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The Community Service (PKM) activity with the theme "Improving Self-Potential to Become an Inspiring Young Leader" is one of the implementations of the Tridharma of Higher Education program implemented by STIE Ekadharma Indonesia. The main objective of this activity is to provide a real contribution to the community, especially students, in efforts to develop self-potential and leadership from an early age. This activity targets grade XII IPS 4 students at SMA Negeri 1 Cabangbungin with a total of 33 participants. In this activity, participants are given a deep understanding of the importance of recognizing and developing their potential, including abilities, talents, interests, creativity, and superior character that can be the foundation for becoming an inspiring and competitive young leader. The material presented in the seminar is designed to equip participants with applicable strategies and insights, such as how to recognize their strengths, build self-confidence, and improve communication and leadership skills. The material delivery process is carried out interactively to encourage active student participation and create a fun and meaningful learning atmosphere. This activity also reflects the spirit of collaboration between higher education institutions and schools in preparing young people who are ready to face future challenges. Evaluation results indicate that this activity was highly effective, demonstrated by the high level of participant enthusiasm, a strong understanding of the material presented, and a positive response to the speakers. This activity is expected to inspire and motivate young people to continue developing themselves and making positive contributions, both within the school environment, on campus, and in the wider community.

This community service project aimed to implement and evaluate the effectiveness of using English-language YouTube videos to improve listening skills at Package C Community Learning Centers (PKBM) in Banjarmasin City. Listening skills have been identified as a major challenge for students at PKBM due to limited exposure to authentic materials and real-world language. This research utilized a pre-experimental design with a one-group pretest-posttest format involving 30 students from a local PKBM. The implementation stages included interactive lectures, YouTube video screenings, followed by discussions and question-and-answer sessions, with the effectiveness assessed through pretests and posttests. The quantitative results revealed a significant improvement in listening comprehension, with the average listening score increasing from 82.9 in the pretest to 86.7 in the posttest, reflecting a positive impact of the intervention. In addition to the quantitative results, the qualitative data highlighted high levels of student engagement and motivation throughout the learning process. Many students expressed that the YouTube videos made the content more relatable and enjoyable, which contributed to a deeper understanding of the material. This suggests that the use of YouTube videos is not only effective in enhancing listening skills but also fosters a more interactive and student-centered learning environment, making the learning experience more relevant to the needs of non-formal learners. The study concludes that YouTube videos are a promising and innovative tool for improving English language teaching at PKBM, providing accessible and engaging resources that can bridge the gap between formal and informal learning environments, helping students connect better with the material.

This study investigates the effectiveness of an integrative learning model in improving Indonesian literature appreciation skills among high school students. A quasi-experimental design was employed, involving 120 eleventh-grade students from two public high schools in Jakarta, Indonesia. The participants were divided into two groups: the experimental group, which received instruction through the integrative learning model, and the control group, which followed traditional teaching methods. The integrative model was designed to combine language skills development—such as reading comprehension, vocabulary enrichment, and critical writing—with structured literary analysis focusing on themes, characterization, style, and cultural context. Data were collected using pre-test and post-test assessments to measure learning outcomes, observation sheets to monitor classroom activities, and student questionnaires to capture perceptions and engagement levels. The results indicated that students in the experimental group experienced a significantly higher improvement in literature appreciation skills compared to those in the control group (p < 0.05). They demonstrated enhanced abilities to interpret literary works, analyze narrative elements, and articulate critical responses to Indonesian contemporary literature. Observation data revealed that the integrative approach fostered more active participation, collaborative learning, and deeper reflection during classroom discussions. Moreover, student feedback highlighted increased motivation, enjoyment, and perceived relevance of literature learning to real-life experiences. These findings underscore the pedagogical potential of integrative learning models in secondary school literature education. By linking language proficiency with analytical and interpretative competencies, this approach not only strengthens students’ linguistic abilities but also cultivates their critical thinking, cultural awareness, and aesthetic appreciation. The study recommends the wider adoption of integrative methods in Indonesian high schools as an effective strategy for promoting meaningful and enduring engagement with literature.

