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In the digital era, teachers must not only master technology but also develop strong strong information literacy to support thoughtful, responsible, and contextually relevant pedagogical practices. This study aims to identify comprehensive strategies to enhance teachers’ information literacy as part of their professional development. Using a Systematic Literature Review (SLR), ten empirical studies published within the past five years were selected from Scopus, Web of Science, and Google Scholar, employing the PRISMA protocol and Boolean search techniques. Thematic analysis revealed five key strategies: integrating digital media into teaching, providing professional development programs, fostering collaborative learning communities, promoting innovative and reflective information use, and strengthening policy support. These strategies collectively foster teachers’ ability to think reflectively, act responsibly in information use, and apply contextually grounded pedagogical approaches in their classrooms. The study concludes that improving teachers’ information literacy requires a multidimensional approach that combines pedagogical innovation, continuous digital training, and institutional backing. The proposed framework offers practical insights for schools, policymakers, and teacher educators in designing adaptive, sustainable, and context-sensitive models for teacher professional growth in the digital age.

The use of technology in early childhood and elementary education is becoming increasingly important in the digital era. This study aims to evaluate the effectiveness of educational games as an interactive learning medium to increase the interest and motivation of elementary school students. This activity was carried out by the KKM group 95 team from Bina Bangsa University on 43 fourth-grade students at Bayak Public Elementary School. The research method used a descriptive quantitative approach through a pre-test and post-test using a Google Form questionnaire. The educational games were developed through the Educaplay platform, which provides various features such as interactive quizzes, crosswords, and picture-matching games. Prior to the intervention, observations were conducted on student learning behavior in the classroom. The results of the initial observations indicated that most students showed little interest in conventional, monotonous learning methods. Therefore, a more engaging approach involving active student participation was needed to rekindle their enthusiasm for learning. During the activity, students were very enthusiastic in participating in the educational games presented. The classroom atmosphere became more lively, and students were seen working together and showing a high curiosity about the material presented through the games. After using the educational games for several sessions, a post-test was conducted to measure changes in students' interest and motivation to learn. Preliminary data analysis results indicate an increase in student interest and motivation scores after participating in educational game-based learning. This indicates that interactive, technology-based approaches have strong potential to improve learning effectiveness at the elementary school level. This study recommends that teachers actively integrate interactive technology into the teaching and learning process. In addition to increasing student engagement, the use of media such as Educaplay can also adapt learning to the digital-native characteristics of today's generation of students.

Indonesia is undergoing a transformative era in vocational education, pushed by the integration of technology-driven, project-based learning (PJBL) methodologies and Learning Management Systems (LMS). This comprehensive study examines the implementation and effectiveness of technology-driven project-based learning at SMK Cut Nya' Dien, utilizing a quasi-experimental design with 35 students divided into experimental and control groups. Using SPSS statistical analysis, the research demonstrates significant improvements in student learning outcomes, creativity measures, and engagement levels in the experimental group that utilized Google Classroom LMS with project-based learning approaches. This study is contributing to the growing body of literature supporting the efficacy of technology-integrated pedagogical methods in vocational education settings, providing empirical evidence for policy makers and educational practitioners seeking to enhance graduate employability and industry alignment. Results revealed statistically significant differences between groups (t (33) = 4.852, p = 0.0003) with a very large effect size (Cohen's d = 1.67), indicating substantial practical significance for educational implementation.

The digital literacy program implemented at the As'ad Islamic Boarding School in Jambi City aims to improve the digital skills of teachers and students through the use of information and communication technology, specifically Google Workspace and artificial intelligence (AI). The program consists of four training sessions that include an introduction to Google Docs, Google Sheets, Google Classroom, and the use of ChatGPT as a learning tool. This training is designed to introduce digital technology to participants who previously had limitations in using technology-based applications. Evaluation was conducted through interviews and direct observations that showed a significant improvement in the digital skills of participants, although challenges related to limited devices and internet connectivity remained major obstacles. The positive impact of this program is expected to serve as a model for the development of digital literacy in other remote areas and support the transformation of technology-based education in Indonesia.

