Publication Search

This study aims to examine the use of Macaulay2 software in improving students' computational thinking skills in mathematics learning, especially in abstract algebra material. Macaulay2 as an open-source Computer Algebra Sistem (CAS) provides a symbolic and algorithmic environment that encourages logical and systematic exploration of mathematical concepts. Literature reviews show that the use of Macaulay2 can strengthen conceptual understanding, train computational thinking, and introduce mathematical programming to students. However, technical challenges, limited Indonesian language teaching materials, and limited educational infrastructure are obstacles that need to be overcome through collaboration between educational stakeholders.

The Merdeka Curriculum is an educational innovation implemented gradually at SMA AL-HIDAYAH Medan to create more active, collaborative learning focused on strengthening students’ character through Project Based Learning. This study aims to examine the implementation process of the Merdeka Curriculum, identify supporting and inhibiting factors in its implementation, and describe the strategies the school employs to overcome these challenges. The curriculum implementation began in grade X by eliminating the specialization system and applying interdisciplinary learning. The results show that teachers act as facilitators, while students actively participate in projects relevant to their daily lives and utilize digital media. Supporting factors include the enthusiasm of teachers and students, the relevance of learning projects, and flexible and interactive learning methods. Challenges faced include limited facilities, teachers’ administrative burdens, lack of training, and uneven curriculum application across grade levels. The school addresses these obstacles through internal training, administrative assistance, technology utilization, and regular evaluation and reflection. These strategies demonstrate the school’s commitment to managing educational change in an adaptive and transformative manner.

This qualitative study explores in-depth the perceptions of students at Universitas Negeri Medan (UNIMED) regarding the influence of educational technology (EdTech) on their learning effectiveness. Amidst the global digital transformation, the integration of digital tools in higher education has become a strategic need to improve the quality of learning. This study used an interpretive phenomenological approach, with semi-structured interviews with 18 undergraduate students from various faculties as the primary data collection method. Data were analyzed through thematic analysis to identify patterns and meanings. The results show that EdTech, through the SIPDA platform, improves accessibility of learning resources, schedule flexibility, and collaboration, but is still hampered by limitations in infrastructure, digital literacy, and pedagogical integration. This study provides contextual insights from Indonesia, with practical recommendations to improve the implementation of EdTech at UNIMED and similar institutions.

The rapid development of digital technology has brought significant changes to the field of education, including movement and dance learning for early childhood. In the context of Early Childhood Education (ECE), technology integration has been proven to enhance engagement, creativity, and cognitive development in children aged 5-6 years. This study aims to examine the extent of technology use in dance learning at RA Bunayya 2. Using a descriptive qualitative approach, data were collected through observations and interviews with educators. The research findings indicate that technological tools such as projectors and digital screens enhance children's focus, participation, and creativity in dance activities. Additionally, various supporting technologies, including mobile phones, cameras, microphones, and projectors, are utilized to enrich the learning experience, making the educational process more interactive and engaging. However, challenges such as unstable internet connections and varying levels of concentration among children require careful implementation. This study highlights the importance of balancing technology use in ECE, ensuring that digital tools serve as a support rather than replacing conventional pedagogical approaches.

This study aims to analyze the influence of epistemological views and artificial intelligence (AI) technology literacy on teacher self-efficacy in carrying out leadership tasks in elementary schools. The background of this study is based on the challenges of digital education transformation in the Penukal District, Penukal Abab Lematang Ilir (PALI) Regency, which requires teachers to have adaptive and technology-based leadership skills. This study uses a quantitative approach with a causal associative design and Structural Equation Modeling-Partial Least Squares (SEM-PLS) analysis technique. The study population involved all 30 elementary school teachers in Penukal District, with a total sampling technique. The results showed that both epistemological views and AI technology literacy had a positive and significant effect on teacher self-efficacy. AI technology literacy made a greater contribution, indicating that understanding and skills in AI technology substantially increased teachers' confidence in leading change. These findings recommend the importance of teacher training programs that integrate strengthening epistemological thinking and digital skills to support sustainable educational transformation.

