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The low level of students’ understanding of Islamic practices and values in daily life remains a significant challenge in the teaching of Islamic Religious Education (IRE) at the elementary school level. The teaching of IRE on the topic “Hajj and Qurban” in Grade V at SDN Bangbayang, Cisolok District, plays a strategic role in shaping Islamic character and instilling noble moral values in students. This study aims to critically examine the learning objectives, teaching materials, instructional methods, evaluation system, references, and teaching resources used in the learning process. The research employed a qualitative approach with data collected through classroom observation, interviews with teachers and students, and an analysis of instructional documents. The findings reveal that, in general, the teaching of IRE in Grade V has been implemented in accordance with the objectives and curriculum standards. Teachers have designed teaching modules based on the basic competencies and learning goals outlined in the curriculum. However, several aspects still require further development. Among these are the limited relevance of the learning materials to students’ everyday experiences, the lack of integration of technology-based media, and an evaluation process that places greater emphasis on cognitive aspects while paying less attention to affective and psychomotor domains. This situation indicates that while the learning process is carried out in line with procedural standards, students’ comprehension of Islamic values in practical and contextual terms remains insufficient. Therefore, strengthening the understanding of Islamic teachings in real-life contexts is essential so that students not only acquire theoretical knowledge but are also able to internalize and practice Islamic values in their daily lives. The teaching module currently used is adequate, yet further development is needed to make learning more practical, contextual, and impactful in fostering a strong Islamic character among students.

The advancement of digital technology has driven significant transformation in the field of education, particularly in the innovation of learning media that is interactive and easily accessible to students. The subject of Pancasila and Civic Education (PPKn), as a crucial component of character education, must adapt to these developments to ensure that the material remains relevant and engaging for today’s digital generation. This community service activity aimed to enhance students' learning motivation by conducting a training program on creating educational applications using the no-code platform Thunkable. The focus of the training was on the topic of national political figures, which is part of the core competencies in the PPKn curriculum. The activity was held at SMA Ampera in Sorong City, involving 11th-grade students as active participants. A participatory and project-based learning (PjBL) approach was employed, in which students were guided to design, create, and test their own educational applications based on their ideas and creativity. The program was carried out in three stages: preparation (developing modules, training materials, and technical setup), training and practice (introduction to the Thunkable platform, interface design, and basic programming), and testing and evaluation (application trials by other students and effectiveness assessment). The results of the activity showed a significant increase in students' learning motivation, basic digital skills, and active engagement in the learning process. The participants successfully created educational application prototypes featuring visual content, brief narratives, and interactive quizzes about national political figures. Moreover, students demonstrated collaborative attitudes, innovation, and confidence when presenting their work. This activity demonstrates that a project-based learning approach supported by Thunkable technology can be an effective alternative for creating meaningful, contextual, and empowering learning experiences. It is especially beneficial for schools with limited access to digital technology. By integrating creativity and digital tools into civic education, students are encouraged to become not only technologically literate but also more engaged in understanding national identity and political history in a modern, accessible way.

This community service activity addresses the growing need for adaptive education in the digital era by focusing on strengthening the character and competence of students in line with rapid technological developments. The Pancasila Student Profile, which serves as the foundation of the Merdeka Curriculum, outlines six core dimensions: faith and piety, global diversity, cooperation, independence, critical reasoning, and creativity. Among these, creativity, independence, and critical thinking are crucial for preparing students to become innovators and problem-solvers in the digital world. However, schools in developing regions often face limitations in implementing these dimensions due to lack of resources and digital literacy. This program was implemented at SMA Negeri 2 Sorong Regency with the objective of strengthening the Pancasila Student Profile by providing training in the use of Thunkable, a visual programming platform for creating drag-and-drop mobile applications. The activity used a Project-Based Learning (PjBL) approach, enabling students to actively engage in designing simple educational applications that align with their learning context. The method encouraged hands-on exploration, teamwork, critical analysis, and creative thinking. Throughout the training, students not only learned how to navigate the Thunkable platform but also developed functional mobile apps addressing real-life learning challenges. The outcomes of the program showed a marked improvement in students’ digital literacy, problem-solving ability, innovation, and collaboration. Furthermore, students began to view themselves not just as consumers of technology but as producers of meaningful digital solutions. This initiative demonstrates that integrating digital technology with project-based learning can effectively support the implementation of the Pancasila Student Profile, even in remote or underdeveloped areas. It provides evidence that with the right approach and tools, students can be empowered to become digitally literate, creative, and socially responsible individuals who are ready to act as agents of change in the 21st century.