This study aims to explore and analyze pedagogical innovation practices and learning models at MTs Darul Musthofa, Probolinggo, within the context of contemporary Islamic education. The research focuses on the integration of digital technology, teacher collaboration, and the internalization of pesantren values in the learning process. Employing a qualitative approach with a case study design, data were collected through participatory observation, in-depth interviews, and documentation. The findings indicate that the madrasah successfully developed an innovative learning ecosystem that combines digital media with pesantren traditions, such as the use of Google Classroom, digital lesson plans, student blogs, and interactive Islamic content. These practices enhance students’ digital literacy while maintaining the religious character that underpins the institution. The implications suggest that Islamic educational institutions, even in rural areas, can adopt transformative learning models based on technology and local values synergistically. This research is expected to serve as a reference for the development of policies and Islamic education models that are adaptive to contemporary challenges.  

Digital transformation in the world of education has encouraged the use of digital media, particularly Learning Management Systems (LMS), in the learning process. This study aims to analyze the influence and effectiveness of LMS use on improving learning quality, learning motivation, and student engagement. The method used in this study is a Systematic Literature Review (SLR), analyzing ten relevant national scientific articles published within the past five years. The findings indicate that the use of LMS such as Google Classroom, Moodle, and Schoology generally contributes positively to supporting more interactive, flexible, and structured learning. LMS has also proven to enhance learning independence and facilitate learning management by educators. However, its effectiveness is influenced by human resource readiness, digital competencies, and the availability of technological infrastructure. Therefore, continuous training for educators, the selection of LMS tailored to specific needs, and infrastructure support are necessary to achieve effective and sustainable digital learning.

The development of digital technology has brought significant changes to learning practices at various levels of education. This situation requires prospective teachers to have technology-based pedagogical competencies to be able to create innovative and interactive learning. Canva and Google Classroom are digital platforms that can be utilized as learning support media because they are easily accessible and have features relevant to educational needs. This article aims to describe the implementation and results of training on the use of Canva and Google Classroom for prospective teachers at STAIN Mandailing Natal. This activity uses a participatory training approach by actively involving prospective teachers. The training was carried out through interactive lectures, demonstrations, hands-on practice, and ongoing mentoring. The material covered technology-based interactive learning, the use of Canva as an educational visual medium, and the use of Google Classroom for digital classroom management. Participants were guided to produce digital teaching materials and virtual classes independently, accompanied by mentoring in overcoming technical and pedagogical obstacles. Evaluation was carried out through active observation, assessment of practical results, and reflection on the training experience. The results of the activity showed an increase in participants' understanding and skills in designing visual learning media and managing digital classrooms effectively. This training made a positive contribution in developing prospective teachers who are adaptive to technological developments and able to implement interactive learning according to the demands of 21st-century education.

Digital transformation has brought significant changes to education, revolutionizing the way knowledge is accessed, shared, and disseminated. It has provided a wealth of opportunities for innovation, convenience, and accessibility in learning. However, the rapid shift to digital platforms presents several challenges that may hinder the development of students’ critical thinking and exacerbate educational inequalities. Among these challenges are the digital divide, filter bubbles, and echo chambers, which can negatively impact students’ perspectives and deepen the educational gap between urban and rural areas. This research aims to analyze the effects of digital transformation on education, with a particular focus on Islamic education. It also explores the role of filter bubbles and echo chambers in shaping students' insights and understanding of various issues. The research method used is library research, involving the collection and analysis of literature from various scholarly sources such as Sinta, ResearchGate, and Google Scholar. The findings of the study highlight that digital transformation has facilitated the learning process through platforms like Google Classroom and Zoom, making education more accessible. However, it also introduces challenges, such as the spread of misinformation and hoaxes, which are amplified by filter bubbles and echo chambers. From an Islamic educational perspective, digital transformation aligns with the principles of seeking knowledge and justice. However, the digital divide contradicts the Islamic value of equal access to education for all. In conclusion, it is necessary to improve digital literacy, provide equitable infrastructure, and promote cross-perspective collaboration to create a more inclusive and equitable learning environment. The findings aim to guide policymakers and educators in shaping better educational strategies.

