literacy and strengthen the professional competence of teachers at SDIT Lukmanul Hakim Puring, Kebumen, in utilizing AI prompts to support instructional design, teaching materials development, and learning assessment. The program employed participatory methods, including socialization sessions, hands-on training, guided practice, and continuous mentoring. The results demonstrate a measurable improvement in teachers’ understanding and practical skills in constructing AI prompts aligned with pedagogical objectives. Furthermore, the integration of AI prompts contributes to increased instructional efficiency and pedagogical creativity. This program is expected to provide a sustainable model for supporting digital transformation in elementary school education.

Oral communication is a core competency in 21st-century education; however, instructional materials in elementary schools tend to emphasize reading and writing rather than structured speaking practice. This gap highlights the need for innovative learning resources that explicitly foster students’ oral communication skills. This study aimed to develop and evaluate a Project-Based Learning (PjBL) module designed to enhance the oral communication skills of fourth-grade elementary school students. The research employed a Research and Development (R&D) approach using the ADDIE model, encompassing analysis, design, development, implementation, and evaluation stages. The participants were 30 fourth-grade students, and the developed module was validated by three experts in material, media, and language. Data were collected through validation sheets, teacher and student response questionnaires, and pretest–posttest performance assessments.The expert validation results indicated high feasibility, with scores of 95% (material), 94% (media), and 96% (language), yielding an overall average of 95%. Teacher and student responses demonstrated strong practicality (92% and 88%, respectively; average 90%). The effectiveness test revealed a significant improvement in students’ oral communication performance, with mean scores increasing from 67 (pretest) to 86 (posttest), resulting in an N-Gain of 0.65, categorized as moderately high effectiveness. These findings suggest that the developed PjBL module is feasible, practical, and effective in improving elementary students’ oral communication skills. The study contributes to the field of communication-oriented instructional design by demonstrating how structured project-based modules, supported by simple digital enhancements such as QR-linked instructional videos, can systematically integrate speaking practice into Indonesian language learning at the primary level.

The analysis of locutionary speech acts is a pragmatic study that can reveal the role of digital communication in the learning process, particularly in educational videos such as the Positive Psychology Class on the YouTube channel Garvin Goei. Within this video, there are various forms of utterances, such as declarative, interrogative, and imperative, which serve to convey information clearly and build understanding among viewers. The accurate formulation of locutionary utterances will also influence the effectiveness of online learning, necessitating an in-depth analysis to assess their quality. The objective of this research is to identify the forms and functions of locutionary speech acts present in the video, which can subsequently be used as a reference in designing educational content. Good quality locutionary speech acts will impact learners' comprehension and interaction abilities in a distance learning context. The methodology employed is a descriptive qualitative approach, beginning with data collection through observation and note-taking techniques on the Garvin Goei YouTube video. The observation technique involves reading and observing the entire video content, while the note-taking technique includes recording locutionary utterances and re-verifying the obtained findings. After conducting the analysis, 606 data points of locutionary speech acts were obtained, with a dominance of declarative sentences (213), interrogative (145), and imperative (88), indicating variations in sentence structure and the use of conjunctions. The quality of these utterances is evaluated based on clarity of meaning, pragmatic function, and level of complexity. The results of this research are expected to serve as a reference for teaching materials and provide deeper insights into the influence of locutionary speech acts on the quality of digital educational communication.

This study aims to analyze the application of design learning in planning discipleship materials as an effort to improve the Bible knowledge of church youth. This study uses a qualitative approach with an action research method, which is implemented through the stages of planning, action, observation, and reflection. The research subjects were 40 church youth who were actively involved in the discipleship program. Data collection techniques included observation, interviews, questionnaires, and participant reflections before and after the implementation of design learning. The results show that the application of design learning makes a significant contribution to improving the Bible knowledge of youth, which includes cognitive, affective, and psychomotor aspects. Youth not only experienced an increased understanding of the Bible's content, but also showed growth in faith attitudes, spiritual motivation, active participation in learning, and involvement in church services. The design learning approach helps create planned, contextual, and learner-centered discipleship learning. Thus, design learning is proven to be effective and relevant as a youth discipleship strategy in facing the challenges of faith formation in the digital era.