Generation Alpha is growing up in an era dominated by rapid technological advancement and digital interaction, which necessitates the development of innovative, engaging, and interactive learning strategies. This need extends to Christian Religious Education (CRE), where traditional methods may no longer fully capture the attention or meet the learning styles of today's children. One promising approach is the adaptation of Labubu dolls as a learning medium within the CRE curriculum. With their distinctive, expressive features, Labubu dolls can serve as an effective pedagogical tool to convey Christian values in a manner that is both relatable and captivating for young learners. This article explores the integration of Labubu dolls into Christian Religious Education as a medium to enhance student engagement, comprehension, and internalization of core religious values. Using a qualitative research design with a constructivist approach, the study investigates how puppetry, particularly through Labubu dolls, can transform abstract theological ideas into concrete, child-friendly learning experiences. Data was collected through observation, interviews, and reflective practices involving teachers and students in early education settings. Findings indicate that the incorporation of storytelling, character interaction, and reflective dialogue facilitated by Labubu dolls significantly improves children's understanding of Christian principles. The dolls create a dynamic learning environment that encourages emotional connection, moral reasoning, and active participation. Furthermore, the playful yet structured nature of puppet-based instruction aligns well with the cognitive and emotional development of Generation Alpha, making it a highly relevant educational innovation. In conclusion, the use of Labubu dolls within the Christian Religious Education curriculum represents a strategic response to contemporary educational challenges. It not only enhances pedagogical effectiveness but also supports the formation of Christian character and faith from an early age, positioning Labubu dolls as a transformative medium for religious instruction in the digital age.

Education is a conscious and structured effort aimed at creating an environment and process that actively facilitates learners in developing their full potential. This includes nurturing their spiritual and moral values, self-control, intelligence, strong character, and essential life skills required for personal development and meaningful contributions to society, the nation, and the global community. At its core, education serves to empower students to realize and utilize their capabilities for future life challenges. It acts as a foundational medium through which younger generations acquire essential life skills, enabling them to integrate effectively into society. Moreover, education plays a pivotal role not only in the personal growth of individuals but also in the advancement of a nation. High-quality education is defined by its capacity to equip students with the competence to confront and resolve real-world problems. This notion becomes increasingly critical as learners transition from academic settings to the workforce and community life, where they are expected to apply their knowledge and skills practically. However, the success or failure of educational outcomes is largely determined by the curriculum. A well-designed curriculum should cultivate critical awareness and empower students to navigate complex social and professional environments. It should also promote creativity, critical thinking, and collaboration, which are essential skills in today’s rapidly changing world. Furthermore, education should not be viewed merely as a means to acquire knowledge but as a holistic process that fosters emotional intelligence and social responsibility. By integrating various disciplines and encouraging interdisciplinary learning, education can help students develop a broader perspective on global issues, such as climate change, social justice, and economic inequality. In addition, the role of educators is crucial in this process.  

This service program aims to provide mentoring to students of SMK Negeri 3 Sorong through the utilization of mobile learning technology using the Thunkable application. Thunkable is a drag-and-drop-based platform that allows users to design interactive mobile applications without complex programming. The mentoring program was designed to enhance students’ digital literacy, foster creativity, and strengthen their understanding of subject materials through the development of self-made interactive media. The method employed in this activity involved a participatory approach, including workshops, technical guidance, and learning outcome evaluations. The results showed that students were able to develop simple applications tailored to their learning needs and demonstrated increased motivation and independence in the learning process. Furthermore, students gained hands-on experience in designing and implementing technology in practical contexts. This approach has proven effective in bridging the gap between the school curriculum and the technological skills required in today’s workforce. Therefore, using Thunkable as a mobile learning tool presents an innovative alternative in vocational education and training.

