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This study examines the preparedness of elementary school teachers in Indonesia to navigate the digital age and implement the Merdeka Curriculum.  Findings reveal significant challenges in digital literacy, adequate teacher training, and sufficient school infrastructure. While student interest in technology is high, teachers struggle to effectively integrate technology into teaching and manage dynamic classrooms. The research underscores the urgent need for enhanced digital competency development among teachers, improved access to technology, and the development of teaching strategies responsive to technological advancements and the needs of 21st-century learners.

Social transformation brought by the Industrial Revolution 4.0 has led to the emergence of Society 5.0, where technology is integrated into all aspects of life. In education, this presents both challenges and opportunities, especially for teachers whose roles and responsibilities have become increasingly complex. This article aims to analyze the strategic role of teachers in shaping student competencies relevant to the demands of the 21st century. Using a descriptive qualitative approach and library research method, the study refers to constructivism, connectivism, and the 21st Century Skills Framework. The findings highlight that teachers must balance mastering educational technology with instilling character values in students. Their responsibilities include fostering critical thinking, communication, collaboration, creativity (4C), promoting digital literacy, and preparing students as global citizens. The study concludes that teachers are key agents of educational transformation in the Society 5.0 era, and their readiness in handling technological, pedagogical, and moral demands is vital to the future of education.

This research aims to find out: (1) What strategies do teachers use in implementing offline learning at RA Ahsanil Hasna (2) What strategies do teachers use in implementing offline learning at RA Ahsanil Hasna (3) Why are these strategies used in implementing offline learning at RA Ahsanil Hasna. This research is qualitative research using a phenomenological approach, with research subjects: School Principals, Teachers and Students. In collecting data, researchers used interview, observation and documentation methods. The research results can be concluded: (1) The strategy used during the pandemic at RA Ahsanil Hasna was, expository strategy, where in this strategy, the teacher was the main source and provider of information. (2) Implementation of learning using the shift method is divided into 2 learning waves. This was obtained based on interviews with school principals and teachers at RA Ahsanil Hasna (3) The use of the shift method in offline learning activities at RA Ahsanil Hasna is more effective than learning via Whatsapp .  

The teaching profession holds a pivotal role in shaping future generations. A teacher's effectiveness is determined not only by subject matter expertise but also by a set of fundamental teaching skills that form the bedrock of professional practice. This article aims to investigate and explore the essential basic teaching competencies required for educators to perform their duties effectively. Through a review of relevant literature and a synthesis of various sources, this paper identifies core skills such as lesson opening and closure techniques, material explanation abilities, questioning strategies, reinforcement provision, variation implementation, classroom management proficiency, and small group discussion facilitation. It is argued that the mastery and effective application of these foundational skills are crucial for creating quality learning experiences and significantly contribute to the optimal development of students' potential.

This research uses a qualitative approach aimed at describing how the emotional intelligence of school principals improves teacher personality competence, to find out how teacher personality competence is and to find out the supporting and inhibiting factors in improving teacher personality competence with the emotional intelligence of school principals at SMAN 11 Muaro Jambi. The research findings indicate that the principal’s ability to recognize, manage, and express emotions effectively can create a conducive environment for the development of teacher personality. By providing motivational support, leading with empathy, and setting an example in interacting with teachers, the principal plays a role as an agent of change that enhances interpersonal relationships and teacher professionalism. Teacher personality competence is reflected in aspects of integrity and responsibility, emotional maturity, interpersonal skills, and strong commitment to the teaching profession. The main supporting factors for the principal's emotional intelligence in enhancing teacher personality competence include a conducive school environment, professional training and development, good role modeling by the principal, and social support among teachers. Meanwhile, significant inhibiting factors include limited time and resources, as well as teacher stress and workload. A principal with high emotional intelligence can play an essential role in creating positive change that supports the development of teacher personality, even though various challenges must be addressed.

The 21st century is marked by rapid technological developments, increasingly open global access, and increasing complexity in social life. This requires significant changes in the education system, especially in terms of the role and competence of teachers. Therefore, teachers are required to be able to adapt to the times, including in terms of the use of technology that continues to develop. In this era, teachers need to master technology well, for example by creating ICT-based learning media, utilizing learning applications, and various other forms of innovation. This study uses a qualitative research method with a descriptive approach. This article emphasizes that to face the challenges of education in the 21st century, teachers are not enough to only act as conveyors of material. Teachers must also be able to be facilitators, guides, and innovators in the teaching and learning process. With this broader role, teachers are expected to be able to improve the quality of basic education and respond to the needs of the times effectively.