The study titled “Designing a Web-Based E-Module for Empowering Tenth-Grade Students’ Writing Skills in Descriptive Text” aims to develop a digital learning medium to improve students’ descriptive writing abilities. The research applies a Design and Development (D&D) approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation, supported by a descriptive quantitative method. The study addresses limitations of traditional, teacher-centered instruction that relies heavily on printed materials by integrating technology into the learning process. The research begins with an analysis of existing teaching practices and learning resources for descriptive text writing. Based on this analysis, a web-based e-module is designed to provide a more interactive and engaging learning experience. The module includes structured materials such as definitions, purposes, text structures, language features, examples, and practice exercises. The e-module is then implemented in a tenth-grade classroom setting, followed by an evaluation of its effectiveness using quantitative data. The results indicate that the web-based e-module effectively improves students’ descriptive writing skills. Interactive features, including multimedia content, self-paced activities, and immediate feedback, enhance students’ motivation and active participation. Teachers and students report positive perceptions regarding the practicality, accessibility, and usefulness of the e-module. Pre-test and post-test results also show a clear improvement in students’ writing performance. Overall, the study concludes that web-based e-modules are a promising instructional medium for enhancing writing skills and supporting student-centered, technology-integrated English language learning.

This study is grounded in the growing concern over the weakening of students’ critical literacy skills and cultural awareness in higher education, particularly in the context of rapid digitalization and the dominance of global discourse. Local cultural traditions, especially those rooted in Maumere society, have not been optimally utilized as meaningful academic literacy resources in Indonesian language learning. This research aims to explore how Maumere cultural traditions can be integrated as sources of critical literacy to strengthen students’ interpretative, analytical, and reflective abilities. Employing a qualitative research approach, data were collected through classroom observations, in depth interviews with students and lecturers, and documentation of learning materials in Indonesian language courses at Universitas Muhammadiyah Maumere. The findings reveal that traditional texts, narratives, rituals, and oral expressions from Maumere culture contain rich linguistic, ethical, and symbolic meanings that support the development of critical reading and writing skills. The integration of cultural texts encourages students to engage more deeply with academic discourse while simultaneously reinforcing local identity and cultural sensitivity. This study implies that culturally grounded literacy practices not only enhance academic competencies but also contribute to the preservation of local wisdom within higher education learning frameworks.

Indonesian language education plays a strategic role in strengthening national identity and preserving cultural values amid the pressures of globalization. In the global era, the dominance of foreign languages, digital media, and transnational cultures poses challenges to the existence of national languages and local cultural identities. This study aims to analyze the role of Indonesian language education as an instrument for reinforcing national identity and cultural awareness in formal educational settings. The research employs a qualitative descriptive method with a literature review approach, examining scientific journals, policy documents, and relevant educational studies published within the last five years. Data were analyzed through content analysis to identify patterns, themes, and conceptual relationships related to language education and cultural identity. The findings reveal that Indonesian language education not only functions as a medium of communication but also serves as a vehicle for transmitting national values, cultural narratives, and collective identity. Learning materials that integrate local wisdom, literature, and cultural texts significantly contribute to students’ cultural awareness and national character development. Furthermore, Indonesian language education plays an important role in fostering critical literacy, cultural resilience, and a sense of belonging among learners in a globalized context. The study implies that strengthening Indonesian language education through curriculum development, contextual learning, and teacher competence enhancement is essential to sustaining national identity and cultural continuity in the era of globalization.