The aim of this research is to analyze the development and implementation of contemporary learning methods in the context of Islamic education, highlighting the role of digital transformation in enhancing the effectiveness and relevance of religious education. The approach used is a literature study with a qualitative method, analyzing scientific literature and related credible sources. The main findings indicate that the integration of digital technology such as LMS, interactive videos, and artificial intelligence can enhance student engagement, collaboration, and the development of critical and creative skills, thereby addressing the challenges of the times. However, the limitations of the research include the lack of direct empirical data from field applications and the need for adaptation to local characteristics. The practical implication of this study is the importance of developing teacher competencies and designing a flexible and contextual curriculum to support the effective implementation of this method. The original value of this research lies in the integration of contemporary educational concepts with Islamic educational values, as an innovative solution to meet the needs of adaptive and meaningful education in the global digital era.

This study aims to examine the storage and arrangement system of facilities and infrastructure implemented at SMPN Nuris as an effort to improve the effectiveness of the learning process and the efficiency of school management. Well-managed facilities and infrastructure can create a safe, comfortable learning environment that supports the achievement of educational goals. The research method used is a qualitative descriptive approach with data collection techniques including observation, interviews, and documentation. The findings show that although SMPN Nuris has a relatively structured system of storage and organization, there are still several challenges such as limited storage space, lack of regular maintenance, and minimal use of technology in inventory management. This study offers recommendations for improving the management system of facilities and infrastructure to support better school governance.

The development of digital technology and artificial intelligence (AI) has brought major changes in the world of accounting, both in terms of work processes and the professional competencies needed. This Community Service activity aims to improve the digital competence of Vocational High School (SMK) students in the field of accounting, especially in understanding and adopting the role of technology and AI wisely. The activity was carried out in the form of an educational seminar at SMK Al Fatah Banjarnegara involving 100 students majoring in Accounting. The material includes the transformation of the accounting profession due to digitalization, the introduction of AI-based accounting software, and the importance of data literacy and critical thinking skills. The results of the activity showed an increase in students' understanding of the role of AI in accounting, as well as the formation of a mindset that AI is a tool, not a substitute for the human profession. This activity has a positive impact on fostering digital awareness, readiness to adapt, and student learning motivation. Potential future development includes practical training and replication of similar activities in other vocational schools. With the right approach, vocational school students can be prepared to become a superior and relevant vocational workforce in the era of digital transformation.

This study aims to examine the trends and applications of technology in educational research, which are rapidly evolving along with digital advances and the need for adaptive learning. Phenomena such as big data, artificial intelligence (AI), and online learning have changed the way research is conducted, both in terms of data collection and analysis. Through a qualitative descriptive approach, this study analyzes various applications that support the effectiveness of educational research and the challenges faced in their use. The results show that trends such as the use of AI, big data, and mixed methods contribute significantly to the validity and efficiency of educational research. However, challenges such as low technological literacy, data security risks, and infrastructure limitations remain major obstacles. These findings are expected to be the basis for formulating data-based educational policies and developing more innovative research methods.

Training and education (diklat) play a significant role in enhancing the professionalism of teachers. In an ever-evolving educational landscape, teachers are required to possess competencies that extend beyond mere mastery of content; they must also demonstrate pedagogical and managerial skills. Through training programs, teachers can access various workshops designed to enrich their knowledge and skills, including innovative teaching methods, the use of technology in learning, and effective assessment strategies. Training also serves as a platform for sharing experiences and best practices among teachers, fostering a supportive learning community. By participating in regular training, teachers can update their knowledge in line with curriculum developments and student needs. Furthermore, training contributes to increased motivation and job satisfaction among teachers, positively impacting their performance in the classroom. Overall, training is a crucial investment in the professional development of teachers, ultimately contributing to the improvement of educational quality and student learning outcomes. Therefore, the role of training in enhancing teacher professionalism cannot be overlooked and should be prioritized in educational policy.

