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This article discusses the importance of learning evaluation, particularly in the affective domain, which not only functions as a measurement of learning outcomes but also makes a significant contribution to Guidance and Counseling (GC) services in schools. The affective domain, which encompasses students’ attitudes, values, motivation, and character, plays a major role in shaping their social and personal behavior. This study employs a literature review method by examining articles, journals, and national conference proceedings published between 2016–2025 that are relevant to affective evaluation and its implications for GC services. The findings show that affective evaluation can provide objective data regarding the development of students’ attitudes, which is highly useful for school counselors in designing appropriate counseling programs. In addition, the development of valid and reliable assessment instruments, along with the use of digital technology, has been proven to improve the effectiveness of evaluation while also supporting more accurate diagnoses of students’ problems. Therefore, collaboration between subject teachers and school counselors is key to optimizing the use of evaluation results in supporting students’ comprehensive development.

This study aims to systematically examine the influence of digital literacy on the learning outcomes and 21st-century skills of high school students. The method used is a Systematic Literature Review (SLR) following the PRISMA guidelines. Data sources were obtained from various academic databases, including Google Scholar, ERIC, ScienceDirect, and SpringerLink, with publications ranging from 2019 to 2025. A total of 30 articles were selected based on predetermined inclusion and exclusion criteria. The analysis was conducted using a thematic approach to identify patterns, relationships, and the contribution of digital literacy to learning outcomes and the development of 21st-century skills, such as critical thinking, collaboration, communication, and creativity. The synthesis results show that digital literacy has a significant influence on improving learning outcomes and strengthening 21st-century competencies. This study emphasizes the importance of integrating digital literacy into secondary school curricula and teacher training to support effective 21st-century learning.

This study aims to determine the effect of digital media use on children's academic achievement. Rapid technological developments have made digital media a crucial part of the modern educational process. Using a qualitative descriptive approach, this study provides an in-depth description of how digital media is used in learning activities and its impact on student learning outcomes. Data were collected through observations, interviews, and documentation of students, teachers, and parents involved in the technology-based learning process. The results indicate that digital media plays a significant role in increasing children's interest and motivation in learning, enriching their knowledge base, and helping them understand the material more effectively. However, the study also found that excessive, unsupervised use of digital media can lead to decreased concentration, the development of procrastination, and decreased social interaction among students. Therefore, the use of digital media needs to be balanced with guidance and supervision from teachers and parents to ensure its use remains aligned with educational goals. In conclusion, digital media has significant potential to improve children's academic achievement when used wisely, purposefully, and in accordance with each student's individual learning needs.

This study aims to analyze the effectiveness of using the Telegram application as an innovative digital learning medium in the Malay Culture course at Universitas Riau. The integration of technology in education has become essential in enhancing learning outcomes and student engagement, particularly in cultural-based subjects that require active interaction and collaboration. This research employed a qualitative descriptive method, with data collected through questionnaires, interviews, and documentation. The results indicate that the Telegram application provides significant benefits in facilitating the learning process. It enables efficient distribution of learning materials, smooth communication between lecturers and students, and the creation of interactive discussion spaces. Moreover, Telegram’s features—such as group chats, file sharing, and polls—encourage student participation, improve accessibility to resources, and foster collaborative learning. The study also found that students felt more motivated, independent, and responsible in managing their learning activities through this platform. Overall, the use of Telegram has proven to be effective, practical, and adaptable in supporting the teaching and learning process of the Malay Culture course. Therefore, it is recommended that Telegram be utilized not only in cultural studies but also across other academic disciplines to enhance the quality of online and blended learning environments.