This study aims to determine the pedagogical competence of teachers in class VII MTs Muhammadiyah Al Fatah Nangahale and to determine student learning motivation in class VII MTs Muhammadiyah Al Fatah Nangahale. By using descriptive qualitative. Primary data from this study came from subject teachers, head of Madrasah, students. Meanwhile, secondary data using supporting documents of this research are learning tools, profiles, vision and mission. The data collection techniques used are interviews, observation and documentation. To analyse the data, researchers carried out activities in data analysis, namely data reduction, data presentation, and conclusion drawing.The results of this study indicate that pedagogic competence in the category is quite good, namely the competence of mastering the characteristics of students and curriculum development competencies, communication competencies with students while pedagogic competence in the category is lacking, namely the competence of mastering learning theory and the principles of educational learning, the competence of educational learning activities, the competence of developing the potential of students, as well as the competence of assessment and evaluation and student learning motivation at MTs Muhammadiyah Al Fatah Nnagahale can be said to be still low.

This study aims to uncover teachers' views on the impact of certification on the quality of teaching and their welfare. Teacher certification is a government program that aims to improve the quality of education through professional recognition of teachers who have met certain competency standards. This study uses a qualitative approach with a descriptive method through a literature review of various journals and relevantiliteratureisources. Theiresultsiof theianalysis show that a number of teachers experienced an increase in pedagogical competence, self-confidence, and teaching enthusiasm after obtaining certification. However, some others felt that the impact of certification had not been felt too much, especially due to the increasing administrative burden and the lack of further training. On the other hand, certification also provides benefits to teacher welfare through the provision of professional allowances, although there is still inequality in its distribution. This study highlights the importance of continuous evaluation of certification policies, accompanied by reducing administrative burdens and strengthening post-certification training to support teacher professionalism and welfare as a whole.

Job analysis is a strategic tool in improving teacher performance, which serves to identify the tasks, responsibilities, and obligations inherent in the position. The main issue raised is the importance of placing teachers according to their qualifications and skills. Research shows that proper placement can improve teaching effectiveness and student learning outcomes, because teachers who understand their roles can make better contributions to the educational process. Related studies show that job analysis not only helps in teacher placement, but also in their professional development. By identifying training needs, schools can design appropriate programs to improve teacher competency. Previous research has indicated a positive relationship between job analysis and teacher performance, but there is still a lack of understanding of the specific factors that influence the effectiveness of job analysis itself. Existing research gaps include the lack of exploration of how job analysis can be implemented effectively in different contexts and its impact on teacher motivation and commitment. Although there is evidence that job analysis has a positive effect on performance, further research is needed to explore other variables that may contribute to the success of this implementation. Therefore, this study aims to provide further insight into the application of job analysis as a strategy to improve teacher performance in schools.

This study aims to analyze the influence of leadership on teacher performance with organizational culture as an intervening variable at SMP Negeri 12 Sungai Penuh. This research employs a quantitative approach with a causal study design. The population in this study consists of the school principal and all 30 teachers at SMP N 12 Sungai Penuh. The sample uses total sampling, where the author takes 100% of the existing population at SMP Negeri 12 Sungai Penuh, totaling 30 teachers. Data collection was conducted using questionnaires. Data analysis techniques utilized SEM PLS. The results show that teacher performance at SMP Negeri 12 Sungai Penuh is strong (125.33) with excellence in pedagogical and personality competencies. The principal's leadership is also strong (124.87) with communication as the best aspect, along with a strong organizational culture (124.83) in results orientation and stabilization. The research findings indicate that leadership has a positive and significant effect on teacher performance with a path coefficient of 0.423 (T-Statistics 5.096, P-Values 0.000). Leadership also significantly impacts organizational culture with a coefficient of 0.736 (T-Statistics 12.912, P-Values 0.000). Additionally, organizational culture positively influences teacher performance with a coefficient of 0.565 (T-Statistics 7.244, P-Values 0.000). Leadership also affects teacher performance through organizational culture as an intervening variable with an indirect path coefficient of 0.416 (T-Statistics 6.500, P-Values 0.000). This proves that organizational culture serves as a partial mediator in the relationship between leadership and teacher performance.

