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Drug abuse (NAPZA) has become a serious threat among students and poses significant risks to their physical health, psychological well-being, and future development. Therefore, preventive efforts through structured education and mentoring programs are essential. This community service activity aims to describe the process and outcomes of a drug abuse prevention mentoring program conducted at SMP Negeri 2 Bulu, Temanggung. The program applied a participatory approach consisting of four stages: coordination with the school, educational socialization on the dangers of drugs, follow-up activities through discussions and student reflections, and evaluation to measure students’ understanding. The educational sessions were delivered using interactive lectures, question-and-answer methods, and visual learning media to enhance students’ engagement and comprehension. The results indicate an increase in students’ knowledge and awareness regarding the types, impacts, and prevention strategies of drug abuse. Moreover, students demonstrated more positive attitudes and a stronger commitment to avoiding drugs as a form of self-protection for their health and future. This program is expected to serve as a school-based preventive education model to reduce drug abuse among students through collaboration between teachers, schools, and the wider community.

Early reading skills are fundamental competencies that must be mastered by elementary school students, as they serve as the foundation for future academic success. However, conventional teacher-centered instruction often fails to maximize students’ active engagement in learning. This study aims to analyze the effectiveness of the Project Based Learning model assisted by mind mapping media in improving the early reading skills of second-grade elementary students. This research employed a quantitative approach with an experimental design. The participants were second-grade students who received instruction through the Project Based Learning model assisted by mind mapping media. Data were collected using reading skill tests administered before and after the treatment. The data were analyzed to identify differences in students’ reading abilities following the implementation of the learning model. The findings indicate that the implementation of Project Based Learning assisted by mind mapping media has a positive effect on students’ early reading skills. The model promotes active student participation, enhances critical and creative thinking skills, and facilitates comprehension through structured visual representation of concepts. Furthermore, the learning environment becomes more interactive and meaningful, increasing students’ motivation to engage in reading activities. Therefore, the Project Based Learning model assisted by mind mapping media is recommended as an alternative instructional strategy to improve early reading skills in elementary schools.

This community service activity was conducted to optimize English language learning through the implementation of the Flipped Classroom model for students of SMP IT Imam Syafi’i 2 Pekanbaru, Riau, Indonesia. The activity aimed to enhance students’ learning engagement, autonomy, and comprehension in English through a student-centered instructional approach. The program was implemented in three stages: preparation, implementation, and evaluation. Learning materials in the form of instructional videos and digital resources were provided prior to classroom meetings to enable students to study independently. Face-to-face sessions were then devoted to interactive discussions, collaborative tasks, and communicative practice to reinforce students’ understanding and language skills. The outcomes of the program indicated increased student participation, improved motivation, and better mastery of English materials. The Flipped Classroom model contributed to creating a more active and meaningful learning environment. Therefore, this community service initiative demonstrates that the Flipped Classroom approach can serve as an effective instructional strategy to support English language learning at the junior high school level

This study aims to: (1) Determine the effect of the discovery learning model with the aptitude treatment interaction strategy on the mathematical concept comprehension and self-efficacy of 10th-grade students at SMA Negeri 3 Tarakan; (2) Determine the effect of the discovery learning model with the aptitude treatment interaction strategy on the mathematical concept comprehension of 10th-grade students at SMA Negeri 3 Tarakan; (3) Determine the effect of the discovery learning model with the aptitude treatment interaction strategy on the self-efficacy of 10th-grade students at SMA Negeri 3 Tarakan. The research population included all tenth-grade students of SMA Negeri 3 Tarakan in the 2024/2025 academic year. The research sample consisted of two classes selected randomly: one experimental class receiving discovery learning with an aptitude treatment interaction strategy and one control class receiving conventional learning. The research instruments consisted of a test measuring mathematical concept understanding on trigonometry material and a self-efficacy questionnaire. The data obtained were tested for prerequisites through normality and homogeneity tests before being analyzed using inferential statistical tests in the form of an independent samples t-test with the assistance of SPSS software version 26.0. The research results show that the implementation of the discovery learning model with the aptitude-treatment interaction strategy has a significant impact on students' mathematical concept understanding and self-efficacy simultaneously, with a significance value of 0.006 < 0.05. Partially, this learning model has a significant effect on students' mathematical concept understanding, with a significance value of 0.018 < 0.05. However, the effect of the discovery learning model with the aptitude-treatment interaction strategy on students' self-efficacy is not statistically significant, as indicated by a significance value of 0.089 > 0.05, even though there is a tendency for increased self-efficacy among students participating in the experimental class learning. Nevertheless, the influence of the discovery learning model with the aptitude treatment interaction strategy on students' self-efficacy is not statistically significant in partial terms, although there is a tendency for an increase in self-efficacy among students participating in the experimental class. These findings suggest that the discovery learning model with the aptitude treatment interaction strategy is effective in improving students' understanding of mathematical concepts in trigonometry material and has the potential to support the development of self-efficacy in mathematics learning.