N the rapidly evolving digital era, decision-making has become a critical aspect across various fields, including education, where choices such as selecting an Islamic boarding school (pondok pesantren) are often influenced by complex and subjective factors. This study addresses the dilemma faced by Diyah, a junior high school student, in determining the best reasons for choosing Pondok Pesantren Darularafah Raya, highlighting the limitations of manual, personal-based processes that fail to systematically consider measurable criteria like educational quality, learning environment, facilities, discipline, and instilled religious values. The advancement of information technology provides a solution through Decision Support Systems (DSS), utilizing the ORESTE (Organization, Rangement Et Synthèse De Données Relationnelles) method, which effectively processes ordinal data to produce objective rankings based on subjective yet structured preferences. Unlike other methods such as SAW or AHP that rely on numerical data, ORESTE emphasizes relative preference weights, making it suitable for individual decision-making contexts like educational choices. The novelty of this research lies in applying ORESTE in a DSS focused on analyzing an individual's best reasons for selecting a pesantren, aiming to reduce subjective bias and enhance rationality. The primary objective is to develop a DSS using the ORESTE method to analyze and determine Diyah's optimal reasons for choosing the pesantren. Through this, the system is expected to accelerate evaluation processes, improve objectivity, and identify dominant factors influencing educational decisions. Findings from the implementation demonstrate accurate rankings that prioritize key criteria, leading to more efficient and data-driven outcomes. Implications include aiding students, schools, and educators in understanding influential factors, fostering objective assessment systems, and serving as a reference for future studies integrating MCDM methods with computer-based systems in personalized educational decision-making.

Technological advances provide educators with the freedom to create quality learning that meets the needs and learning environment of students. A crucial aspect for teachers to consider in realizing effective learning is the use of interactive learning media tailored to the characteristics and needs of students. The use of digital technology to develop interactive learning media is a necessity in today's learning process. Training and mentoring for teachers in Malaka to develop interactive and innovative digital media is based on the need to improve their competency and skills in utilizing technology to develop learning media. This activity aims to improve teachers' competency and skills in utilizing technology to design engaging and interactive digital-based learning using Book Creator and QuizWhizzer. Monotonous learning activities, often based on lectures and group discussions, with the use of conventional learning media, tend to make students passive and easily bored, resulting in a lack of student interest in learning and a decline in the quality and outcomes of learning. Furthermore, technological developments demand increased competency, including in preparing engaging learning media. Therefore, through this training activity, teachers are provided with guidance and training in developing interactive learning media so that the resulting products can be directly used in the learning process. The developed media is designed to be interactive and engaging, thereby increasing student motivation. Furthermore, this activity also encourages teachers to be more creative and innovative in creating learning media that can attract student interest. The training activities ran smoothly and effectively, as evidenced by the high enthusiasm of teachers and the increase in knowledge and skills related to the training material. The mentoring results also showed an improvement in the quality of learning through active student interaction in learning with the help of digital learning media, which resulted in improved interest and learning outcomes.

The development of information technology (IT) has made a significant contribution to the field of education, including at the junior high school level. This study aims to examine the implementation of information technology in the learning process of seventh-grade students at SMP Katolik St. Aloysius. The research method applied was descriptive qualitative, employing observation, teacher interviews, and student questionnaires. The findings indicate that the use of IT tools such as computers, LCD projectors, and online learning applications, particularly Google Classroom and WhatsApp Groups, has enhanced student learning motivation, facilitated easier access to learning materials, and strengthened interaction between teachers and students. Moreover, technology integration enables teachers to deliver more engaging and varied learning experiences, encouraging students to participate more actively in the classroom. Nevertheless, several challenges were identified, including limited school infrastructure, varying levels of digital literacy among students, and unequal internet access. These obstacles may hinder the effectiveness of IT implementation in the learning process. Therefore, continuous mentoring strategies, infrastructure improvement, and digital literacy training for both students and teachers are necessary. In conclusion, the implementation of information technology at SMP Katolik St. Aloysius has had a significant positive impact on the learning process but requires sustainable support and improvements to achieve optimal outcomes