Career planning is an important thing that students need to prepare early on to face the increasingly competitive world of work. Guidance and Counseling (BK) teachers have an important role in helping students design and prepare their careers. This study uses the Systematic Literature Review (SLR) method by reviewing six relevant journals regarding BK teacher strategies in helping high school (SMA) students plan their careers. The purpose of this study is to describe effective strategies in career guidance services in schools. The results of the study indicate that various strategies, such as mapping students' career interests, using animated video media, career information services through digital media, and career skills training, can help students understand their potential, increase motivation, and determine the right career choices. By implementing appropriate and innovative strategies, BK teachers can be more optimal in assisting students in their career planning.

Formal educational institutions in Indonesia require spiritual learning in learning activities, just as Islamic religious education has an important role in shaping the character of students. This article was written using qualitative methods with literature study for data collection. The results of this article's research review are that the role of PAI teachers makes a huge contribution, apart from spiritual teaching and moral insight, Islamic Religious Education educators function as role models for students, and help them develop strong ethical, social and emotional values. This shows how important the role of Islamic Religious Education teachers is in turning students into ethical individuals. Different from educators in other fields, these teachers bear greater responsibilities, especially in forming Islamic character.

This community service activity is a tangible form of the university's commitment to answering the challenges of the digital era. The issue and focus of this community service is that it is known that the manual attendance method that is still used by teachers is less effective in recording attendance, entry time, and lateness. Therefore, this study aims to implement a digital attendance information system to improve the accuracy and efficiency of attendance recording. Teacher training at Al-Imam Islamic School Junior High School aims to improve the student attendance system with an Android-based approach using AppSheets and Spreadsheets. The implementation of training on making an android-based student attendance information system with appsheets and spreadsheets at Al-Imam Islamic School Cileungsi Junior High School proved that teachers showed an increase in understanding related to the concept of making information systems, appsheets and spreadsheets, which included camera features, GPS, updated data in spreadsheets, to procedures for making applications using spreadsheets. Teachers learn that the attendance information system is not a difficult thing and in this day and age we are also required to enter the world of technology and digital to make teaching and learning activities easier and more fun, This increase in understanding is reflected in the results of pre-test evaluations and material presentations that show an increase in knowledge in understanding the concept of creating an android-based student attendance information system with appsheets and spreadsheets.

The issue in this research is the lack of quality in learning, including in Catholic religious education. This certainly affects the instillation of values, which is the primary goal of learning. Therefore, the demand for teachers to become more professional is a key requirement. This study examines the role of Catholic Religious Education teachers in instilling Christian values. The research method used is qualitative, employing interview and documentation techniques to collect data. The data analysis technique for interview results involves reducing interview data, analyzing the results, and drawing conclusions. The interview process was conducted with Catholic religion teachers and students in three schools. This research was carried out in Sekadau Hulu District, involving three senior high schools in the district. The findings show that Catholic Religious Education teachers have not fully made the instillation of Christian values the primary goal of learning. The learning process tends to be merely formal, causing students to engage in it only as a graduation requirement. Teachers' preoccupation with administrative tasks also impacts the meaningfulness of the learning experience. The role of Catholic Religious Education teachers has not been maximized; learning is primarily a transfer of knowledge, and the practical activities carried out appear to have little meaningful impact on students.

 Edwin Ray Guthrie's learning theory, known as the concept of contiguity, emphasizes the importance of a direct relationship between stimulus and response in the learning process. According to this theory, a response tends to be repeated if the same stimulus reappears, thus becoming the main key in forming certain habits or behaviors. In the context of Christian Religious Education (PAK), this theory is relevant to be applied in teaching moral and spiritual values, such as love, honesty, loyalty, and forgiveness. Learning based on fragmentation and conditioning aims to shape the character of students consistently, sustainably, and in a directed manner according to Christian teachings. The main challenge in implementing this theory is maintaining the consistency of the stimulus in a dynamic classroom environment and requiring teachers to act not only as a transmitter of material, but also as a real life role model for students. Therefore, Guthrie's theory needs to be adapted through a more holistic approach, by integrating spiritual reflection, habituation of Christian values, and contextual application. Support for the repetition method is also found in Bible teachings, such as Deuteronomy 6:4-9, which emphasizes the importance of teaching the values ​​of faith continuously and sustainably to the next generation.

