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This community service program was carried out with the aim of enhancing teachers’ competencies in utilizing Artificial Intelligence technology, particularly the Generative Pre-trained Transformer (GPT), as a tool for developing digital teaching materials. The background of this activity stems from the limited understanding of teachers in applying AI technology to support 21 st-century learning. The implementation method involved intensive training that included an introduction to GPT concepts, hands-on practice in creating digital modules, designing evaluation questions, and simulating the use of teaching materials in the classroom. The activity was attended by several teachers from SMP Zawiyyah Darussalami, who demonstrated high enthusiasm throughout the sessions. Evaluation through pre-test and post-test results showed a significant improvement in teachers’ understanding and skills in using GPT. Thus, this community service activity successfully provided a positive impact by improving teachers’ competencies and opening opportunities for GPT utilization as an innovation in digital learning within schools.

In supporting the learning process, teachers often use videos on YouTube, Instagram, and TikTok for learning media nowadays. One that can be used for learning media is Augmented Reality. Augmented Reality in the world of education has not been implemented and applied as a supporting medium for interactive education in schools, because no educational institution has implemented it as a mandatory media that functions as a learning tool. Muhammadiyah 12 GKB Gresik Middle School has a Digital Technology Class Program that strives to provide a forum for teachers and students to always actively use technology in learning in class and outside the classroom. With the material Reply for unbelievers, it is hoped that it can be visualized through Augmented Reality. Based on the background above, the author tries to explain the main statement (1) how to design an effective, efficient, and interesting Augmented Reality learning model for 8th grade students of the Quranic material, Surah Al Fajr, reply for unbelievers. (2) what are the advantages and disadvantages of the Augmented Reality learning media design. This study aims to describe the design of the Augmented Reality learning model so that it is effective, efficient, and interesting. As well as describing the advantages and disadvantages of Augmented Reality learning media design so that it can be effective, efficient and interesting for students. The research method used by researchers uses the Research and Development method by adopting the ADDIE development model in the first two steps: Analysis and Design. The results of the needs analysis on the use of Augmented Reality (AR) media in learning replies for non-believers, this is effective, efficient and interesting if used in the learning process for students, and is needed, especially in learning replies for non-believers.

Early childhood education (ECE) demands imaginative and inventive approaches to guarantee that children are actively involved and undergo significant learning in line with their developmental phases. The swift advancement of technology has made interactive video a valuable tool for enhancing ECE learning, especially when integrated with local cultural material. This research examines the use of the interactive video Wajanus (Warung Jajanan Nusantara) in Class B of Mutiara Hati Kindergarten Ponorogo, aimed at familiarizing children with Indonesian traditional snacks while also enhancing their cognitive, social, linguistic, and cultural values. A qualitative descriptive method was utilized, involving participatory observation, semi-structured interviews with parents and teachers, along with documentation via photos, videos, and field notes. Data analysis adhered to the model proposed by Miles and Huberman, encompassing data reduction, data presentation, and thematic conclusion formulation. The results indicate that utilizing Wajanus improved children's involvement in cognitive, emotional, and motor skills while promoting greater learning motivation. Children recognized numbers, shapes, and new vocabulary more efficiently, and they exhibited a positive attitude toward the local cultural heritage presented in the video. However, challenges were noted, including differing degrees of child involvement, the demand for extensive teacher assistance, and inadequate educational resources. In summary, interactive videos grounded in local culture like Wajanus are successful in enhancing early childhood education quality while also reinforcing children’s character education and cultural identity, and they possess significant potential for duplication in other ECE institutions throughout Indonesia

