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Working memory capacity is a crucial aspect of cognitive function that plays a significant role in supporting students' learning processes. Working memory functions as a temporary storage system that allows individuals to store and manipulate information quickly. In an educational context, optimal working memory capacity can improve students' ability to understand, process, and remember information presented during the teaching and learning process. Several factors known to influence working memory capacity include breakfast habits, nutritional status, body fat percentage, and hemoglobin (Hb) levels. These factors are closely related to students' daily nutritional intake and healthy lifestyle. This Community Service (PkM) activity, with the topic "Healthy Food and Lifestyle to Increase Working Memory Capacity," aimed to increase students' understanding and awareness of the importance of a healthy diet and an active lifestyle in supporting cognitive function, particularly working memory. This activity was held in July 2024 at MTs (Madrasah Tsanawiyah) Al Fatah, Natar District, Lampung Regency. The implementation method was interactive nutrition education, covering the importance of a nutritious breakfast, consuming a balanced diet, physical activity, and general health care. Based on the results of evaluations conducted before and after the activity, there was an increase in the average knowledge scores of female students, as well as a significant difference in their understanding of the concepts of healthy eating and a lifestyle that supports working memory function. These findings indicate that nutrition education interventions have significant potential to improve the quality of learning by enhancing students' cognitive aspects. This activity is expected to become a model that can be implemented sustainably in other school settings.

Mathematics is a universal science that underlies the development of modern science and technology, and has an important role in the development of human thinking. Mathematics is a subject that is based on logical, rational, critical, and systematic thinking patterns. Religion and rationality are two perspectives that have a strong influence. Humans view religious values ​​and rational values ​​as different entities, causing a dichotomy paradigm, especially in the realm of education. In the perspective of the epistemology of science in Islam, Islam and science are complementary and interdependent entities. The mathematical approach used here does not mean that Islamic values ​​are low, but only to increase the belief of Muslims that all knowledge is valuable and can lead to true goodness and increase faith and closeness to Allah SWT.To examine how Islamic values ​​are applied in mathematics learning, To identify and develop effective strategies or methods in integrating Islamic values ​​in mathematics learning materials, To measure the extent of the application of Islamic values ​​in mathematics learning.This study uses a qualitative approach, while the type of research used by the researcher is descriptive research.Mathematics as a logical and systematic science, has a meeting point with Islamic teachings that emphasize truth, justice, and balance. For example, the concept of monotheism can be associated with the order of the universe expressed through mathematical formulas, fostering a sense of gratitude and obedience. The implementation of Islamic values ​​that are rahmatan lil 'alamin (blessing for all nature) in mathematics learning, especially to form honest and fair characters in students.

The Pancasila Student Profile Strengthening Project (P5) is part of the implementation of the Independent Curriculum, which emphasizes the holistic development of student character. The program's primary objective is to develop students with noble character, global diversity, collaborative spirit, independence, critical thinking, and creativity. One approach to integrating these values is through an appreciation of literary works, particularly folktales. Folktales have great potential as educational media because they contain various life values derived from local wisdom. This research focuses on analyzing the life values contained in folktales from the Semarang region and assessing their relevance in supporting the implementation of P5. Amidst the decline in moral values among students, marked by rampant cases of brawls, drug abuse, bullying, and unethical behavior, utilizing folktales as teaching materials is an alternative solution that is contextual and culturally based. Unfortunately, many local folktales remain largely unknown and underutilized in the learning process. The research method used was a qualitative approach with data analysis techniques modeled after Miles and Huberman. The results of the study indicate seven main values contained in Semarang folklore: aesthetic, religious, social, moral, cultural, educational, and economic. These values not only reflect the social conditions of society in the past but also have strong relevance for shaping the character of today's students. Despite differences in the context of the times, folklore can still be used as an effective learning medium, especially when packaged in a more engaging and modern format, such as digital storytelling, animation, or other interactive media. Therefore, the inclusion of folklore in P5 can bridge the gap between cultural heritage and sustainable character education.