In today's digital era, technology plays a crucial role in supporting innovative, interactive, and engaging learning processes. Education is no longer limited to the use of conventional textbooks and whiteboards, but has been transformed through the integration of various digital media. In this context, digital literacy has become a key competency that students must possess. Digital literacy encompasses not only the ability to access and understand information from various digital sources but also involves critical thinking and collaborative skills, as well as the wise, ethical, and responsible use of technology. Studies show that the appropriate and targeted use of digital media can increase students' interest in reading materials and other learning activities. Interactive and visually appealing digital media can stimulate students' curiosity, enrich the learning experience, and increase their motivation. Furthermore, the use of digital technology also provides opportunities to develop creativity, communication skills, and problem-solving skills. Technology-based learning enables more effective learning differentiation, allowing students to learn at their own pace and learning style. This is highly relevant in the context of 21st-century education, which demands information literacy, technology literacy, and media literacy. As learning facilitators, teachers are required not only to be proficient in using technology but also to design learning that integrates curriculum content with available digital potential. Therefore, optimal use of digital technology can be a strategic solution in creating a generation that is digitally literate, creative, innovative, and able to adapt to increasingly dynamic and complex developments. To achieve this goal, collaboration between schools, the government, and parents is essential in providing adequate access to and training in sustainable educational technology.

This study aims to compare the effectiveness of the Deep Learning and Differentiated Instruction models in improving junior high school students’ mathematical problem-solving and reasoning abilities. The background of this research stems from the low level of mathematical literacy among Indonesian students, which demands innovative and reflective learning approaches. A quasi-experimental method was used with a Nonequivalent Control Group Design. The sample consisted of two eighth-grade classes at SMP Negeri Satu Atap 01 Ciseeng, each receiving different instructional treatments: one class was taught using the Deep Learning approach, and the other using the Differentiated Instruction approach. The instruments employed included mathematical problem-solving tests, observation sheets, and student perception questionnaires. The data analysis results indicated that the class taught with the Deep Learning model experienced a more significant improvement in mathematical reasoning ability compared to the class using Differentiated Instruction. These findings suggest that Deep Learning-based instruction is more effective in promoting students’ higher-order thinking skills. It encourages deeper engagement with mathematical concepts, fosters critical and analytical thinking, and allows students to construct knowledge through meaningful learning experiences. However, Differentiated Instruction remains relevant in providing learning comfort and addressing diverse student needs, making it beneficial in inclusive classroom settings. The theoretical and practical implications of this research highlight the importance of integrating both depth of thinking (Deep Learning) and flexibility in learning (Differentiation) within mathematics instruction. Such integration could offer a balanced learning environment that supports both cognitive development and emotional engagement, leading to more effective and equitable mathematics education. In conclusion, this study recommends educators and curriculum developers to consider incorporating Deep Learning strategies to enhance students’ mathematical reasoning while maintaining the adaptive and student-centered principles of Differentiated Instruction. Future research could explore hybrid learning models that combine the strengths of both approaches to maximize student outcomes in mathematics learning.

Entrepreneurship education in Islamic boarding schools to realize the independence of students with the support of various Islamic boarding school economic development programs as a support system. The purpose of this study is to identify the management of entrepreneurship education in realizing the independence of students at the Al-Ittifaq Islamic Boarding School in Bandung, including; 1) Planning, 2) Organization, 3) implementation, 4) evaluation, 5) advantages and disadvantages, 6) Analysis of the Design of an Effective Entrepreneurship Education Management Model. This study uses a qualitative approach using the Ethnography method. Data collection techniques are carried out through interviews, observations and documentation analysis. The data analysis techniques use techniques; data reduction, data presentation and conclusion drawing. While the validity test is carried out using data triangulation and source triangulation techniques. The results of the study found that; First, planning with a deep learning curriculum. Second, the organization has an organized structure according to its duties and functions and the accompanying ustadz according to his entrepreneurial competency. Third, the implementation of entrepreneurship education is carried out with practical mentoring where the ustadz becomes a role model to be followed. Fourth, the evaluation is conducted by providing challenges to students to measure their entrepreneurial abilities practically. Fifth, the advantages are supported by the availability of continuously developed teaching staff, while the disadvantages are obstacles from the mismatch between the desires of students and parents in the educational process. Sixth, an effective Entrepreneurship Education model through entrepreneurship education in Islamic boarding schools and schools, namely the Al Ittifaq Agricultural Vocational School. Seventh, the findings of the SAPUJAGAT Entrepreneurship Education Management model (Santri, Entrepreneur, Soulful, Enthusiastic and Dignified).