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 philosophical and theological implications of John Dewey's pedagogical thought, particularly his emphasis on reflective practice and experiential learning, within the context of Contemporary Christian Religious Education (PAK). Despite its potential to foster active, student-centered learning, a significant gap exists in deeply examining how Dewey's principles align with or challenge PAK's theological aim of faith formation. This qualitative library research, employing Miles and Huberman's data analysis model, addresses this gap by synthesizing Dewey's pedagogical concepts with the Christian theology of spiritual growth, particularly informed by 1 Corinthians 3:6, which posits that God gives the increase. The findings reveal that Dewey's experiential learning framework can profoundly enrich PAK by shifting the teacher's role from a primary knowledge dispenser to a facilitator who guides students in applying biblical truths to real-life experiences. This approach encourages holistic development encompassing cognitive, affective, and psychomotor domains. However, the implementation necessitates a robust theological filter, maintaining that biblical truth is final and acknowledging God's sovereignty in true spiritual growth. The study concludes that while Dewey's pedagogy provides practical strategies for student engagement and character development, its successful integration into PAK hinges on a clear understanding of its theological boundaries, ensuring that pedagogical flexibility is balanced with doctrinal integrity. This research offers a theoretical foundation for transformative PAK practices, aiming to cultivate knowledgeable Christian students with deep and active faith.

Microteaching is an essential component in preparing students of the Primary School Teacher Education (PGSD) program to become competent professional educators. This study aims to analyze effective strategies for mastering teaching materials during microteaching courses for PGSD students. Optimal mastery of subject matter requires not only a deep understanding of content but also the ability to adapt to the characteristics of primary school students, the use of varied teaching methods, and effective communication skills. This study employs a literature review methodology and analyzes best practices from various educational institutions. The results indicate that strategies for mastering teaching materials in microteaching involve five key dimensions: systematic material preparation through curriculum analysis and in-depth literature study; material organization using a logically structured approach; material presentation with diverse learning models and appropriate media; continuous evaluation using assessment for learning techniques; and self-development through continuous learning and consistent practice. The implementation of this integrated strategy has been proven to increase student confidence, improve the quality of material delivery, and optimize teaching readiness in primary school settings. These findings offer significant contributions to the development of PGSD curricula and the enhancement of the quality of future primary school teachers in Indonesia.

The current Education Curriculum in Indonesia uses a deep learning approach. This is done to create deeper and more meaningful learning. With this, it is to increase student motivation so that students are more interested in participating in learning, with this creating critical thinking students. This article discusses the implementation of the deep learning approach in Education in Indonesia. Where the deep learning approach has three elements, namely meaningful learning, mindful learning and joyful learning.

This community service activity aims to optimize the understanding and skills of elementary school (SD) teachers in Tarik District in implementing innovative learning based on deep learning. The concept of deep learning in the context of education does not solely refer to the use of technology, but also includes a deep, reflective, and meaningful learning approach. Through this approach, teachers are expected to be able to create a learning environment that encourages students to think critically, creatively, and be able to collaborate effectively. This activity was attended by 34 elementary school teachers from eight schools in the Tarik District area. In addition to providing training related to deep learning concepts and strategies, such as project-based learning and problem-based learning, this activity also introduced the use of OLabs (Online Labs), which is a virtual laboratory platform that can be accessed for free and is specifically designed to support the implementation of online experimental learning. The use of OLabs provides an efficient and flexible alternative, especially for educational units that have limited laboratory facilities. Based on the results of the evaluation, there was a significant increase in teachers' understanding of innovative learning principles, as well as a commitment to implement the approach in an adaptive manner and in accordance with the context of each school. This activity is expected to be the starting point in efforts to strengthen the pedagogic capacity of teachers, in order to support the implementation of the Independent Curriculum and answer the challenges of 21st century education.