This research was designed not only to measure the direct impact of Artificial Intelligence (AI)-based digital teaching materials on motivation and learning outcomes but also to identify the factors influencing the effectiveness of their implementation in the context of a high school in an island area. The objectives of this study are: (1) To determine the significant effect of using Artificial Intelligence (AI)-based digital teaching materials on the learning motivation of Class XII students at SMAN 1 Kepulauan Selayar. And (2) To determine the significant effect of using Artificial Intelligence (AI)-based digital teaching materials on the learning outcomes of Class XII students at SMAN 1 Kepulauan Selayar. This study uses a quantitative approach through an experimental design to test the hypothesis regarding the significant effect of using Artificial Intelligence (AI)-based digital teaching materials on student motivation and learning outcomes in Economics. A sample of 30 Class XII students will be randomly selected. Data collection techniques include Questionnaires, Tests, observation, and documentation. The results of this study indicate (1) A significant and positive effect of the use of Artificial Intelligence (AI)-based digital teaching materials on the learning motivation of Class XII students at SMAN 1 Kepulauan Selayar. (2) The use of Artificial Intelligence (AI)-based digital teaching materials (X) significantly influences Economics learning outcomes (Y2).

This study aims to analyze various obstacles in Social Sciences (IPS) learning related to global issues that are increasingly influenced by technological advances, through literature study methods. Social studies has a strategic role in shaping students' understanding of social, economic, cultural, and political aspects, as well as fostering global awareness in the digital era. However, the effectiveness of social studies learning still faces a number of obstacles, especially low student interest because the material is considered boring, too theoretical, and less interesting than digital entertainment. In addition, less interactive learning methods, limited facilities, unconducive classroom environment, and lack of parental support also worsen the quality of learning. Through a comprehensive literature review, this study identifies several relevant learning strategies to overcome these constraints, including ProjectBased Learning, technology integration, and contextual approaches. These three strategies allow students to learn actively, critically, and collaboratively by relating social studies materials to global issues and real phenomena. This research provides theoretical contributions to the development of social studies learning models that are adaptive to technological developments, as well as practical benefits for teachers, schools, and policymakers in creating social studies learning that is more interesting, meaningful, and relevant to the global challenges of the 21st century.

Teaching fiction in Indonesian language classrooms is often constrained by text-centered instruction and limited use of engaging digital media. In the era of Generation Z learners who are visually and digitally oriented, innovative learning materials are needed to enhance motivation, interpretation, and comprehension of literary texts. This study aims to develop and evaluate a Scribus-based digital magazine for fiction learning by integrating the ADDIE model within a qualitative descriptive framework. The research adopted a qualitative descriptive design comprising five stages of the ADDIE model: Analysis, Design, Development, Implementation, and Evaluation. The study was conducted at SMP Negeri 10 Semarang, involving one Indonesian language teacher and fifteen Grade VIII students, who were selected through purposive sampling. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman model (data reduction, data display, conclusion drawing). Media and content experts conducted validation to assess the feasibility, usability, and pedagogical quality of the content. Findings revealed that the Scribus-based learning media effectively increased students’ engagement and comprehension in analyzing fictional elements such as plot, character, and setting. Expert validation results indicated a high feasibility level, with mean scores above 85% in design and content quality. Teachers reported improved classroom interaction and creativity, while students expressed enthusiasm for the visual and interactive format. The study concludes that open-source tools, such as Scribus, can provide cost-effective and pedagogically sound alternatives for developing literary learning media. The integration of ADDIE and multimodal design promotes contextual, engaging, and sustainable learning experiences. Future research should explore multimedia enhancements, such as audio storytelling and cross-curricular applications, to broaden the pedagogical impact.

Technology-based learning media have now become a primary choice in supporting the learning process in elementary schools, in line with the development of the digital era and the growing demand for more innovative learning approaches. The utilization of technology in education is expected to enhance the quality of teaching and learning processes and encourage active student engagement. One technology-based learning medium considered effective and engaging is BrainPOP, a digital learning platform that presents educational content through interactive animated videos, quizzes, simulations, and various supporting activities designed to suit the characteristics of elementary school students. The selection of BrainPOP is based on its advantages in increasing students’ learning interest, facilitating the understanding of abstract concepts by making them more concrete, and enhancing students’ motivation and retention of learning materials. The visual, communicative, and interactive presentation of content enables students to learn in a more enjoyable and less monotonous manner. This medium is capable of creating an engaging, effective, and student-centered learning atmosphere, thereby fostering an active, creative, and enjoyable learning environment. Therefore, the use of BrainPOP in the learning process is expected not only to improve students’ learning outcomes but also to optimally and sustainably develop their interest, motivation, and engagement in learning.