Coordinating conjunctions are conjunctions that function to connect two language units that have the same or equal status, while subordinating conjunctions are conjunctions that connect two language units that do not have the same or equal status. News text is a text that contains information about factual and actual events that are still hotly discussed by the public. This study aims to analyze the use of coordinating and subordinating conjunctions in news articles published by Kompas in September 2025. The method used in this research is a descriptive qualitative method, with observation and note taking techniques applied to analyze conjunctions based on their types and functions. The results show that coordinating conjunctions such as (and, or, but, however) and subordinating conjunctions such as (because, so that, after, until, if) are used to construct coherent, logical, and easily understood sentences. The appropriate use of conjunctions supports the effective delivery of information and enhances the reader's comprehension of the news content. This research is expected to serve as a reference for readers or future researchers who wish to examine linguistic phenomena in online news texts using a similar approach.

The rapid development of information technology has pushed the dissemination of news through online media, demanding a language that is fast, concise, and informative to ensure accurate news delivery. This necessity positions the syntactic structure, particularly the phrase, as a critical element in determining the quality and communication effectiveness of digital news. This study has a dual objective: to comprehensively identify and analyze the types of phrases found in five online news articles published by CNBC Indonesia in August 2025, and to elucidate the grammatical function of each phrase  within the context of news sentences. The method employed is a descriptive qualitative method, involving a systematic process of reading, noting, and accurately analyzing the textual data repeatedly. The results indicate a diversity  of phrase types, with a significant dominance of  noun and verb phrases. The findings also include adjectival, prepositional, adverbial, numerical, exocentric, and endocentric phrases, which collectively enrich the linguistic structure, enhance information richness, and greatly facilitate reader comprehension of the news content. These findings not only highlight the specific patterns of phrase usage in digital news writing but also provide deep insights into their structural and grammatical roles. This study is expected to serve as a valuable reference for linguistic research and language learning, as well as offering practical guidance for online media practitioners to continuously improve the clarity, effectiveness, and quality of news writing in the digital realm.

This study aims to develop a pop-up book learning medium with the theme “Einkaufen” (Shopping) as a German language instructional medium for Grade XI students at SMA Negeri 3 Binjai. The background of this study is the low level of students’ understanding of the learning materials and their lack of learning motivation due to the use of monotonous conventional media. This research employs a Research and Development (R&D) approach using the ADDIE development model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The results of the implementation stage indicate that 98.3% of students agreed that the pop-up book is effective for use in German language learning, and 96.7% stated that the material content is easy to understand. The pop-up book consists of six pages containing learning materials and exercises that focus on reading, writing, and speaking skills. Validation by material and media experts yielded a score of 90, categorized as very good. These findings demonstrate that the developed pop-up book medium is not only visually engaging but also capable of enhancing students’ motivation and comprehension in an integrative German language learning process. This medium can serve as an effective alternative for improving the quality of foreign language learning at the secondary school level.