This study discusses the implementation of the Problem Based Learning (PBL) model to improve critical thinking in Islamic Religious Education (PAI) learning at SMP Negeri 1 Bantarsari. The focus of this research is on the planning and implementation of the PBL model to improve students' critical thinking skills. The purpose of this study is to find out and describe in depth how the implementation of the Problem Based Learning model can contribute to improving students' critical thinking skills in the context of PAI learning. This type of research is a field research with a qualitative approach and is presented descriptively. The data collection techniques used include observation, interviews, and documentation, while data analysis is carried out through three stages, namely data reduction, data presentation, and drawing conclusions or verification. This research was conducted directly in the school environment so as to produce actual and contextual empirical data. The results of the study show that teachers have designed learning well through the preparation of teaching modules as guidelines. The implementation of learning is carried out in three main stages, namely planning, implementation, and evaluation. At the implementation stage, the PBL model is applied through five steps: (1) orientation to the problem, (2) organizing students to learn, (3) individual and group investigations, (4) presentation of discussion results, and (5) reflection on learning outcomes. Evaluation is carried out on an ongoing basis both during the learning process and at the end of the activity. The application of this Problem Based Learning model has proven to be effective in increasing students' critical thinking. Students show improved ability to analyze, evaluate, and solve problems relevant to PAI material. In addition, students also become more active, independent, and used to expressing opinions in group discussions. Interaction between students increases positively, creating a collaborative and participatory learning environment. This indicates that the use of the PBL model can be the right strategy in developing students' critical thinking skills at the junior secondary education level.

Karawitan is one of the traditional arts native to Indonesia that has high cultural value, but now it is increasingly rare and is starting to be marginalized, especially among the younger generation. In Semarang City, karawitan learning faces various challenges, such as the lack of student interest, the assumption that karawitan is an ancient and boring art, and the limitations of interesting learning methods. Therefore, an innovative approach is needed to regrow students interest in karawitan. This study aims to analyze the improvement of students ability to play gamelan through the application of the Fun teaching method  in karawitan learning at SMP Negeri 12 Semarang. The research method used is qualitative descriptive, focusing on the learning process, student responses, and challenges faced during the implementation of learning. The research location was chosen purposively, with 30 subjects from grades VII to IX actively participating in cultural arts subjects, especially karawitan. Data collection is carried out through direct observation in learning activities, interviews with students and teachers, and documentation of learning activities. The results of the study show that the application of the Fun teaching method  has succeeded in creating a fun, participatory, and non-monotonous learning atmosphere. Students responded positively to learning activities, feeling more interested and enthusiastic in playing gamelan. Creative activities such as rhythmic games, light competitions, and the incorporation of visual and audio elements have been proven to increase students engagement and understanding of gamelan instruments. 

This study aims to improve student learning outcomes in Natural and Social Sciences (IPAS) through the application of the Discovery Learning model assisted by image media in grade V of Nurul Khoir Elementary School, Jambi City. This study is a classroom action research (CAR) conducted in two cycles, with each cycle consisting of planning, action, observation, and reflection stages. The subjects in this study were 26 fourth-grade students. Data collection techniques used included tests, observation, and documentation to obtain more comprehensive data on student learning outcomes. The results of the study showed an increase in student learning outcomes in each cycle. In cycle I, the percentage of student learning outcomes reached 73.92%, and increased in cycle II to 85.30%. This increase indicates that the application of the Discovery Learning model assisted by image media can improve student learning outcomes in the subject of IPAS. The Discovery Learning model provides opportunities for students to learn actively and independently, by utilizing attractive image media and making it easier for students to understand the concepts taught. Thus, this model can be used as an alternative in a more effective and interesting learning process. Furthermore, the implementation of this model also had a positive impact on student engagement in learning activities, making the teaching and learning process more interactive and enjoyable. This study recommends that the Discovery Learning model, assisted by image media, be applied more widely across various subjects to improve the quality of learning in elementary schools. In the future, this research can also be continued by examining the application of similar models in other subjects and measuring their impact on improving students' cognitive abilities and overall skills.

This study focuses on the development of student character, particularly in terms of discipline and responsibility, at SMPN 1 Ngunut, an outstanding school in Tulungagung Regency. Seventh-grade students are in a transitional phase from elementary to junior high school, making them vulnerable to the influences of their environment and the changing times. Based on observations, many students have not yet demonstrated disciplined behavior, such as arriving on time, completing tasks, cheating during exams, and not paying attention to teachers while learning. This study aims to identify effective Social Studies (IPS) teaching strategies for shaping students' character. The research focuses on (1) the role of teachers as demonstrators in developing disciplined and responsible character through IPS learning, (2) effective strategies employed by teachers to cultivate discipline and responsibility in students, and (3) potential solutions to improve the quality of IPS learning in instilling discipline and responsibility. The method used is descriptive qualitative research with a case study approach. The findings show that (1) IPS learning in the seventh grade at SMPN 1 Ngunut is effective in instilling discipline and responsibility, (2) Teachers use teaching activities to instill values such as punctuality and task completion, (3) Through methods like group work, individual assignments, and behavioral evaluations, students show positive changes, (4) The role of teachers as facilitators and role models is crucial, (5) Collaboration between teachers and the principal creates a school culture that supports character development, and (6) The impact of this process is reflected in increased student awareness of their responsibilities. These findings highlight that IPS not only fosters cognitive knowledge but also serves as a strategic medium for continuous moral and character development.