The goal of Islamic education focuses not only on improving cognitive abilities, but also on the formation of a complete human being (insan kamil) who integrates knowledge, attitudes, spirituality, and life skills based on Islamic values. This article aims to examine the relevance of Bloom's Taxonomy in the context of Islamic education, particularly its application to Islamic values ​​in educational institutions. This research uses a literature study method with a descriptive qualitative approach through analysis of classical and contemporary literature. The results show that the three main domains in Bloom's Taxonomy—cognitive, affective, and psychomotor—are aligned with the goals of Islamic education. The cognitive domain, as implied in Q.S. Al-'Alaq: 1–5, emphasizes the importance of reading, understanding, and critical thinking as forms of intellectual development. The affective domain is related to the formation of noble character, sincerity, and self-control (Q.S. Al-Syu'ara: 88–89), which serve as the moral foundation of students. Meanwhile, the psychomotor domain emphasizes the application of Islamic values ​​in real behavior through worship, discipline, and social responsibility. The integration of these three domains reflects a holistic approach to Islamic education that balances intellectual, spiritual, and moral aspects. Thus, Bloom's Taxonomy can be used as an integrative learning model that enriches the Islamic education process and strengthens its role in character and civilization formation. Consequently, Islamic educators need to develop learning strategies that not only measure cognitive abilities but also foster students' religious attitudes and skills, leading to individuals of faith, knowledge, and noble character.

This Community Service (PKM) activity aims to improve the English language skills of Micro, Small, and Medium Enterprises (MSMEs) operating in the tourism sector in the Whale Shark area of ​​Sumbawa. This training program is designed with a focus on mastering vocabulary and practical expressions commonly used in the context of tourism services, especially for interacting with foreign tourists. The material provided includes English for Tourism with a participatory, contextual, and applicable approach. The training method includes role-play activities, conversation simulations, and various practical exercises adapted to real-life situations in tourism activities in the Whale Shark area. During the implementation, participants were actively involved in the learning process through direct practice and group discussions. Based on the results of the evaluation, this activity showed a significant increase in the participants' self-confidence and English communication skills. Thus, this training has proven effective in helping MSMEs in tourism to be better prepared to face the global market and provide higher-quality services to foreign tourists, while also supporting the development of local tourism destinations based on foreign language competency.

This training activity aims to strengthen the work competency of vocational students in the hospitality industry, particularly in the restaurant service aspect. The training was held on May 23, 2025, at the Bina Darma Hotel, Palembang, involving students from the Hospitality and Culinary Arts Study Program at the Prasetiya Mandiri Polytechnic, Palembang. The methods used were experiential learning and industry-based training, which emphasize learning through direct experience in a real work environment and reflection on the practices carried out. During the training, students were actively involved in restaurant service activities, from welcoming guests and serving food and drinks, to implementing work ethics and professional communication. Evaluation results showed a significant improvement in the students' service skills, communication skills, and work attitudes. In addition to providing benefits to the students, this activity also provides benefits to the hotel in the form of additional staff support in service and potential long-term collaborations. Overall, this training is in line with the Merdeka Belajar-Kampus Merdeka (MBKM) policy that encourages project-based learning and industry partnerships, and has proven effective in increasing employability skills and strengthening the synergy between the world of vocational education and the world of work.

This training activity aims to strengthen the work competency of vocational students in the hospitality industry, particularly in the restaurant service aspect. The training was held on May 23, 2025, at the Bina Darma Hotel, Palembang, involving students from the Hospitality and Culinary Arts Study Program at the Prasetiya Mandiri Polytechnic, Palembang. The methods used were experiential learning and industry-based training, which emphasize learning through direct experience in a real work environment and reflection on the practices carried out. During the training, students were actively involved in restaurant service activities, from welcoming guests and serving food and drinks, to implementing work ethics and professional communication. Evaluation results showed a significant improvement in the students' service skills, communication skills, and work attitudes. In addition to providing benefits to the students, this activity also provides benefits to the hotel in the form of additional staff support in service and potential long-term collaborations. Overall, this training is in line with the Merdeka Belajar-Kampus Merdeka (MBKM) policy that encourages project-based learning and industry partnerships, and has proven effective in increasing employability skills and strengthening the synergy between the world of vocational education and the world of work.