This study investigates code-switching strategies between Indonesian and the Maumere local language in academic Indonesian language learning at the university level. In many higher education contexts, the dominance of standard Indonesian as the sole medium of instruction often creates cognitive, linguistic, and cultural distance for students who come from strong local language backgrounds. This qualitative study aims to describe the forms, pedagogical functions, and academic implications of Maumere–Indonesian code-switching in classroom interaction. Employing a case study design, data were collected through classroom observations, in-depth interviews with lecturers and students, and analysis of learning documents. The findings reveal that code-switching occurs systematically at the opening of lessons, during the explanation of abstract concepts, and in small-group discussions. The Maumere language functions as a cognitive and affective bridge that facilitates comprehension, increases student participation, and strengthens academic literacy. The study concludes that pedagogically controlled code-switching supports additive bilingualism and contributes positively to inclusive, contextual, and culturally responsive academic learning in multilingual higher education settings.

The interactive learning video innovation "Human Blood Circulation" through Edpuzzle, with embedded questions, is designed to address the difficulties faced by fifth-grade elementary school students in understanding abstract biological concepts. Science education in elementary schools often encounters challenges in explaining invisible processes, such as the heart's working mechanism and blood circulation, leading students to struggle with comprehension or merely memorize the material. Conventional learning videos tend to make students passive, necessitating media that can transform the learning process into an active one. Edpuzzle, as an educational platform, allows teachers to insert questions at critical points in the video, requiring students to answer before continuing to watch. This innovation aligns with the cognitive development stage of fifth-grade students, who are in the concrete operational stage.The research objectives include product development, validity and feasibility testing, analysis of conceptual understanding improvement, influence on focus and learning independence, and student responses. Media development refers to Mayer's cognitive theory of multimedia and the characteristics of interactive videos according to Heinich et al. Additionally, media development models such as ADDIE and Dick and Carey are discussed. The main benefits of using Edpuzzle include increasing engagement, facilitating real-time formative assessment, and enhancing learning motivation. However, challenges exist such as technology access, teacher readiness, the risk of technology dependency, and long-term evaluation. The practical implications can support digital learning and the transformation of elementary science education.

The advancement of digital technology has made computer literacy and language comprehension increasingly important. Playing games has become a daily habit for young children. Scratch is an innovative and child-friendly platform. This community service program aims to introduce basic programming concepts to sixth-grade students of Bulupasar Elementary School, Kediri, using the Scratch platform. This program adopts the Direct Instruction method, also known as hands-on learning. This one-day session involved 43 students who underwent a structured process consisting of a pre-test, material delivery, hands-on practice, such as using code blocks, introducing sprites, and creating a simple game, which was explained clearly and structured. During the project implementation phase, each student successfully created a simple animation project with the theme "Catch the Apple" and then conducted practical exercises to try it out on their own with direct guidance. This community service activity was successful, according to the analysis of the pre-test and post-test results. The resources used to create the simple game showed positive results and confirmed the importance of introducing children to the digital world from an early age. Qualitative evaluations revealed positive responses from all participants. Student comments reflected high enthusiasm for learning to code, with the majority expressing a desire to continue exploring Scratch independently. Several students expressed interest in creating future projects, suggesting the program has potential for implementation in other schools to encourage early introduction to programming and help prepare them for the future in an era of ever-evolving technology.

The training on computer network cabling serves not only to enhance students’ technical abilities but also to cultivate social values, collaborative behavior, and digital awareness within the school environment. The outreach activity conducted by students of Universitas Victory Sorong at SMA 2 Kabupaten Sorong aimed to strengthen students’ digital competence through the introduction of network devices and hands-on practice in creating LAN cables. The results indicate that this training effectively increased students’ understanding of computer network components, improved their practical skills in LAN cable assembly, and fostered cooperation and responsibility during group activities. From the perspective of Sociology of Education, the program contributed to the development of social capital by encouraging peer interaction, collaborative learning, and a deeper awareness of the role of technology in social life. This activity also addressed existing problems such as limited knowledge of network systems, lack of practical experience, and insufficient technology education in schools. Overall, the training led to improved technical comprehension, active participation, and enhanced social character formation. Therefore, computer network cabling training plays a significant role in promoting both digital literacy and social development among students in accordance with the principles of educational sociology.