The need for learning materials that can adapt to students’ abilities and characteristics has made the development of AI-based adaptive learning resources increasingly important in elementary education. However, limited digital literacy and high workloads among teachers hinder optimal implementation. This Community Service Program aimed to enhance the competencies of teachers at Sekolah Alam Ananda Mandiri Slawi through workshops, guided practice, and hands-on development of AI-supported adaptive materials. The method included preparation, conceptual presentation, technology demonstration, guided practice, pre–post evaluation, and follow-up support. The results showed a significant improvement, with teachers’ competence in the “good” category increasing from 22.5% to 82.5%, and all participants (100%) successfully producing at least one adaptive module and one deep-learning-based material component. Furthermore, 92% of participants reported that the program greatly improved their digital literacy and pedagogical understanding. Thus, this activity effectively strengthened teachers’ competencies and provided a strong foundation for the sustainable integration of AI-based adaptive learning materials in elementary classrooms.

The Muhammadiyah Orphanage in Pamekasan faces major challenges in developing life skills and digital education for its children due to limited facilities, teaching staff, and conventional learning methods. To address these issues, an edutainment-based approach and digital pedagogy intervention were implemented to enhance learning quality, motivation, and preparedness for future social and technological challenges. The activities included workshops and training on Digital Pedagogy and Edutainment learning materials, as well as simulations and role-plays using a Game-Based Learning approach, followed by evaluations and participant plan presentations. The program significantly improved the wards’ digital literacy, particularly in personal security (online safety), digital ethics (cyber ethics), gadget usage, and information management, with the average score rising from 2.84 to 4.10 on a 5-point scale, surpassing the target of 75% of participants in the “good” category. Beyond cognitive aspects, the program also boosted motivation, engagement, communication, problem-solving, and independence. Caregiver training was also provided to ensure program sustainability. It is recommended that the orphanage integrate the Game-Based Learning Digital Safety module into its non-formal curriculum, enhance caregiver capacity through advanced training, and improve IT infrastructure.

The development of digital technology and the demands of 21st-century learning require teachers to implement meaningful and student-centered learning through an immersive learning approach. However, many elementary school teachers still face limitations in understanding the concept of immersive learning and utilizing technology-based learning media, especially three-dimensional (3D) and Artificial Intelligence (AI)-based media. Therefore, this Field Study activity aims to improve the knowledge and skills of teachers and students in implementing immersive learning through the use of 3D-based learning media and AI technology at the UPTD of SD Negeri 155684 Lubuk Tukko 1, Pandan District. The activity was implemented through a four-day workshop involving teachers and students, using an approach of socialization, demonstrations, hands-on practice, discussion, and reflection. The workshop materials covered the concept of immersive learning, the use of 3D-based learning media, gamification of learning through 3D Media applications, and the use of Artificial Intelligence in developing teaching materials and learning media. Evaluation of the activity was conducted through pre- and post-tests, participant observation, and analysis of the resulting learning products. .The results of the activity showed an increase in teachers' understanding and skills in designing and implementing technology-based immersive learning. Teachers were able to produce interactive learning media, teaching modules, and evaluation questions using 3D media, 3D media, and AI. Furthermore, this activity also increased teachers' motivation, creativity, and awareness of the importance of digital literacy in learning. This Field Study activity made a positive contribution to improving teacher competency and supporting the creation of more innovative, interactive, and relevant learning that reflects the characteristics of 21st-century learners.

This Community Partnership Program (PKM) aims to improve the competence of mathematics teachers at Madrasah Tsanawiyah (MTs) in Lumajang Regency in developing ethnomathematics-based teaching materials integrated with Augmented Reality (AR) technology. This program was initiated due to the minimal use of local culture in mathematics learning and the low ability of teachers to develop innovative teaching materials. The activity was carried out in four main stages: socialization, training, technology application, and mentoring and evaluation. The training included an introduction to the concept of ethnomathematics, the preparation of differentiated teaching materials, and the creation of AR-based learning media using Unity 3D, Blender, Geogebra, and Vuforia. The results of the activity showed an increase in teachers' understanding of the concept of ethnomathematics and their ability to integrate the local cultural values of Lumajang into mathematics learning. In addition, teachers successfully produced contextual AR-based interactive teaching materials in line with the spirit of the Merdeka Curriculum. This activity also strengthened collaboration between lecturers, students, and teachers of the MTs Wilker III Mathematics MGMP and became a model for continuous training in the development of innovative learning media based on local wisdom and digital technology.