The rapid development of information technology has created significant opportunities for secondary schools to improve the quality of learning through the use of digital-based applications. This study aims to design and develop a web-based tutoring application for students of Junior High School (SMP) Negeri 1 Tana Righu by applying Object Oriented Technology (OOT) as the software development approach. OOT was chosen for its ability to simplify the system design process through structured modeling using the concepts of classes, objects, attributes, and relationships between objects. The developed application provides various features, including the presentation of learning materials, interactive practice questions, learning outcome evaluations, and student progress reports accessible in real time by both teachers and students. The research method consisted of needs analysis, system design using UML diagrams, implementation, and application testing. The testing results indicate that the tutoring application is effective in improving the learning process, assisting teachers in monitoring and evaluating student progress, and providing students with a more engaging and interactive learning experience. Therefore, this application is expected to serve as an innovative solution to support tutoring activities in secondary schools and contribute positively to enhancing the quality of education in the digital era.

This study aims to analyze the learning difficulties experienced by fifth-grade students at Yayasan Al-Hidayah and identify innovative solutions in the learning process. The research uses a descriptive quantitative method with data collected through questionnaires. The results indicate that students still face challenges in understanding the material, primarily due to the fast pace of the teacher's explanations, a lack of supporting media and teaching aids, and limited learning facilities. The most difficult subjects for students to understand are Mathematics, followed by English and Science. Despite these challenges, parental involvement in supporting the learning process is relatively good, and students tend to prefer interactive learning, such as educational games, group discussions, experiments, and the use of digital media. Based on these findings, there is a need for innovation in learning, focusing on technology-based learning, the use of more varied teaching aids, and the application of creative strategies to enhance motivation, understanding, and student learning outcomes. Such innovations are expected to provide more engaging and effective learning experiences for students, addressing the difficulties they encounter in learning.

This study analyzes the effectiveness of digital educational games, particularly the “Who Am I?” game on the Wordwall platform, in enhancing students’ knowledge of Indonesian language learning. The research is motivated by the need for junior high school teachers to design engaging learning methods that can foster enthusiasm among adolescents. Educational games are viewed as innovative media that present concepts in a simple yet enjoyable way, making lessons more interactive and accessible. Using a descriptive quantitative approach, the study involved 30 eighth-grade students at SMP Negeri 38 Surabaya. Data collection included pre-tests and post-tests to quantitatively measure learning outcomes, as well as questionnaires to capture student responses. Findings indicate a notable improvement in student achievement after the application of the “Who Am I?” game. The average pre-test score was 71.33, which rose to 91.00 on the post-test, showing an increase of 19.67 points. Results of a paired t-test confirmed that the difference was statistically significant, demonstrating that the improvement was due to the intervention. Additionally, questionnaire results showed that students felt more motivated, engaged, and able to understand the material more effectively through this game. Overall, the “Who Am I?” game on Wordwall proved to be an effective learning tool, and its use is recommended for teachers seeking to implement game-based strategies in classroom instruction.

This study analyzes the effectiveness of digital educational games, particularly the “Who Am I?” game on the Wordwall platform, in enhancing students’ knowledge of Indonesian language learning. The research is motivated by the need for junior high school teachers to design engaging learning methods that can foster enthusiasm among adolescents. Educational games are viewed as innovative media that present concepts in a simple yet enjoyable way, making lessons more interactive and accessible. Using a descriptive quantitative approach, the study involved 30 eighth-grade students at SMP Negeri 38 Surabaya. Data collection included pre-tests and post-tests to quantitatively measure learning outcomes, as well as questionnaires to capture student responses. Findings indicate a notable improvement in student achievement after the application of the “Who Am I?” game. The average pre-test score was 71.33, which rose to 91.00 on the post-test, showing an increase of 19.67 points. Results of a paired t-test confirmed that the difference was statistically significant, demonstrating that the improvement was due to the intervention. Additionally, questionnaire results showed that students felt more motivated, engaged, and able to understand the material more effectively through this game. Overall, the “Who Am I?” game on Wordwall proved to be an effective learning tool, and its use is recommended for teachers seeking to implement game-based strategies in classroom instruction.