This study aims to identify and describe the most effective teaching strategies in improving level 3 fluent reading skills in lower grade elementary school students. Level 3 fluent reading skills include the ability to read at an appropriate speed, expressive intonation, and good comprehension of reading content. Through a descriptive qualitative approach, this study explores and analyzes various learning techniques that have been proven to support the improvement of reading fluency in early childhood. The research findings reveal that the application of explicit teaching methods, repetition in reading exercises, the use of paired reading techniques, the use of reading texts with levels of difficulty, and active involvement from parents, can synergistically encourage the development of students' reading skills significantly. This study provides important contributions both theoretically and practically, especially for educators, in designing systematic, comprehensive, and sustainable reading learning programs to improve students' literacy competencies from an early age.

The role of Islamic Religious Education teachers has a very important position in education, so that in this study the role of Islamic Religious Education teachers in educating character at Al-Huda Middle School, Jatimulyo is described. The purpose of this study is to determine the role of Islamic Religious Education teachers in educating character at Al-Huda Middle School, Jatimulyo. The method used in this study is a field research type reviewed from the method and level of discussion, so this study is classified as descriptive research. Data collection methods used in this study are interviews, observations, and documentation. The results of this study show 3 important parts of the teacher's role, namely teachers as educators such as role models in every movement of an Islamic religious teacher in their daily lives. The role of teachers as educators is implemented through teachers in speech; saying good and correct words, speaking gently and politely, teachers in deeds. The implementation of Islamic Religious Education Values ​​at Al-Huda Middle School Jatimulyo is implemented through the instillation of character values ​​such as congregational prayer, welcoming students at the school gate, becoming a prayer leader, social concern, which is seen when teachers raise funds for our brothers and sisters who are affected by disasters or calamities.

This study aims to identify and describe the most effective teaching strategies in improving level 3 fluent reading skills in lower grade elementary school students. Level 3 fluent reading skills include the ability to read at an appropriate speed, expressive intonation, and good comprehension of reading content. Through a descriptive qualitative approach, this study explores and analyzes various learning techniques that have been proven to support the improvement of reading fluency in early childhood. The research findings reveal that the application of explicit teaching methods, repetition in reading exercises, the use of paired reading techniques, the use of reading texts with levels of difficulty, and active involvement from parents, can synergistically encourage the development of students' reading skills significantly. This study provides important contributions both theoretically and practically, especially for educators, in designing systematic, comprehensive, and sustainable reading learning programs to improve students' literacy competencies from an early age.

Improving the quality of education in Indonesia requires continuous efforts to develop teachers' competencies, especially in soft skills related to pedagogical abilities and the use of technology in learning. This community service aims to enhance the soft skills of teachers in the Majelis Dikdasmen PNF PDM of Sorong City through the application of the microteaching method with simple interactive visual media. The microteaching method provides teachers with the opportunity to practice teaching in short sessions, which are then evaluated by peers and facilitators. Additionally, simple visual media such as PowerPoint, learning videos, and infographics are used to enrich the teaching and learning experience. This community service is conducted in the form of theory and practice sessions, followed by group discussions and reflections to strengthen participants' understanding. The results of the service show an improvement in teachers' ability to effectively use visual media, as well as an enhancement in their skills in managing classrooms interactively. This service is expected to significantly contribute to the professionalism of teachers in Sorong City, particularly in improving the quality of the teaching-learning process in non-formal education levels.

Christian Religious Education (PAK) plays an important role in the formation of character and spirituality of students. This study aims to analyze human resource management (HR) in improving the effectiveness of the role of teachers and education personnel in the PAK environment. The approach used is a literature study, by analyzing literature, journals, and related references. The findings show that teachers are not only teachers, but also role models of Christian values. Continuous training, collaboration between teachers, cooperation with parents, and the availability of quality educational facilities are important factors in strengthening student character. A holistic management approach has been proven to be able to integrate cognitive, affective, and spiritual aspects. The implication is that adaptive and contextual HR management is needed so that PAK is able to answer the challenges of the times and form a generation with integrity.