This study discusses the development of thematic teaching materials in elementary schools to improve the quality of learning in accordance with the 2013 Curriculum. The research method used is research and development with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The results show that the thematic teaching materials developed with approaches such as Project Based Learning (PjBL), Problem Based Learning (PBL), and Contextual Teaching and Learning (CTL) can enhance students' critical thinking, creativity, and social responsibility skills. The integration of local wisdom values as well as the use of digital and contextual teaching materials make learning more engaging, interactive, and meaningful. The thematic teaching materials based on these innovative learning models can help students develop 21st-century skills. Thus, the development of thematic teaching materials based on innovative models is an effective strategy for creating quality learning in elementary schools that is relevant to curriculum demands and the needs of today's learners. The use of technology and contextual approaches enriches students' learning experiences, making them more relevant and beneficial in daily life.

The Merdeka Curriculum demands the development of teaching materials that are adaptive, contextual, and relevant to the demands of 21st-century learning. This article aims to examine the strategy for developing teaching materials based on the Merdeka Curriculum that can support the strengthening of 21st-century competencies, such as critical thinking, creativity, collaboration, and digital literacy. The method used is a literature review of various studies related to the Merdeka Curriculum, teaching material development, and 21st-century learning. The findings show that effective teaching material development must consider the integration of local context, the use of digital technology, and project- and problem-based approaches. In addition, it is also important to conduct continuous reflection and evaluation in the teaching material development process. With the right strategy, teaching materials based on the Merdeka Curriculum can become a key tool in creating meaningful, flexible learning that aligns with the needs of 21st-century learners. Through the implementation of this strategy, it is hoped that a more effective learning process that aligns with the times can be created.

The rapid development of digital technology requires teachers to possess competencies that are relevant to modern learning needs. This necessity underlies the focus of this community service program, namely transforming teacher competencies through character-based learning innovation supported by Artificial Intelligence (AI). The program was conducted at Madrasah Tsanawiyah Nurul Huda Muaro Jambi with the aim of strengthening teachers’ skills in utilizing AI as a tool to support interactive learning while instilling character values in students. The method included socialization, training, and direct mentoring in the practical application of AI-based learning media in the classroom. The results showed significant improvements in teachers’ ability to design technology-based learning materials, a better understanding of integrating character education, and increased motivation to innovate. Furthermore, the program fostered a more engaging learning atmosphere aligned with the needs of the digital generation. Therefore, the transformation of teacher competencies through AI not only enhances teacher professionalism but also plays a crucial role in shaping students with strong character amid technological advancement.

This research presents the development of the Rembulan E Learning platform using Moodle as the primary Learning Management System for SMK Negeri 1 Pandeglang.The main objective is to provide a structured, accessible, and interactive digital learning environment that effectively supports teaching and learning activities, enhances student engagement, and facilitates teacher management of course materials. The study applies the Waterfall development model, which includes five stages requirement analysis, system design, implementation, testing, and deployment. Data collection methods involve observation of classroom practices, in depth interviews with teachers to identify pedagogical and technological needs, and comprehensive documentation review to ensure alignment with curriculum standards and user expectations. The resulting system integrates features such as digital classrooms, learning modules, assignments, discussion forums, quizzes, and student performance monitoring, offering a comprehensive digital learning experience. System testing was conducted using Black‑box Testing, complemented by limited user trials with teachers and students, which confirmed that the platform is functional, user friendly, and capable of supporting a variety of learning activities. This research contributes to the implementation of Moodle based LMS development in vocational schools, providing practical guidance for improving digital learning quality, promoting blended learning approaches, and facilitating sustainable adoption of educational technology in secondary education.