Sustainable learning should begin with strengthening basic skills such as reading, writing, and arithmetic (calistung). This is heavily influenced by the teaching methods, media, and teaching modules used. Adapting the content into student activities through modules is key to improving the quality of the learning process. In response to this issue, the Community Service Team (PkM) conducted a Training on Preparing Teaching Modules at the Swara Peduli Ceria Foundation, located in Klender, East Jakarta. This training aimed to assist educators at the learning center in developing relevant and impactful teaching modules for children. The activity was held at the Learning Center Hall of the Swara Peduli Ceria Foundation, with 15 participants attending. The training was carried out in five stages: (1) initial preparation, (2) activity presentation, (3) delivery of material, (4) activity evaluation, and (5) follow-up. Participants were given both theoretical materials and practical experience in developing teaching modules. The results showed an improvement in the participants' ability to design teaching modules that were appropriate for the needs of the children at the learning center. The final product, a collaboratively developed teaching module, was considered beneficial and practical for the educators to implement in their lessons. This activity provided a positive impact not only for the participants but also for the quality of learning at the center. The PkM program strengthened the role of higher education institutions in supporting sustainable education for the community. By helping educators in preparing suitable teaching materials and modules, the program contributed to enhancing the learning environment for children, ensuring that the education they receive aligns with their developmental needs. This initiative also highlights the importance of collaboration between universities and local educational institutions in improving education quality and fostering sustainable growth in the community.

The growing environmental crisis underscores the need for education systems to foster ecological responsibility among students. This study explores the potential for multifaith schools to cultivate environmental moral education through an interreligious pedagogical model. By integrating diverse religious teachings on ecology, the proposed model aims to promote shared moral values for environmental protection and sustainability. The research addresses the gap in existing environmental education, which often lacks an integrated approach that incorporates various religious perspectives. Through a qualitative research design, the study analyzes curricula, observes classroom practices, conducts interviews with educators, and evaluates existing environmental education frameworks in multifaith schools. The study identifies key strategies, including the incorporation of eco-ethics from different religious traditions, project-based learning, and interfaith dialogues, as effective means of fostering ecological responsibility. However, challenges such as balancing doctrinal differences, overcoming biases, and developing inclusive pedagogy remain. The study emphasizes the importance of designing educational content that respects all faiths and promotes intercultural dialogue, thereby encouraging a collective commitment to sustainability. The findings suggest that multifaith schools can serve as powerful platforms for environmental moral education, highlighting the value of integrating religious perspectives into sustainability education. The study concludes with recommendations for incorporating interreligious eco-ethics into curricula and teacher training programs and suggests future research on the long-term impact of interreligious environmental education and its applicability in diverse cultural contexts.

Indonesia is a country rich in culture, one of which is batik, recognized by UNESCO as an intangible cultural heritage of Indonesia. Batik is not only a visual art form but also holds significant potential as a context for teaching mathematics. Unfortunately, the integration of local culture into mathematics education has not been widely implemented. Therefore, this community service activity aims to train teachers and assist students in applying Realistic Mathematics Education (RME) based on batik culture at MTs Nurul Ummah Kotagede, Yogyakarta. The activity was carried out in three stages: preparation, implementation, and evaluation. In the preparation stage, teachers were provided with training on the theory and practice of RME, which was then applied in the classroom. The lesson focused on geometric transformations, using batik patterns as a real-world context. By linking mathematical concepts to the familiar cultural context of batik, it was hoped that students would more easily understand abstract mathematical ideas and find them more meaningful. The results of the activity showed high enthusiasm from the students and positive appreciation from the teachers toward the RME model based on culture. Students demonstrated a better understanding of mathematical concepts, as the learning process connected theoretical knowledge to real-world contexts they recognized. Additionally, teachers acknowledged that using batik culture in mathematics education made the learning experience more enjoyable and meaningful. This activity proves that integrating local culture, such as batik, into RME can increase students' interest in mathematics and help them understand abstract concepts by relating them to real-life experiences.