This study aims to analyze students' understanding and difficulties in probability in grade XII of SMA Negeri 1 Tanjung Morawa and identify the contributing factors. The research method used is descriptive with quantitative and qualitative approaches. Quantitative data were obtained from the results of the problems given to students, then analyzed to determine the level of understanding, types of errors, and the percentage of difficulties experienced. Meanwhile, qualitative data were obtained through interviews with subject teachers to deepen information regarding the obstacles faced by students and the learning strategies implemented. The results showed that most students experienced difficulties in determining the sample space, applying probability formulas, and interpreting calculation results. Contributing factors include limited understanding of basic concepts, a lack of variety in practice questions, and learning that still focuses on procedures. Based on these findings, the researcher offers solutions in the form of contextual learning, conceptual reinforcement through class discussions, and the provision of step-by-step practice questions with teacher guidance. This research is expected to contribute to teachers in improving the effectiveness of probability learning in schools.

Making lesson plans (RPPs) is an essential part of implementing the 2013 curriculum because it gives instructors a practical guidance for carrying out the learning process, which is focused on developing students' character and taking a scientific approach.  The purpose of this study is to evaluate the appropriateness and quality of the RPP that instructors created in relation to the 2013 Curriculum.  The RPP was created by teachers in several elementary and high schools using a document study approach and a descriptive qualitative research methodology. According to Permendikbud Number 14 of 2019, the majority of RPPs have incorporated the required elements, including subject identity, core and basic competencies, learning objectives, learning materials, methods, media, learning resources, learning steps, and assessment.  Authentic evaluation, literacy integration, and the application of a thorough scientific approach were nevertheless determined to have shortcomings and were not yet at their best.  These results show that in order to increase the quality of learning planning in accordance with the 2013 Curriculum's tenets, teachers' capability must be strengthened through ongoing training and professional development.

The limited competence of Junior High School (SMP) teachers in Magelang City in developing contextual textbooks is a key issue hindering the achievement of locally relevant learning. Teachers primarily rely on commercial textbooks that often lack accommodation for specific regional issues and lack guidelines for independent writing. This community service aimed to enhance the knowledge and skills of SMP teachers in Magelang City in compiling textbooks that meet the standards of the Merdeka Curriculum and include local content. The method employed was participatory training combined with blended mentoring over six weeks, involving 30 teachers from five schools representing various general subjects. The implementation began with a theoretical workshop on standard textbook structure, followed by intensive mentoring sessions. The results indicate a significant increase in participants' understanding of the textbook framework, with 90% of teachers independently capable of creating concept maps and chapter outlines. Crucially, 75% of participants successfully produced at least one draft chapter of a textbook rich in local content (history, culture, and geography of Magelang). This success not only increases the professional capacity of teachers but also directly impacts the availability of more relevant and specific learning resources for students, supporting the contextual implementation of the Merdeka Curriculum.

The purpose of this study is to research how students' interest in learning about the digital age is influenced by digital media based on artificial intelligence (AI) at the Yogyakarta Administrative Management Academy (AMAYO) in Yogyakarta. Quantitative approaches are used in this research methodology. Purposive sampling strategies were utilized to get data from 75 pupils. The study tool was a questionnaire, and the data was evaluated using the validity test, reliability test, linear regression, T-test, F-test, and coefficient of determination (R²) in SPSS 26. This study suggests that digital media based on artificial intelligence (AI) has a favorable effect on students' interest in learning, with a regression coefficient of 0.920. Because the t-test yields a calculated t value of 57.031, which is greater than the t-table value of 1.666, H₀ is rejected and Ha is accepted. This suggests that students' interest in studying in the digital age at AMAYO Yogyakarta is significantly impacted by the use of digital media based on artificial intelligence (AI). The computed F value of 3252.522, which is higher than the F table of 3.97, indicates that the F-test also reveals results that need serious consideration. Additionally, the 97.8% coefficient of determination (R2) suggests that digital media based on artificial intelligence (AI) can affect students' motivation in learning, whereas 2.2% is influenced by other elements that are not within the purview of this study. According to the study's findings, AMAYO Yogyakarta students can boost their interest in learning in the digital age by utilizing digital media powered by artificial intelligence (AI).