The issue faced in current learning is that it is still teacher-centered, which leads to low student interest and motivation in learning. Additionally, students' attention during lessons is lacking, and they tend to get bored, resulting in poor learning outcomes. This study aims to examine the application of the Guided Inquiry learning model assisted by the Google Lens application to improve the science learning outcomes of seventh-grade students at SMP PGRI POOPO. The subjects of this study were 39 seventh-grade students in the second semester of the 2023/2024 academic year. This research utilized a classroom action research method in two cycles, each consisting of planning, implementation, observation, and reflection stages. The results of the study showed a significant improvement in student learning achievement. The classical completeness percentage in Cycle I was 52.63%, while in Cycle II, it increased to 84.21%. Based on these findings, it can be concluded that implementing the Guided Inquiry learning model supported by the Google Lens application can improve science learning outcomes for seventh-grade students at SMP PGRI POOPO. This model is expected to make students more active, interested, and motivated in learning, leading to better learning outcomes.

Learning media is one of the learning tools that greatly influences students in the learning process and this research aims to find out students' responses regarding the learning media used in learning and to find out the use of geographic media in Samarinda City State High School. This research uses a descriptive method with a qualitative approach. The data collection techniques used are indirect and direct communication. The data collection tools used were questionnaire sheets which were distributed and filled out online, conducting interviews with educators directly or face to face, and researchers conducting observations at 3 schools, namely SMAN 3, SMAN 8 and SMAN 12 in the city of Samarinda. The sampling technique uses purposive sampling. The data analysis techniques used in this research are data reduction, data presentation and drawing conclusions. Based on the results of this research, it shows that students' responses to geography learning media obtained from 3 schools, namely SMAN 3 Samarinda with a total of 72 students, obtained an average percentage score of 83.48% with very good criteria, SMAN 8 Samarinda with a total of 83.48% of students. 69 people got an average percentage score of 77.84% with very good criteria and SMAN 12 Samarinda with a total of 70 students got an average percentage score 76.80% with very good criteria. From the results of this research, it can be seen that SMAN 3 Samarinda received the highest percentage score compared to SMAN 8 and SMAN 12 Samarinda. Utilization of geographic media from the results obtained from 3 schools, namely SMAN 3 Samarinda using LCD projector, PowerPoint, ClassPoint applications, maps, atlas and YouTube. SMAN 8 Samarinda LCD projector, PowerPoint, Google Classroom application, Google Earth application, Google Maps application, and YouTube. Meanwhile, SMAN 12 Samarinda uses LCD projector, PowerPoint, YouTube, maps, globe and quizizz applications. Using learning media in schools is very useful for students to understand and improve the geography learning process. (From the results obtained by student responses based on percentages via the percentage table, the average student response has good and very good criteria).

This research aims to improve the learning outcomes of class IV students at SDN Munggut 01 in the science subject. This research is classroom action research. This research was carried out at SDN Munggut 01 with research subjects in class IV as many as 15 students. The data collection techniques used in this research are observation, tests and documentation. Based on classroom action research (PTK) using Google Sites learning media to improve student learning outcomes in science and science subjects, the material on changing the shape of objects in the classroom has been implemented with the results of improvements through the data that has been obtained. The increase can be seen in learning outcomes with the average score of students in class IV with a presentation of completeness of learning outcomes in cycle I of 26.67%, while in the learning process of cycle II the percentage of completeness of student learning outcomes was 86.67%. The data shows that there was a significant increase in student learning outcomes in the science content material on changes in the form of objects through the learning media Google Sites.

This research is motivated by the challenges of learning in the digital era, which encourage schools to improve 21st century skills which include collaboration and communication skills by utilizing digital technology which will have a major impact on student success. The use of digital technology in learning is currently a major concern at various levels of education, including elementary schools (SD). The aim of the research is to determine the effect of using digital technology, types of effective digital technology media, and challenges in using digital technology to improve collaboration and communication skills for elementary school students. This research is based on literature study, namely a series of activities related to collecting library data, reading and taking notes, and processing research materials. The results of this research show that the use of digital technology has a big influence on improving the collaboration and communication skills of elementary school (SD) students. Types of effective digital technology media include WhatsApp groups, YouTube, TikTok, Google Classroom, Zoom, Google Meet, Canva and Powerpoint. The challenges in using digital technology are limited technological infrastructure, lack of skills and knowledge of teachers, management and maintenance of technology, choosing appropriate technological methods and media, the digital divide, safety for students and teachers, and concerns about disrupting the values ​​of local wisdom.