The development of digital media and innovative learning models in Junior High School Science education reflects a sustained commitment to meeting the demands of 21st-century skills and improving the quality of science instruction. A comprehensive literature review (2019–2024) reveals the dominance of the Research and Development (R&D) approach, which consistently yields highly valid, practical, and effective digital resources, such as Augmented Reality (AR), Android-based applications, and interactive educational games. These digital tools are synergistically integrated with modern instructional models, including Problem-Based Learning (PBL), Inquiry-Based Learning (IBL), and Predict-Observe-Explain (POE), which are proven effective in increasing student engagement, enhancing cognitive outcomes, and honing essential competencies such as Science Process Skills (SPS) and Higher-Order Thinking Skills (HOTS). Ultimately, this integration contributes significantly to overcoming learning difficulties in complex and abstract Science topics (e.g., the human digestive system) while also effectively addressing contemporary educational challenges, fostering meaningful learning experiences, and supporting long-term academic success for students.

Natural Science (IPA) learning is an important foundation in developing students' scientific literacy, critical thinking skills, and scientific attitudes. However, the learning process still faces many challenges related to low learning interest, the dominance of conventional methods, and limited use of technology. This article aims to analyze the effectiveness of innovative approaches in science learning through a systematic review of 25 national and international journal articles published in 2020–2025. The systematic review method was carried out through the stages of identification, selection, data extraction, and thematic analysis. The results of the analysis show that the Problem-Based Learning (PBL), Inquiry-Based Learning (IBL), STEM Learning, and digital technology integration (PhET Simulation, mobile learning, gamification, blended learning) approaches have been proven to have a positive impact on learning outcomes, critical thinking skills, creativity, and student motivation. The thematic analysis resulted in four main themes: (1) strengthening critical thinking skills through PBL, (2) developing creativity and scientific literacy through IBL, (3) STEM integration to improve collaboration and scientific attitudes, and (4) utilizing digital technology for motivation and understanding abstract concepts. This study concludes that a combination of various innovative approaches is needed to make science learning more relevant to the demands of the 21st century.

This community service program is designed to enhance the competence of English teachers at SMP N 33 Purworejo in utilizing Artificial Intelligence (AI)-based learning media, particularly deep learning technology. In the digital era, many teachers still face limitations in integrating intelligent technology into classroom activities, which affects the effectiveness of learning. The program was carried out in four stages: the provision of basic materials on AI and deep learning, technical training on the use of AI applications, practical development of learning media, and mentoring combined with evaluation. The results of this activity show an increase in teachers’ understanding and skills in operating AI tools, with each participant producing at least one AI-based learning media product. Through workshops, teachers learned to use applications such as chatbots, speech-to-text, text-to-speech, and AI-assisted language tools to enrich students’ learning experiences. In addition, teachers were guided to design contextual media tailored to curriculum goals and student needs. Mentoring ensured that the products created were tested, improved, and ready to be applied in the classroom. The novelty of this activity lies in its focus on practical implementation of deep learning in junior high school English teaching, positioning teachers not only as users but also as creators of innovative media. Beyond technical competence, this program fosters collaboration among teachers to sustain innovation. In the long term, the outcomes are expected to improve students’ engagement, motivation, and communication skills, and contribute to the establishment of a digital learning ecosystem that supports interactive, effective, and future-oriented education.