This study aims to explore collaborative management between local governments, educational institutions, and communities in improving the quality of basic education in Sidoarjo Regency. The background of this research stems from the increasing need for an adaptive, participatory, and sustainable education system in the era of decentralization, where intersectoral collaboration is key to realizing quality and equitable education. Sidoarjo Regency, as a region with rapid economic and social growth, faces obstacles in the distribution of quality basic education, particularly related to community participation, policy collaboration, and human resource capacity building at the school level. This study applies a qualitative approach through a case study method, involving resource persons from the Sidoarjo Regency Education Office, principals, teachers, school committees, and the education community. Data collection was conducted through in-depth interviews, participant observation, and analysis of regional education policy documents. Research findings indicate that collaboration between various actors has successfully improved education quality through community-based learning mentoring programs, teacher training, and innovative policies in school management. However, the implementation of collaboration continues to face obstacles such as lack of coordination between agencies, budget constraints, and ineffective joint program evaluation. The study concludes that successful collaborative management requires shared commitment, transparent communication, and ongoing policy support. Research recommendations emphasize the importance of enhancing intersectoral collaboration capacity, local education dialogue forums, and performance-based evaluation systems to maintain the sustainability of basic education quality in Sidoarjo Regency.

This community service project addresses the issue of teaching Information and Communication Technology (ICT) in Semarang Regency, which is still dominated by linear methods and lacks visualization, hindering students' comprehension of complex ICT concepts. The goal is to enhance educators' ability to design visual-based teaching modules supported by Dual Coding Theory and Constructivism. The solution provided was an intensive workshop and collaborative mentoring on both manual and digital mind mapping techniques. The results showed a significant increase in educators' cognitive competency, indicated by the average score rising from 55.4% on the pre-test to 88.2% on the post-test. Participants successfully designed digital mind map-based ICT modules with an average product quality score of 88.9%. This success proves the effectiveness of mind mapping as a pedagogical tool for transforming ICT learning into a more active, visual, and structured experience.

This study aims to analyze the effectiveness of the question-and-answer method in mathematics learning. The research method employed is a literature review using a descriptive qualitative approach. Findings from several relevant studies indicate that the question-and-answer method enhances students' learning outcomes, fosters active participation, and strengthens critical thinking and communication skills. Variations in its implementation, such as multi-directional questioning, chain questioning, and experiment-based questioning, enrich classroom interaction and help students grasp abstract mathematical concepts. Furthermore, the method promotes an interactive learning environment where students are encouraged to think critically, reflect on their understanding, and actively engage with their peers. The collaborative nature of the question-and-answer technique supports the development of social skills, making it an effective tool for both cognitive and social learning. Therefore, the question-and-answer method can be considered an effective instructional strategy to improve the quality of mathematics learning, particularly in enhancing problem-solving abilities, fostering a deeper understanding of mathematical concepts, and improving student-teacher interactions.

This study aims to analyze the improvement of Higher Order Thinking Skills (HOTS) through mathematics learning on the Three-Dimensional Geometry topic in Grade XII of Yayasan Pendidikan Al-Fattah Medan. HOTS is a crucial aspect of 21st-century education because it helps students develop critical, creative, logical, and reflective thinking skills in addressing complex problems. In the context of mathematics learning, particularly in spatial geometry, mastering HOTS not only supports students in understanding abstract concepts but also in applying them to real-life situations. This study employed a descriptive qualitative method with instruments consisting of a pre-test, post-test, and an open-ended questionnaire to explore students’ understanding and learning experiences. The findings revealed a significant improvement, where the average pre-test score of 7 increased to 52.21 in the post-test. This result highlights that the implementation of HOTS-based learning strategies is effective in enhancing students’ comprehension of distance, angles, and point positions in space, while simultaneously strengthening their analytical, evaluative, and creative abilities. The study implies the importance of adopting innovative learning strategies oriented toward HOTS development to improve the quality of mathematics education and prepare students for global challenges.