This study aims to enhance the competence of RA/TK/PAUD teachers in teaching basic Arabic through training based on the digital application Google Classroom in Desa Kembang, Pacitan Regency in 2024. The training was designed as an interactive learning medium that allows teachers to access, manage, and deliver materials online, while also monitoring student progress. The research employed a Community Service (PKM) approach with data collection through observation, questionnaires, and documentation of teaching practices. The results indicate that the training improved teachers’ ability to create virtual classes, assign tasks, utilize discussion forums, and deliver Arabic language materials interactively. Teachers became more confident and creative in developing learning modules, while student engagement increased through digital interaction and multimedia materials. Nevertheless, challenges related to teachers’ digital literacy and internet connectivity need to be addressed for long-term implementation effectiveness. The study confirms that integrating Google Classroom as a learning medium can strengthen the basic Arabic learning process at the PAUD level, while also promoting the development of interactive and easily accessible digital learning modules. These findings can serve as a reference for other educational institutions in implementing digital learning for early childhood education.

This study aims to analyze digital-based Indonesian language learning strategies in higher education through a systematic review of articles published between 2020 and 2024. Based on a literature search in Google Scholar, 100 relevant articles were found, of which 84 articles met the inclusion criteria. The analysis results show that the technologies used in Indonesian language learning include ICT, Artificial Intelligence (AI), digital learning media, social media platforms (YouTube, TikTok, Instagram), and interactive applications such as Kahoot and quizzes. Popular learning methods include flipped classroom, Problem-Based Learning (PBL), and Project-Based Learning (PJBL), which support the development of 21st-century skills such as critical thinking, creativity, communication, and collaboration. Furthermore, the COVID-19 pandemic accelerated the adoption of digital learning, which significantly influenced Generation Z students' learning methods. However, limited access to the internet in remote areas remains the main challenge in implementing digital learning. Therefore, improving technology infrastructure and providing training for lecturers to optimize the use of technology in learning, as well as policies that support equitable access to digital education across Indonesia, are essential. This study provides insights for the development of digital-based learning strategies in higher education.

This research aims to evaluate the effectiveness of implementing Google Site as a learning media in enhancing students' learning outcomes in a specific subject. Against the backdrop of rapid technological advancement, the integration of technology in education is crucial to improve the quality of education. The research method employed is classroom action research with two cycles, where observations of teacher and student activities and evaluations of student learning outcomes were conducted in each cycle. The research findings indicate a significant improvement in student learning outcomes following the implementation of Google Site as a learning media. The average student grades increased from 75 in cycle I to 90 in cycle II, with all students achieving a "very good" criteria. The implications of this research underscore the importance of utilizing technology in the learning process to achieve optimal learning outcomes.

A guidance and counseling teacher or supervisor is responsible for his students at the school, especially regarding students' lack of discipline towards school regulations, the guidance and counseling teacher must provide services to students who often make mistakes against themselves, therefore the aim of the guidance and counseling teacher there is to provide information services in improving Self Management of students there, not just for students who  discipline, guidance and counseling teachers provide information services to all students at school to form behavior that is in accordance with what has been arranged to achieve something good and expected at Budi Agung Middle School Medan. The type of research that researchers use is qualitative research or field research. In this research, researchers conducted interviews with guidance and counseling teachers as key informants. And 8 students who experienced disciplinary problems as data triangulation, as well as the head of student affairs, and the student's homeroom teacher. The results of the research found that the basic consideration for guidance and counseling teachers in providing information services is to develop students' disciplinary behavior because there are still students who have less disciplined behavior such as often coming late, skipping classes, not doing assignments, often going out during class hours and not dressing neatly. The time used by guidance and counseling teachers is during special guidance and counseling lessons every week and can be used during free hours or when other subject teachers are not available. And the duration of time used by the guidance and counseling teachers themselves is approximately 30 minutes to carry out information services. The places where it is implemented are in the classroom, outside the classroom, in the hall and in applications such as Google Met and Zoom. Information service materials to develop student discipline behavior include self-discipline, clean and healthy lifestyle, and leadership spirit. At the time of implementation, students who had received information services were very active in paying attention to what was conveyed and enthusiastic in giving their opinions and understanding what was conveyed by the guidance and counseling teacher regarding the services delivered after being given the information service. If there were still students who had not changed, then the guidance and counseling teacher would individual counseling services to the student. After providing individual services, if the student has not changed, the guidance and counseling teacher will hand the student over to the head of student affairs for further follow-up.