The use of technology in early childhood and elementary education is becoming increasingly important in the digital era. This study aims to evaluate the effectiveness of educational games as an interactive learning medium to increase the interest and motivation of elementary school students. This activity was carried out by the KKM group 95 team from Bina Bangsa University on 43 fourth-grade students at Bayak Public Elementary School. The research method used a descriptive quantitative approach through a pre-test and post-test using a Google Form questionnaire. The educational games were developed through the Educaplay platform, which provides various features such as interactive quizzes, crosswords, and picture-matching games. Prior to the intervention, observations were conducted on student learning behavior in the classroom. The results of the initial observations indicated that most students showed little interest in conventional, monotonous learning methods. Therefore, a more engaging approach involving active student participation was needed to rekindle their enthusiasm for learning. During the activity, students were very enthusiastic in participating in the educational games presented. The classroom atmosphere became more lively, and students were seen working together and showing a high curiosity about the material presented through the games. After using the educational games for several sessions, a post-test was conducted to measure changes in students' interest and motivation to learn. Preliminary data analysis results indicate an increase in student interest and motivation scores after participating in educational game-based learning. This indicates that interactive, technology-based approaches have strong potential to improve learning effectiveness at the elementary school level. This study recommends that teachers actively integrate interactive technology into the teaching and learning process. In addition to increasing student engagement, the use of media such as Educaplay can also adapt learning to the digital-native characteristics of today's generation of students.

This study examines the role of Artificial Intelligence (AI) in piano education through a qualitative review of six recent academic sources. AI technology has brought about significant transformations in music learning methods, particularly for the piano instrument. Various AI applications such as automated performance feedback systems, musical accompaniment generators, technical error detection devices, and adaptive learning platforms have enabled new approaches to teaching and learning. AI provides instant feedback, tailored exercises to individual abilities, and creates more interactive and flexible learning environments. These innovations are considered to support the development of students' technical skills more effectively, while increasing learning motivation through personalization and ease of access. Furthermore, this study examines the information systems that support these AI applications, including human-computer interaction, audio signal processing, and the use of machine learning models to recognize playing patterns and technical errors. While AI offers significant benefits, concerns arise regarding its limitations in understanding and responding to the emotional aspects of music. AI is not yet capable of fully supporting the development of subjective and complex musical expression. Over-reliance on this technology is also feared to undermine students' critical thinking, artistic sensitivity, and creativity. Therefore, this study emphasizes the importance of a balanced integration between AI technology and human pedagogical roles, with the teacher remaining the primary facilitator in fostering expression, interpretation, and artistic values in piano learning. The study recommends further research on emotionally responsive AI, blended learning models, and long-term evaluation of AI's impact on students' artistic and musical development.  

To improve public health, especially for elementary school-aged children, one of the most important prevention methods is Clean and Healthy Living Behavior (PHBS). The purpose of this study was to improve the understanding and utilization of PHBS among students at Bayak Public Elementary School in Siremen Village, Tanara District through counseling and live demonstrations. This activity was carried out by the KKM Group 95 team from Bina Bangsa University for 83 second- and fourth-grade students at Bayak Public Elementary School. The method used was a participatory educational approach, namely by providing counseling related to PHBS and continued with live demonstrations of handwashing, tooth brushing, and maintaining personal hygiene. The material was delivered interactively to make it easier for children to understand, including the use of visual media such as posters and pictures. The students were also given direct practice tools such as soap, toothbrushes, and toothpaste so they could directly practice proper hygiene practices. The results of the activity showed that students had a better understanding of PHBS and made positive changes in their daily lives at school. It appeared that students were better trained in maintaining personal and environmental hygiene. They also began to get used to washing their hands before eating, maintaining dental hygiene, and disposing of trash properly. Teachers and homeroom teachers also actively supported this initiative by participating in outreach activities and monitoring changes in student behavior. This initiative not only raised students' awareness of the importance of health but also encouraged active school participation in creating a healthy learning environment. It is hoped that this initiative will serve as a reference for schools in teaching students how to live a healthy and clean lifestyle in a sustainable manner.