This study explores the integration of Indonesian and the Maumere local language in academic learning, particularly in the Indonesian Language course at Universitas Muhammadiyah Maumere. The research is grounded in concerns over the weakening of local linguistic identity within higher education and the dominance of monolingual academic practices that often marginalize students’ cultural backgrounds. The objective of this study is to analyze how the integration of local language and cultural texts can strengthen students’ literacy skills, linguistic competence, and local identity awareness. Employing a qualitative approach, data were collected through classroom observations, in-depth interviews with students and lecturers, and document analysis of learning materials and student assignments. The findings reveal that the use of Maumere language elements such as traditional narratives, expressions, and cultural concepts facilitates deeper comprehension, encourages critical literacy, and enhances students’ engagement in academic discourse. The integration strategy also supports students’ ability to bridge everyday language practices with formal academic Indonesian. This study implies that culturally responsive and bilingual oriented learning can serve as an effective pedagogical strategy in higher education, particularly in multilingual contexts, while simultaneously contributing to the preservation of local languages and the development of inclusive academic literacy.

  This study examines the strategy of writing an expository narrative using a reflective approach in the production of the documentary film "2000 Untuk Parkir: Fenomena Juru Parkir Liar di Jatinangor" Using descriptive qualitative methods through participant observation, in-depth interviews, and data triangulation, this 15-minute film presents a three-act plot that integrates empirical facts (such as a daily income of Rp50,000 from a Rp2,000 per vehicle rate) with the filmmaker's critical reflections on the dynamics of the informal economy and urbanization in educational areas. Results of an effectiveness test on 20 student respondents showed an 85% comprehension rate and a 90% increase in critical awareness, demonstrating the superiority of this hybrid approach in building empathy without excessive subjectivity. The discussion confirms the strategy's contribution to the discourse of Indonesian documentary production, with implications for advocacy for inclusive parking policies.    

Polysemy is an important semantic phenomenon in Indonesian language learning in elementary schools because one word form can have more than one interrelated meaning. Understanding polysemy affects students' reading skills, text comprehension, and literacy development. However, studies that specifically examine polysemy in elementary school Indonesian language materials are still limited. This study aims to examine the forms of polysemy, how they are presented in Indonesian language textbooks for elementary schools, and their implications for student understanding. The study uses a qualitative approach with a literature review design. Data were obtained from semantics books and national and international journal articles published between 2017 and 2024 that were relevant to the research topic. Data analysis was conducted using content analysis techniques. The results of the study show that polysemy in elementary school Indonesian language materials appears in the form of context-based, functional, and extended meanings, with a presentation that is not yet fully systematic, thus potentially causing misconceptions and affecting students' reading comprehension.

Polysemy is an important semantic phenomenon in Indonesian language learning in elementary schools because one word form can have more than one interrelated meaning. Understanding polysemy affects students' reading skills, text comprehension, and literacy development. However, studies that specifically examine polysemy in elementary school Indonesian language materials are still limited. This study aims to examine the forms of polysemy, how they are presented in Indonesian language textbooks for elementary schools, and their implications for student understanding. The study uses a qualitative approach with a literature review design. Data were obtained from semantics books and national and international journal articles published between 2017 and 2024 that were relevant to the research topic. Data analysis was conducted using content analysis techniques. The results of the study show that polysemy in elementary school Indonesian language materials appears in the form of context-based, functional, and extended meanings, with a presentation that is not yet fully systematic, thus potentially causing misconceptions and affecting students' reading comprehension.