This paper aims to examine the importance of needs assessment in planning Guidance and Counseling programs in educational units. Based on a literature review of various empirical articles and reviews, it is known that needs assessment is the main foundation in designing effective, contextual, and responsive guidance services to students' needs at the private, social, academic, and career levels. This study method uses a systematic literature review approach and content analysis of 10 academic articles from national and international journals. The results show that the success of the BK program is highly dependent on the implementation of accurate and integrative assessments, especially in the digital era and multicultural society. The conclusion of this study recommends strengthening the capacity of BK teachers in conducting assessments based on data and digital technology.

This community service activity aims to provide introduction and basic training in 3D printing technology to the students of SMA Muhammadiyah 10 Sugio, Lamongan. As the Industrial Revolution 4.0 develops, digital manufacturing skills are an important competency that needs to be introduced from the secondary education level. However, there are still many schools that do not have access to this technology, both in terms of devices and understanding of human resources. Therefore, this activity is designed to provide hands-on experience to students through practice-based training. The implementation method includes the delivery of theoretical materials, demonstrations of the use of 3D printers, and the practice of designing and printing simple objects using Inventor design software. This training was attended by 60 students who showed high enthusiasm during the activity. The results of the evaluation showed a significant improvement in the understanding of the concept of 3D printing. In addition, from direct interviews, participants stated that this training was useful and relevant to future needs. This activity not only introduces new technologies to students, but also fosters creativity, design skills, and confidence in developing ideas visually and digitally. It is hoped that this training will be the first step to encourage the adoption of digital fabrication technology in the school environment, as well as an inspiration for other educational institutions to carry out similar activities in improving the technology literacy of the younger generation.

This Community Service Activity (Pengmas) is a form of contribution by lecturers and students in supporting the improvement of digital literacy among vocational high school students, especially students of SMK Negeri 2 Palembang. The main objective of this activity is to equip students with basic knowledge and practical skills in computerization and digital, including software introduction, basic coding, software installation, and simple video editing. The implementation method uses a hands-on training in a computer laboratory, involving two lecturers and several students as facilitators. The activity results showed increased students' interest and understanding of the material presented and active interaction during the training. The school welcomes this activity and hopes to establish sustainable cooperation with higher education institutions. This community service is expected to become a model of educational activities relevant to the needs of the world of work in the digital era and positively impact the competence of vocational school students in facing future challenges.

This community service activity aims to optimize the understanding and skills of elementary school (SD) teachers in Tarik District in implementing innovative learning based on deep learning. The concept of deep learning in the context of education does not solely refer to the use of technology, but also includes a deep, reflective, and meaningful learning approach. Through this approach, teachers are expected to be able to create a learning environment that encourages students to think critically, creatively, and be able to collaborate effectively. This activity was attended by 34 elementary school teachers from eight schools in the Tarik District area. In addition to providing training related to deep learning concepts and strategies, such as project-based learning and problem-based learning, this activity also introduced the use of OLabs (Online Labs), which is a virtual laboratory platform that can be accessed for free and is specifically designed to support the implementation of online experimental learning. The use of OLabs provides an efficient and flexible alternative, especially for educational units that have limited laboratory facilities. Based on the results of the evaluation, there was a significant increase in teachers' understanding of innovative learning principles, as well as a commitment to implement the approach in an adaptive manner and in accordance with the context of each school. This activity is expected to be the starting point in efforts to strengthen the pedagogic capacity of teachers, in order to support the implementation of the Independent Curriculum and answer the challenges of 21st century education.

The rapid expansion of educational technology (EdTech) startups has revealed a critical need for strategic innovation management models tailored to the unique demands of education. Existing innovation frameworks, largely developed for general business environments, often neglect pedagogical principles and the complexity of curriculum alignment. This study emphasizes the urgent need to develop a comprehensive model that integrates design thinking, curriculum theory, stakeholder co-creation, and responsible innovation. Such a framework aims to help EdTech startups create adaptable, scalable, and pedagogically sound solutions that address diverse learner needs and institutional contexts. By bridging the gap between business innovation and educational effectiveness, this research contributes valuable insights toward sustainable EdTech development and improved educational outcomes.