This qualitative descriptive research explores the principal’s efforts to enhance teacher performance through the implementation of educational supervision at SDI Puudhombo, East Nusa Tenggara. The study aims to understand the strategies, processes, and impacts of educational supervision in improving teaching quality. Purposive sampling was used to select three informants consisting of one school principal and two classroom teachers. Data were gathered through structured interviews, allowing for in-depth exploration of participants’ experiences and perceptions. Analysis was conducted using the Miles and Huberman interactive model, involving data reduction, data display, and conclusion drawing to ensure the credibility and reliability of the findings.The results reveal that educational supervision is systematically implemented twice a year, guided by a well-structured plan that outlines objectives, schedules, and targeted competencies. The principal applies a collaborative supervision approach, using classroom visitation techniques to observe teaching practices in real contexts. Post-observation, constructive feedback sessions are conducted to highlight strengths, identify areas for improvement, and provide practical recommendations for pedagogical development. Teachers demonstrate notable progress in preparing lesson plans, delivering interactive learning activities, and applying effective evaluation methods. However, certain aspects such as the integration of technology in teaching and differentiation strategies still require further enhancement. The findings indicate that educational supervision not only improves technical teaching skills but also fosters teacher professionalism, boosts work motivation, and promotes a culture of continuous improvement within the school. The study underscores the importance of consistent, supportive, and developmental supervision in elevating instructional quality. It concludes that systematic and ongoing educational supervision represents a highly effective strategy for advancing teacher performance in elementary education. This research enriches the body of literature in educational management and provides practical implications for strengthening school leadership, particularly in rural and resource-limited contexts such as East Nusa Tenggara.

This service activity aims to improve the digital literacy of students and teachers through training in making interactive teaching materials based on the Thunkable application. The activity was carried out in Malibela Complex, Klawalu Village, Sorong City, Southwest Papua Province, with a participatory and hands-on approach. The training was carried out in three stages, namely introduction to the concept of mobile learning and Thunkable application, assistance in the practice of making digital teaching materials, as well as presentation of results and evaluation. The results showed that all participants, both students and teachers, were able to understand and implement the main features of Thunkable, and successfully create prototypes of interactive teaching materials, such as local history applications, junior high school quizzes, and Indonesian teaching materials. In addition to improving technology skills, this activity also encouraged creativity, collaboration and confidence in utilizing digital media for learning. Technical challenges such as limited devices and internet networks were successfully overcome through cooperation between participants. This program proves that no-code-based technology training such as Thunkable can be an effective strategy to encourage digital education transformation, especially in areas with limited access to technology. This program is recommended to be replicated in similar contexts to expand the impact and shape a more adaptive and inclusive learning ecosystem.

In addition to the main aspects of teacher competency, the study also emphasizes the importance of leadership and institutional support in the effective implementation of policies. The school leadership plays a crucial role in creating a conducive environment for professional development, fostering a culture of collaboration among teachers, and ensuring the implementation of competency-based assessments. It was found that the active involvement of the principal in monitoring and providing feedback to teachers significantly contributes to the continuous improvement of teaching practices. The study also highlights the importance of aligning teacher competency development with the school's educational goals and objectives. While some teachers have demonstrated significant improvement in their teaching methods and student engagement, others still require more support to fully integrate the competencies into their daily practices. The continuous professional development of teachers is therefore vital to ensure that the competencies are not only understood but also consistently applied in the classroom. Moreover, the study recognizes the critical role of community and parental involvement in enhancing the quality of education. Collaboration between the school, parents, and the local community can create a more supportive learning environment, ensuring that students receive the necessary resources and encouragement both at school and at home. In conclusion, the research suggests that while the implementation of teacher competency policies at SDN 2 Lubuk Seberuk has shown positive results, the process should be supported with more training opportunities, resource allocation, and consistent monitoring to overcome existing challenges.

This study aims to explore students' perceptions of creating digital video projects as a tool for teaching and improving speaking abilities. A descriptive qualitative research design was applied, involving 50 students enrolled in the Intermediate English course during the second semester of the Machine Automotive Study Programme at Politeknik Negeri Jember. Data collection techniques included questionnaires distributed via Google Forms, consisting of multiple-choice and open-ended questions, complemented by semi-structured interviews to gain deeper insights. The focus was on understanding how students perceive the effectiveness of digital video projects in enhancing their speaking skills and overall language learning experience. The findings revealed that most students had a positive attitude toward creating digital video projects, stating that such activities significantly enhanced their confidence, fluency, and pronunciation in English. Many participants emphasized that digital video projects encouraged them to practice speaking repeatedly, which contributed to reducing anxiety and improving their performance. The study also found a clear connection between students' intrinsic motivation to improve their speaking skills and the perceived benefits of completing digital video tasks. Additionally, students highlighted the creative aspect of video-making, which fostered collaboration, critical thinking, and self-expression. The role of the lecturer was identified as crucial in guiding students throughout the project, particularly in overcoming technical and linguistic challenges. The study concludes that integrating digital video projects into speaking lessons not only improves speaking ability but also motivates learners to take active participation in language learning.