This study discusses the application of a simple experimental method using eggs and salt water as a medium for teaching basic science at MI Jam'iyatul Mubtadiin. The main objective is to improve students' understanding of the concepts of mass and buoyancy through direct experience. The research method used was a descriptive qualitative approach with fourth-grade students as subjects. The learning process was carried out through simple experimental steps: preparing fresh water, adding salt, and observing changes in the position of the eggs in the solution. Data were collected through observation, interviews, and . The results showed that this experimental method was able to attract students' interest, increase active participation, and make abstract concepts easier to understand. In addition, this simple experiment-based learning also trains students' critical thinking skills and curiosity. Thus, the use of egg and salt water experiments can be an alternative to effective, inexpensive science learning media that is suitable for the characteristics of elementary school students.

The purpose of this research is to create an interactive Augmented Reality (AR)-based educational application that can display the Indonesian folktale "Keong Mas" using Unity 3D and Vuforia SDK. Due to the dominance of modern digital entertainment that is more visually appealing, the younger generation's interest in traditional folktales is declining. The choice of AR technology is based on its ability to combine three-dimensional virtual objects with the real environment in real-time, resulting in an interactive, engaging, and memorable learning experience. The research process used is the Life Cycle of Multimedia Development (MDLC), which consists of six stages: ideation, design, material collection, compilation, testing, and deployment. 3D character models, background environments, and interactive stories appear in the application when the camera detects certain markers. Testing was conducted using the black-box method to ensure all functions, including marker tracking, scene transitions, and narration playback, run smoothly. The test results show that the AR application "Keong Mas" successfully displays the folktale interactively and engagingly, thereby increasing the learning interest of children and adolescents. This application not only serves as an innovative learning medium but also contributes to the preservation of local culture through the integration of digital technology.

This collaborative activity aims to integrate academic learning and community service through tour guide practices at the Monpera Museum and the Sultan Mahmud Badaruddin II Museum Palembang. Students are directly involved in introducing local history and culture to visitors, while also practicing communication skills and applying contextual English. The activity method includes observation, field practice, and reflection on learning outcomes. The results of the activity indicate that students gain a deeper understanding of local cultural values, increase their confidence in public communication, and develop an appreciative attitude towards Palembang's historical heritage. This activity also shows the effectiveness of the experiential learning and service-learning approach in developing academic competence as well as the social character of students. Thus, the practice of this tour guide can be utilized as a community-based learning model relevant to higher education in the fields of language, culture, and tourism.

Digital transformation has become a necessity for State-Owned Enterprises (BUMN), particularly BRI, to face disruptions in the technological era. This study evaluates the reskilling and upskilling programs at BRI Medan in addressing the need for digital competencies, productivity improvement, and digital banking services. A mixed-method approach was used through in-depth interviews and questionnaires with program participants and HR management at BRI Medan, supported by digital policy documents and performance reports. The analysis focused on digital competencies, participant satisfaction, team performance impact, and regional implementation scale. Initial results indicate that the program emphasizes digital literacy, cybersecurity, the use of digital platforms, basic data analytics, and digital customer service. There was an improvement in skills and adaptability despite challenges such as limited training resources, varying employee profiles, and the need for job-specific customization. Positive impacts on operational efficiency and digital customer satisfaction were identified, with the acceleration of data-driven initiatives. The discussion highlights sustainable design, routine monitoring and evaluation, and the integration of the program into career paths. Policy implications: expansion of the program at Medan branches with a clear budget and strengthening the digital learning ecosystem. This study provides a practical overview of how BUMN, particularly BRI Medan, manages digital transformation through regional competency development.

The low level of financial literacy in Indonesia, which only reached 49.68% according to the Financial Services Authority (OJK) in 2022, highlights the urgency of financial education from an early age. Children aged 11–12 are at an ideal developmental stage to understand basic financial concepts such as income, expenses, saving, and delayed gratification. This study aims to introduce financial literacy through an interactive learning medium in the form of a board game. Board games are chosen because they enhance children's engagement in learning while playing and serve as an alternative to excessive gadget use. Through gameplay, children practice financial decision-making by simulating buying and selling activities, managing expenses, and choosing to save. This approach also supports the development of children's self-efficacy, which refers to their belief in their ability to manage financial tasks. By applying this method, children are expected not only to understand the value of money but also to implement basic financial management skills in daily life. Educational board games offer an effective tool for instilling healthy financial habits from an early age.