Teachers are under increasing pressure to deliver personalized, standards-aligned instruction while managing time constraints and rising workloads. Traditional lesson planning often limits creativity and adaptability due to its complexity and repetitive demands. In response, Artificial Intelligence (AI) has emerged as a promising tool to support instructional planning. This study highlights how AI enhances teacher efficiency, simplifies administrative tasks, and supports differentiated, data-driven instruction. However, these benefits require thoughtful and responsible integration. AI adoption must include safeguards for data privacy, ensure algorithmic transparency so teachers understand the basis of system recommendations, and actively mitigate systemic bias that may disadvantage certain learner groups. Most importantly, teachers should remain actively involved in reviewing and adapting AI-generated content to preserve professional judgment and uphold pedagogical integrity.

Educational evaluation plays a crucial role in improving educational standards, especially in the digital era characterized by advancements in information technology. This study aims to identify how effective evaluation can enhance the quality of education through the use of digital tools. The method used is qualitative descriptive with a literature review approach, where data is collected through analysis and description of information from various sources, including books and journal articles. The results indicate that digital-based evaluations, such as the use of online platforms and assessment applications, improve the accuracy and efficiency in collecting student learning data. Additionally, formative evaluations conducted continuously provide constructive feedback, enhance student motivation, and allow for curriculum adjustments that are more responsive to learning needs. Challenges faced, such as evaluator subjectivity and technological access gaps, were also identified but can be addressed through training and capacity building for educators and students.

The information technology revolution has drastically changed the world of education, especially in the context of learning evaluation. The implementation of Artificial Intelligence (AI) offers an innovative solution to replace traditional assessment methods that are often unable to measure student competencies comprehensively. With real-time data analysis capabilities, AI can provide more personalized and adaptive assessments, helping students understand their learning process better. This study aims to explore the impact of AI on educational evaluation, identify benefits and challenges, and recommend best practices for AI integration. The method used is a literature review with a descriptive analytical approach, collecting various relevant studies to support the analysis. The results of the study indicate that AI has the potential to revolutionize the education evaluation system in Indonesia by increasing the accuracy and efficiency of assessments. However, challenges such as limited infrastructure and lack of educator competence remain a concern. Therefore, collaboration between the government, educational institutions, and industry is needed to create an adaptive and responsive learning ecosystem. With the right investment in AI technology, the future of learning evaluation is expected to be more accurate and effective, preparing students to face challenges in the digital economy era.

The rapid growth of science and technology in the contemporary era has had a considerable impact on social life, especially among adolescents. Adolescents typically encounter difficulty in controlling their emotions and desires, which can lead to deviant behavior or juvenile delinquency. This study intends to evaluate techniques for reducing juvenile delinquency through the function of the family as the first and foremost social unit in an individual's life. Using a descriptive qualitative approach, this study explores numerous literature and related previous study results. The results of the study reveal that open communication, giving affection, establishing moral and religious beliefs, and regular supervision from parents have an essential role in preventing aberrant conduct in teenagers. In addition, significant family involvement in adolescent life might enhance adolescent resilience to harmful environmental impacts. From these findings, it is recommended that families improve the quality of interactions with adolescents and work together with educational institutions and the community in establishing an environment that fosters positive adolescent development.

This study aims to examine the role of strategic leadership in realizing ethics and sustainable learning in educational settings. Through study literature analysis, this research investigates theories and findings related to strategic leadership in education and its integration with ethical principles. The findings of this study show that successful strategic leadership not only prioritizes the achievement of organizational goals, but also affirms ethical principles as the basis for decision-making and management of educational institutions. Leaders who uphold ethics can build a school environment that is fair, inclusive and transparent, and ensure the fulfillment of the rights of all parties involved. In addition, educational leaders must have a vision that encourages innovation in the learning process by strengthening the role of teachers, utilizing technology and updating the curriculum that is appropriate and relevant to today's challenges. Continuous learning focuses not only on academic achievement, but also on developing students' character, skills for the 21st century and social responsibility. In addition, far-sighted strategic leadership plays a crucial role in driving innovation in learning and the application of technology to meet global challenges and build a sustainable education system. This research contributes ideas for the development of a responsive, ethical and sustainability-focused educational leadership model.