This community service program is designed to enhance the competence of English teachers at SMP N 33 Purworejo in utilizing Artificial Intelligence (AI)-based learning media, particularly deep learning technology. In the digital era, many teachers still face limitations in integrating intelligent technology into classroom activities, which affects the effectiveness of learning. The program was carried out in four stages: the provision of basic materials on AI and deep learning, technical training on the use of AI applications, practical development of learning media, and mentoring combined with evaluation. The results of this activity show an increase in teachers’ understanding and skills in operating AI tools, with each participant producing at least one AI-based learning media product. Through workshops, teachers learned to use applications such as chatbots, speech-to-text, text-to-speech, and AI-assisted language tools to enrich students’ learning experiences. In addition, teachers were guided to design contextual media tailored to curriculum goals and student needs. Mentoring ensured that the products created were tested, improved, and ready to be applied in the classroom. The novelty of this activity lies in its focus on practical implementation of deep learning in junior high school English teaching, positioning teachers not only as users but also as creators of innovative media. Beyond technical competence, this program fosters collaboration among teachers to sustain innovation. In the long term, the outcomes are expected to improve students’ engagement, motivation, and communication skills, and contribute to the establishment of a digital learning ecosystem that supports interactive, effective, and future-oriented education.

This study aims to determine the benefits of the internet as a learning resource for students in the Economics Education Study Program at Mahammadiyah University Maumere. This study uses a descriptive method with a qualitative approach. This study provides an accurate description and explanation of the conditions or phenomena encountered. Data collection techniques include observation, interviews, documentation, and triangulation. The research subjects are 12 students from the 2021 cohort of the Economics Education Program. The utilization of the internet as a learning resource for students in the Economics Education Program at Muhammadiyah University of Maumere plays a significant role because the internet provides easy and quick access to various information such as learning materials, scientific journals, e-books, educational videos, and relevant and supportive resources. This enables students to access the latest information and a variety of up-to-date topics. The research findings indicate that economics education students at Muhammadiyah University of Maumere actively utilize the internet to search for references, access e-books, journals, educational videos, and participate in online discussions. The use of platforms such as Google, YouTube, TikTok, and AI tools like ChatGPT aids in understanding course materials. Despite network challenges, students seek solutions by relocating or using the campus network. They tend to choose reliable learning sources, reflecting strong digital literacy skills. Overall, the use of the internet enhances students' motivation and academic performance, leading to improved outcomes

This study examines the relationship between material mastery and draping practice outcomes among students in the Family Welfare Vocational Education (PVKK) Fashion Design Study Program at PGRI Adi Buana University, Surabaya. Draping, as a technique for making patterns directly on a mannequin or the human body, is an important course in fashion design synchronization. This technique allows students to develop creativity, understand the proportions, shapes, and volumes of fabric, and produce unique works that suit the curves of the body. This study used a quantitative approach by collecting data from 60 student respondents from the 2021 and 2022 intakes through questionnaires and documentation. The variables studied were draping material mastery (independent variable) and draping practice outcomes (dependent variable). The analysis results showed a significant and positive relationship between material mastery and draping practice outcomes. The better the material mastery, the better the students' draping practice outcomes. This emphasizes that a strong theoretical understanding is an important foundation for practical skills, and learning theory and practice must be balanced to optimally improve the quality of student work. These findings have important implications for curriculum development and learning methods in the PVKK Fashion Design Study Program. To support the achievement of optimal practical results, teaching strategies are needed that integrate theory and practice in a more interactive and applicable way. For example, the use of video tutorial-based learning media, digital draping simulations, or project-based learning can strengthen students' understanding while improving their technical skills. Furthermore, increasing the intensity of practice with direct feedback from lecturers has also proven effective in accelerating technical mastery. With a holistic and adaptive learning approach, vocational education institutions can produce graduates who are not only technically competent but also competent.