This study explores the implementation of the Teaching Assistance Program as part of the Merdeka Belajar Kampus Merdeka (MBKM) policy, focusing on the experiences of education students at SMP Negeri 1 Bawolato, a rural secondary school in North Nias, Indonesia. The problem addressed in this study is the limited empirical documentation of MBKM implementation in remote educational settings with constrained infrastructure and unique pedagogical cultures. The primary objective is to investigate how teaching assistance contributes to the development of pedagogical, social, and adaptive competencies among student-teachers. A qualitative descriptive case study approach was applied, involving participatory observation, in-depth interviews, and document analysis. Thematic analysis was used to interpret the data. The findings indicate that the program significantly enhances students' pedagogical skills, including lesson planning, classroom management, and reflective teaching. Collaboration with mentor teachers and contextual adaptation emerged as crucial factors in successful implementation. The program also had a positive impact on student engagement in classrooms. This study contributes to the literature by highlighting the role of experiential learning in bridging theory and practice within teacher education, particularly in underrepresented rural contexts. It also offers recommendations for policy design and curriculum development in teacher training programs. The study concludes that meaningful field experiences, supported by collaborative mentorship and reflective practice, are key to producing competent and adaptive future educators.

The 21st century has brought significant challenges and transformations to the world of education, demanding a curriculum that integrates critical thinking, creativity, collaboration, and communication skills (4C), as well as digital literacy and ethical responsibility. This study aims to explore a contextual curriculum design for Christian Religious Education (PAK) that is relevant to the holistic development of students in today's era. Using a qualitative descriptive method based on literature review, the research analyzes theoretical concepts and previous studies related to contextual and character-based Christian education. The findings show that a transformative and contextual PAK curriculum must address not only the cognitive dimension but also affective and psychomotor aspects, rooted in real-life experiences and local cultural contexts. The role of teachers as facilitators, curriculum designers, and role models is central to effective implementation. This study provides implications for curriculum development policies, teacher training, and further research in applied classroom settings.

Mathematics is often perceived as a subject that is difficult for students to master, a notion that has been confirmed by numerous previous studies. One of the contributing factors is the limited variety of instructional media used in classrooms, which affects students' interest and comprehension. Many teachers still lack appropriate learning media to support blended learning approaches. This study aims to develop and implement multimedia-based Educational Instructional Media (EIM) that are valid, practical, and effective. The project utilizes video-based learning to deliver algebra concepts material for Grade VII students at SMPN 252 Jakarta and SMPIT Al-Qudwah. The development process follows the ADDIE model, which includes five stages: analysis, design, development, implementation, and evaluation. During the analysis phase, both learning needs and content requirements were mapped according to SAP (System Analysis and Product). The material was then divided into seven core sections. In the design stage, the curriculum structure, system flow, and user interface were developed. The development stage involved creating instructional content based on the analysis results. The content was then uploaded to the Moodle platform and presented using the Project-Based Learning (PjBL) model.

This research is a type of Research and Development (R&D) aimed at producing an Electronic Student Worksheet (E-LKPD) based on Liveworksheets on the topic of the human digestive system for fifth-grade students at SDN 114/X Pandan Jaya, Tanjung Jabung Timur Regency. This product was developed to address the lack of interactive teaching materials in IPAS (Science) learning and to align learning with the characteristics of 21st-century learners who are familiar with digital technology. The development model used is ADDIE, which includes five stages: analysis, design, development, implementation, and evaluation. In the analysis stage, it was found that teachers had not yet used student worksheets in the learning process, while students showed high interest in digital learning media. The product was developed in accordance with the curriculum and student characteristics, and then validated by content experts (98.26%), language experts (93.33%), and media experts (84%), all of which fall into the very valid category. The product was then tested on teachers and students. The questionnaire results indicated that the E-LKPD is practical to use, with a practicality score of 98.18% from the teacher and 86% from students. Based on these results, it can be concluded that the Liveworksheets-based E-LKPD is valid, practical, and suitable to be used as an interactive teaching material in IPAS learning for fifth-grade elementary school students.