Storytelling has been widely recognized as an effective method for teaching English to young learners because it presents language in meaningful and engaging contexts. This study aims to explore the implementation of storytelling in teaching English to primary school students and to examine the perceived benefits and challenges from the teacher’s perspective. The study employed a qualitative descriptive research design involving one English teacher who taught Grade 6 students at SDN 261 Pinrang. The participant was selected through purposive sampling due to her experience in applying storytelling activities in English instruction at the lower primary level. Data were collected through a semi-structured interview and documentation, including lesson plans and teaching materials related to storytelling used in the classroom. The data were analyzed using descriptive qualitative analysis by identifying recurring themes related to classroom implementation, student responses, perceived benefits, and instructional challenges. The findings reveal that storytelling was mainly implemented in listening and speaking activities using simple and familiar stories, visual aids, and follow-up tasks such as comprehension questions and story retelling. According to the teacher, storytelling contributed positively to students’ listening skills, vocabulary acquisition, motivation, and confidence in using English. Students showed higher levels of attention, engagement, and willingness to participate during storytelling sessions compared to traditional teaching methods. However, several challenges were also identified, including difficulty in selecting age-appropriate and culturally relevant stories, limited instructional time, large class size, and the teacher’s need for further training in designing effective storytelling activities. Despite these challenges, the study concludes that storytelling can create a positive and supportive learning environment when it is carefully planned and supported by adequate teacher preparation. The findings highlight the importance of instructional support to maximize the effectiveness of storytelling in primary EFL classrooms.

The English Fun Tales program is a community service activity aimed at improving children's English literacy through the use of picture books. This activity was carried out at Rumah Belajar Jadi Mulya, Salatiga, which serves as a non-formal learning center for children from the surrounding area. The background of this program stems from the limited access of children in the area to attractive, interactive, and developmentally appropriate English learning resources. The implementation method includes: (1) providing English picture books selected according to the children's language ability and age; (2) guided shared reading activities; (3) simple discussions about story content to train comprehension; and (4) creative activities such as drawing story characters, role-playing, or story retelling. This approach is designed to combine cognitive, affective, and psychomotor aspects, so that children not only understand vocabulary and language structure but also develop imagination, self-confidence, and reading interest. The implementation results show an increase in reading interest, expansion of English vocabulary, and children's courage in expressing themselves orally. In addition, social interaction among participants becomes more positive through collaborative activities. This program is expected to serve as a model for English literacy learning based on picture books that can be replicated in other learning communities with local context adjustments.

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

This study examines the effectiveness of the THIEVES strategy in enhancing students’ critical reading comprehension in an English as a Foreign Language (EFL) context, particularly at the senior high school level. Employing a quasi-experimental research design, the study involved two groups: an experimental group taught using the THIEVES strategy and a control group that received conventional reading instruction commonly applied in the classroom. The participants consisted of tenth-grade students of SMA Muhammadiyah 8 Gresik who were selected to represent learners with similar academic backgrounds. Data were collected through pre-tests and post-tests that were specifically designed to measure students’ critical reading comprehension skills, including their ability to identify main ideas, infer meaning, and evaluate textual information. The findings revealed that students in the experimental group showed significantly higher improvement in post-test scores compared to those in the control group. Statistical analysis using paired-sample and independent-sample t-tests confirmed that the observed improvement was statistically significant and not due to chance. These results indicate that the THIEVES strategy effectively promotes active engagement, critical analysis, and deeper comprehension of reading texts. Therefore, the strategy is strongly recommended as an effective instructional approach for improving students’ critical reading skills in EFL classrooms.

Learning is an activity to educate students at school which aims to make science acceptable and well understood. Through the learning process, students are expected to experience positive changes, both in terms of knowledge, attitudes, and skills. One of the learning processes that has a great influence on the lives of students is learning Indonesian. Learning Indonesian is very important because it functions as the main means of communication in daily life, both orally and in writing. With good Indonesian language skills, students will find it easier to express ideas, understand information, and interact effectively with the surrounding environment. Therefore, Indonesian learning in elementary schools must be designed in a systematic, interesting, and in accordance with the characteristics of students. In addition to clear goals, appropriate strategies and solutions are also needed to overcome various difficulties that arise, such as low interest in learning, limited vocabulary, and lack of reading and writing comprehension. These efforts are expected to be able to improve the quality of Indonesian learning optimally.