This research aims to develop an electronic student worksheet (E-LKPD) based on Liveworksheet, integrated with Quizwhizzer, for teaching economic activities in elementary school. The background of this study stems from the limited variation in learning activities and the underutilization of digital technology in the learning process at schools. To address these problems, the study seeks to produce innovative, interactive, and easily accessible learning media that can support student engagement and improve learning outcomes. The development process follows the ADDIE model, consisting of five stages: Analyze, Design, Development, Implementation, and Evaluation. In the analysis stage, the needs of students and teachers were identified. The design and development stages involved creating E-LKPD content integrated with Liveworksheet and interactive quizzes using Quizwhizzer. The implementation was carried out through classroom trials, followed by evaluation to assess the effectiveness and feasibility of the product. Data collection was conducted through expert validation (media, material, and language experts) and questionnaire responses from both teachers and students. The validation results indicated that the E-LKPD developed is of excellent quality, with a score of 90% from media experts, 98% from material experts, and 96% from linguists. The student trial also produced highly positive results, with a feasibility score of 83%, reflecting strong student enthusiasm and acceptance of the media. Teachers also responded positively to the practicality and clarity of the content. Based on these results, it can be concluded that the Liveworksheet-based E-LKPD integrated with Quizwhizzer is highly feasible and effective for use in teaching economic activities at SD Negeri 7 Kampungdalem. This learning media is expected to increase students' interest, motivation, and active participation, while also optimizing the role of technology in supporting a more engaging and meaningful learning experience in the classroom.

A mentoring activity on the use of the interactive media ZEP Quiz was conducted at SDN Palrejo with the primary goal of improving teachers' skills in utilizing gamification-based learning technology. The background to this activity stems from the fact that most teachers at the school are not yet familiar with or use ZEP Quiz, despite the availability of adequate digital facilities. This minimal use of technology leads to a monotonous learning process and does not facilitate active student engagement. However, in today's digital era, the implementation of innovative learning media is crucial for improving the quality of education. The methods used in this activity included initial observations, interviews with teachers, direct mentoring, and practical use of ZEP Quiz with students in class. The mentoring was designed in the form of structured training that included an introduction to the features, the creation of questions based on Bloom's Taxonomy, and strategies for integrating ZEP Quiz into learning scenarios. The results of the activity showed a significant increase in teachers' knowledge and skills. Teachers were able to operate ZEP Quiz independently, develop questions according to cognitive level, and apply them to the teaching and learning process. The implementation in the classroom received a positive response from students, characterized by high enthusiasm, active participation, and a fun, competitive atmosphere. These findings support previous research on the effectiveness of gamification in improving student motivation, engagement, and learning outcomes. In conclusion, mentoring the use of ZEP Quiz has proven effective in strengthening teacher competency while creating interactive learning that motivates students. Going forward, innovative and sustainable efforts are needed, including varying question content, developing gamification strategies, and integrating with other digital platforms, to avoid declining motivation due to the novelty effect and ensure the sustainability of technology-based learning in schools.

A mentoring activity on the use of the interactive media ZEP Quiz was conducted at SDN Palrejo with the primary goal of improving teachers' skills in utilizing gamification-based learning technology. The background to this activity stems from the fact that most teachers at the school are not yet familiar with or use ZEP Quiz, despite the availability of adequate digital facilities. This minimal use of technology leads to a monotonous learning process and does not facilitate active student engagement. However, in today's digital era, the implementation of innovative learning media is crucial for improving the quality of education. The methods used in this activity included initial observations, interviews with teachers, direct mentoring, and practical use of ZEP Quiz with students in class. The mentoring was designed in the form of structured training that included an introduction to the features, the creation of questions based on Bloom's Taxonomy, and strategies for integrating ZEP Quiz into learning scenarios. The results of the activity showed a significant increase in teachers' knowledge and skills. Teachers were able to operate ZEP Quiz independently, develop questions according to cognitive level, and apply them to the teaching and learning process. The implementation in the classroom received a positive response from students, characterized by high enthusiasm, active participation, and a fun, competitive atmosphere. These findings support previous research on the effectiveness of gamification in improving student motivation, engagement, and learning outcomes. In conclusion, mentoring the use of ZEP Quiz has proven effective in strengthening teacher competency while creating interactive learning that motivates students. Going forward, innovative and sustainable efforts are needed, including varying question content, developing gamification strategies, and integrating with other digital platforms, to avoid declining motivation due to the novelty effect and ensure the sustainability of technology-based learning in schools.