Tujuan penelitian ini: 1) Untuk menganalisis game edukasi "KARISMA" dalam pembentukan karakter Merdeka Belajar pada siswa kelas VIII SMP Negeri 18 Surakarta tahun ajaran 2024 / 2025. 2)  Untuk mendeskripsikan persepsi siswa kelas VIII SMP Negeri 18 Surakarta dalam penggunaan game edukasi "KARISMA" dalam pembelajaran pada tahun ajaran  tahun ajaran 2024 / 2025. Bentuk  penelitian ini menggunakan metode penelitian deskripsi kualitatif. Subjek penelitian ini melibatkan guru PPKn kelas VIII dan siswa kelas VIII. Sumber data yang digunakan sumber primer dan sumber data sekunder. Teknik pengumpulan data yang digunakan adalah observasi, wawancara, dokumentasi. Uji keabsahan dilakukan dengan triangulasi sumber dan triangulasi metode. Data dalam penelitian ini dianalisis menggunakan teknik deskripsif kualitatif dengan model analisis interaktif. Hasil penelitian ini dapat disimpulkan: 1) Game edukasi "KARISMA" memiliki kontribusi positif terhadap pembentukan karakter Merdeka Belajar pada siswa kelas VIII SMP Negeri 18 Surakarta tahun ajaran 2024/2025. Game ini dirancang untuk menerapkan nilai-nilai karakter sesuai dengan Profil Pelajar Pancasila yang sejalan dengan prinsip-prinsip Kurikulum Merdeka Belajar. 2)  Persepsi siswa kelas VIII SMP Negeri 18 Surakarta terhadap penggunaan game edukasi "KARISMA" dalam pembelajaran cenderung positif. Persepsi siswa pada game ini sebagai media pembelajaran yang inovatif, menarik, dan relevan dengan kebutuhan siswa. Game "KARISMA" tidak hanya meningkatkan pemahaman siswa terhadap materi pembelajaran, tetapi juga memotivasi mereka untuk lebih aktif, kreatif, dan mandiri dalam belajar. Kata Kunci : Persepsi, Game Edukasi, “KARISMA”     The objectives of this study were: 1) To analyze the educational game "KARISMA" in the developing Merdeka Belajar characters in class VIII students of SMP Negeri 18 Surakarta in the 2024/2025 academic year. 2) To describe the perceptions of class VIII students of SMP Negeri 18 Surakarta in the use of the educational game "KARISMA" in the 2024/2025 academic year. This research method is qualitative descriptive. The subjects of this study were civics teachers in grade and students in grade VIII. The data sources used are primary sources and secondary data sources. Data collection techniques used were through observation, interviews, documentation. Data validity testing was carried out using source triangulation and methods triangulation. The data in this study were analyzed using qualitative descriptive techniques with an interactive analysis model. The results of this study  could be e concluded: 1) The educational game "KARISMA" has a positive contribution to the development of the Merdeka Belajar character in students in class VIII students of SMP Negeri 18 Surakarta in the 2024/2025 academic year. This game is designed to apply  character values ​​in accordance with the Profil Pelajar Pancasila which was in accordance  with the principles of the Merdeka Belajar Curriculum. 2) The perception of students in class VIII towards the use of the educational game "KARISMA" in tended to be positive. The Students' perceptions of this game as an innovative, interesting, and relevant learning media to students' needs. The "KARISMA" game not only improves students' understanding of the learning material, but also motivates them to be more active, creative, and independent in learning. Keywords: Perception, Educational Game, "KARISMA"