This qualitative study investigates the relational tools used by Vietnamese EFL teachers in higher education, a critical yet underexplored aspect in the field of language education. Focusing on the perspectives of nine Vietnamese EFL teachers from two institutions, representing various career stages (novice, mid-career, and near-end), this research provides in-depth insights into the strategies employed to build and maintain effective teacher-student relationships. Employing semi-structured interviews, the study revealed three key themes: building rapport through personalized learning, nurturing a supportive classroom environment, and emphasis on empathy and understanding. These themes highlight the importance of tailoring teaching to individual student needs, creating inclusive and supportive classroom atmospheres, and employing empathy in understanding student challenges. The findings underscore the role of relational pedagogy and sociocultural theory in enhancing the effectiveness of EFL teaching and learning. The study also sheds light on the unique context of Vietnamese higher education, where cultural nuances play a significant role in the dynamics of language education. This study contributes to the broader discourse on EFL teaching methodologies, emphasizing the critical role of teacher-student relationships in successful language acquisition.

In addition to the positive findings regarding the effectiveness of instructional videos in enhancing reading skills, this study also highlights the importance of integrating technology into early childhood education. The use of instructional videos provides an engaging and interactive learning experience for children, making the learning process more enjoyable and effective. Children at TK Irama Jaya were able to visualize and connect sounds with letters and words, which is a crucial aspect of developing reading skills at an early age. Furthermore, the study reveals that instructional videos cater to different learning styles, allowing children to absorb information through auditory and visual channels. This multisensory approach enhances retention and understanding, especially for young learners who are just beginning to master reading. The videos also offer repetition and consistency, allowing children to revisit lessons at their own pace, thus reinforcing their learning process. The improvement observed in the post-test scores suggests that instructional videos can serve as a valuable tool in early childhood education, complementing traditional teaching methods. However, the study also indicates that while instructional videos are beneficial, they should be used in conjunction with other pedagogical techniques, such as interactive reading activities and teacher-guided lessons, to maximize learning outcomes. It is recommended that other schools, particularly those in remote or underserved areas, consider incorporating instructional videos into their teaching practices. The accessibility and cost-effectiveness of these videos make them an ideal resource for improving the quality of education in early childhood settings. Further research could explore the long-term effects of instructional videos on reading fluency and other areas of early literacy development.

This study aims to explore the perspective of Physical Education, Sports, and Health (PJOK) teachers and classroom teachers regarding the form and effectiveness of cooperation in the implementation of the Pancasila Student Profile Strengthening Project (P5) with the topic of Sustainable Lifestyle at Pajajaran State Elementary School. The implementation of the Independent Curriculum emphasizes the importance of collaborative, comprehensive, and contextual learning, where synergy between teachers is the main foundation for the success of thematic projects. This collaboration is essential to ensure that learning not only develops cognitive aspects, but also forms character and environmental awareness in students. The research method used is a qualitative approach with data collection techniques through semi-structured interviews, direct observation during the learning process, and document analysis such as learning implementation plans and P5 project reports. The data was analyzed with the stages of data reduction, data presentation, and conclusion drawing to obtain a comprehensive picture of the teacher's collaboration strategy. PJOK teachers play a role in field practice, such as teaching physical activities that prioritize the principles of sustainability and healthy living habits. Meanwhile, classroom teachers emphasized strengthening conceptual material on sustainability through discussions, literacy, and creative projects. The results of the study show that the synergy between PJOK teachers and classroom teachers creates more effective and meaningful learning. Challenges that arise include limited time for coordination, differences in teaching styles, and lack of a comprehensive understanding of sustainability concepts. However, motivation, commitment, and good communication are key factors to overcome these obstacles. This research emphasizes that teacher collaboration is crucial in supporting the successful implementation of the Independent Curriculum, while instilling the values of environmental care, independence, and social responsibility in students.