 Cross-age stories or also known as hikayat story texts have their own uniqueness when compared to other types of texts. The uniqueness of the hikayat story text is in the presentation of the language in the story that uses archaic language, the contents of the story, and the plot used in the story. These uniqueness certainly requires an effective strategy in the learning process. After the Covid-19 pandemic has changed many aspects of human life, one of the aspects that has an impact is the field of education. In the field of education that is very influential is an educator or teacher. A teacher is required to always update and actualize the times and technology in relation to the learning process. Teachers must find alternative solutions to various problems for the smoothness and achievement of learning. One alternative solution to this problem is the implementation of Google Classroom media with a hybrid learning system. The hybrid teaching and learning process can use the help of electronic technology, one of which is Google Classroom. The method used is descriptive qualitative. The purpose of this article is to describe the implementation of Google Classroom in teaching story texts for class X-5 at SMA N 11 Semarang. The results obtained from this article are that the implementation of Google classroom in learning story texts for class X-5 at SMA N 11 Semarang runs well and smoothly and can improve student learning outcomes.   Keywords: technology, media google classroom, hikayat story text

 Cross-age stories or also known as hikayat story texts have their own uniqueness when compared to other types of texts. The uniqueness of the hikayat story text is in the presentation of the language in the story that uses archaic language, the contents of the story, and the plot used in the story. These uniqueness certainly requires an effective strategy in the learning process. After the Covid-19 pandemic has changed many aspects of human life, one of the aspects that has an impact is the field of education. In the field of education that is very influential is an educator or teacher. A teacher is required to always update and actualize the times and technology in relation to the learning process. Teachers must find alternative solutions to various problems for the smoothness and achievement of learning. One alternative solution to this problem is the implementation of Google Classroom media with a hybrid learning system. The hybrid teaching and learning process can use the help of electronic technology, one of which is Google Classroom. The method used is descriptive qualitative. The purpose of this article is to describe the implementation of Google Classroom in teaching story texts for class X-5 at SMA N 11 Semarang. The results obtained from this article are that the implementation of Google classroom in learning story texts for class X-5 at SMA N 11 Semarang runs well and smoothly and can improve student learning outcomes.   Keywords: technology, media google classroom, hikayat story text

In the current era, persuasive technology is increasingly being used in the health and wellness field to help users improve their lifestyle and find information about their health problems. Along with the rapid development of science and technology in this digital era, the field of education is also experiencing the same thing. This research was conducted to examine the use of persuasive technology adoption in the education domain. Along with the rapid development of Information and Communication Technology (ICT) in this digital era, the field of education is also experiencing technological advances and developments that bring innovation to education. This can be seen from the many digital platforms used by schools to support learning such as Google Classroom, Noosphere, Zoom, Canva For Education, Smart Library, etc. This research uses a descriptive qualitative method with a post-positivist approach. Research data were obtained from interviews, observations, and studying supporting documents/data. Interviews were conducted with informants, namely teachers and curriculum developers. The theories used in this research are the Media Richness Theory (MRT) and the Technology Acceptance Model (TAM). This study concludes that the adoption of persuasive technology that has been implemented by Pahoa Integrated School has been running effectively. In practice, the persuasive technology applied by Pahoa Integrated School has been able to accommodate the communicator (teacher), and the medium (application) to communicants (students). This research can make a real contribution, especially in the field of education at large, so that persuasive technology can be effectively integrated into learning.

The PKM implemented aims to train high school students to use Google Classroom media for the teaching and learning process in the current hybrid era, after the Covid-19 pandemic. With this training, students and teachers can optimize their use of Google Classroom more optimally and efficiently because they have previously used it. The first stage was to explore problems related to the potential of e-learning during the Covid-19 pandemic. 3 years ago, this activity resulted in an increase in students' knowledge about e-learning and skills in using Google Class Room in the current era. Classes are an online learning medium that is interactive and fun in the teaching process and collecting assignments