This study aims to evaluate the extent to which the principles of the Sustainable Development Goals (SDGs) are integrated into the Outcome-Based Education (OBE) curriculum of the Primary School Teacher Education Program (PGMI) at the Al-Zaytun Islamic Institute of Indonesia. Responding to the limited number of empirical curriculum studies linking OBE and sustainability, this research adopts a library research design supported by structured content analysis of curriculum documents, including Graduate Learning Outcomes (CPL), Course Learning Objectives (CPMK), and assessment rubrics. The analytical rubric was developed based on Education for Sustainable Development (ESD) indicators recommended by UNESCO. Findings indicate that only 30% of CPL and 22.7% of CPMK explicitly incorporate SDG values, with the dominant themes being inclusive education, social empathy, and critical thinking. The remaining components either indirectly address sustainability principles or primarily focus on technical pedagogical aspects. This reveals a misalignment between the curriculum’s current structure and the transformative vision of ESD and SDGs. Methodologically, this research contributes by offering a replicable rubric for assessing curriculum sustainability. Conceptually, it establishes a link between the OBE framework and sustainability values within Islamic teacher education. Practically, the findings provide actionable insights for curriculum developers and policymakers to enhance alignment with global sustainability agendas. The study emphasizes the strategic role of PGMI in fostering sustainability-oriented educators and advocates for systemic curriculum reform to produce future teachers equipped with the knowledge, values, and skills necessary to address contemporary global challenges. Strengthening the integration of SDGs within OBE-based curricula is essential for higher education institutions to actively contribute to the realization of a sustainable future.

This study aims to examine efforts to revitalize social moral values in the Islamic Education curriculum at the elementary school level (MI/SD). The background of this study is driven by the urgency to integrate social values into the learning process, so that they are not merely part of the curriculum document but can also be actualized in daily educational practices. The approach used is a literature review, examining various references related to the development and implementation of moral values in the context of basic education. The results of the study indicate that the revitalization of social moral values has the potential to revive the spirit of solidarity, concern for others, and social responsibility among students. The implications of this research point to the importance of designing a more contextual and inspiring curriculum, so that students not only understand moral concepts theoretically but also internalize them in their social lives. Thus, a harmonious and supportive school environment can be effectively established.

English language skills are an essential competency for health students, especially in accessing scientific literature, understanding medical terminology, and facing the demands of professional globalization. However, the suitability of the English language learning curriculum with the specific needs of health students is still an issue. This study aims to identify the academic and professional English language needs of health students at Hafshawati University. The study used a qualitative approach with an open-ended questionnaire instrument that was analyzed thematically. Participants consisted of five students from various semesters and health study programs. The results showed that the ability to read and understand English-language medical references was the main need, followed by speaking skills in the context of professional communication. Non-formal learning media such as YouTube and TikTok were also actively utilized by students. The implications of this study indicate the importance of curriculum reformulation based on needs analysis and strengthening the English for Specific Purposes (ESP) approach in health education. These findings provide a basis for the development of teaching materials, lecturer training, and more contextual and applicable learning designs.

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.

Pancasila Education is a compulsory subject taught at every level of education, from elementary to higher education, with the aim of shaping students’ attitudes and behaviors based on the values of Pancasila in their daily lives. This study aims to describe the teacher's strategies in implementing the Problem Based Learning (PBL) model to enhance students' critical thinking skills in the Pancasila Education subject for fourth-grade students at SD Negeri 5 Penatih. The research focuses on three main aspects: (1) the implementation of PBL by teachers in improving students’ critical thinking in the topic "Pancasila as the Foundation of My Country", (2) the supporting and inhibiting factors in applying the PBL model, and (3) the implications of PBL implementation on the learning process and outcomes. This study employs a qualitative approach with data collection techniques including observation, interviews, and documentation. The findings reveal that the teacher’s strategy in applying PBL involves three key stages: planning (designing contextual and relevant problems), implementation (the teacher acting as a facilitator during group discussions), and evaluation (assessing students’ thinking processes). Supporting factors for the successful application of PBL include teacher competence, student motivation, a conducive learning environment, and curriculum support. On the other hand, limited instructional time and low student participation present challenges that need to be addressed. The implications of PBL implementation include enhanced critical thinking skills, improved collaboration abilities, and the development of student character as reflective, open-minded, and responsible individuals. Learning becomes more engaging, meaningful, and interactive as students are actively involved in solving real-life problems related to their everyday experiences.

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.