Islamic Religious Education (IRE) plays a crucial role in shaping the moral character of students at the elementary school level. However, learning methods used in IRE classrooms often remain conventional and teacher-centered, resulting in low student engagement and limited understanding of religious material. In response to the educational demands of the 21st century, a transformation in learning strategies is necessary. This study explores the implementation of active learning methods Card Sort, The Power of Two, and Snowballing as innovative approaches to revitalize IRE instruction. Using a qualitative descriptive method, data were gathered through classroom observations, in-depth interviews with teachers and students, and supporting documentation. The findings reveal that Card Sort enhances students’ ability to visually organize and connect religious concepts, The Power of Two facilitates deeper comprehension through peer discussion, and Snowballing promotes collaborative knowledge construction in stages. These methods contribute to a more interactive, student-centered, and meaningful learning process. Moreover, the integration of these strategies helps improve students' critical thinking, communication, and social-emotional skills while strengthening their internalization of Islamic values. Despite challenges such as instructional planning and classroom management, active learning techniques offer promising potential to transform IRE learning into a dynamic and participatory experience. The study provides practical recommendations for educators and school administrators to develop more effective and engaging IRE strategies.

The use of Artificial Intelligence (AI) in education offers significant opportunities to transform learning processes, including in Catholic Religious Education (CRE) at the senior high school level. This article aims to identify effective and ethical strategies for integrating AI into CRE instruction by considering Catholic faith values and students’ character development. The study uses a qualitative literature review approach to analyze scholarly sources and current practices of AI application in education. Findings indicate that AI can enhance personalized learning, provide real-time feedback, and create more interactive and context-rich learning experiences. Practical implementations such as adaptive learning systems, chatbots, and AI-based simulations have shown positive impacts on students' comprehension. However, challenges including teacher readiness, technological infrastructure, and ethical concerns must be addressed seriously. Therefore, integrating AI in CRE must be done thoughtfully, responsibly, and in harmony with religious and moral contexts. With careful planning, AI can become a valuable tool to deepen students' faith understanding and support holistic character formation in the digital age.

Cultural, ethnic, and religious diversity can create a unique educational landscape and demand an inclusive and responsive approach. In multicultural schools, the curriculum often intersects with multicultural education, which includes teaching about different cultures, history, global perspectives. The subjects taught not only focus on traditional academics but also must involve content that deeply understands how diversity influences thinking and action. To fulfill learning so that it can influence students' thinking and actions or attitudes, one of the things needed is to create inclusive education based on love. Inclusive education is one type of approach used in the world of education with an emphasis on the importance of acceptance and appreciation of diversity. In the implementation of inclusive education, the role of teachers is needed, one of which is a Christian religious education teacher. The role needed is how teachers apply compassion to students. Teachers can do this through teaching inclusive attitudes, loving attitudes, and teachers must also be role models. The purpose of inclusive education based on love is to carry out learning activities such as role playing, group discussions, and collaborative activities to help children develop attitudes, social skills, and emotions. In discussing the role of Christian religious education teachers in implementing inclusive learning based on love, the method used is a literature approach by collecting information from books and journals based on the discussion.

The advancement of information and communication technology in the era of the Industrial Revolution 4.0 has given rise to various digital innovations, one of which is deepfake technology that utilizes artificial intelligence and machine learning to manipulate audio-visual content convincingly. Although it has positive potentials in entertainment and education, the misuse of deepfake on social media has caused various legal and ethical issues, such as the spread of hoaxes, defamation, privacy violations, and non-consensual pornography. This study aims to analyze the use of deepfake from the perspective of Indonesian law, particularly through Law Number 11 of 2008 on Electronic Information and Transactions (ITE Law) and its amendments. Using a qualitative descriptive approach and literature study methods, this research examines the technical aspects of deepfake development, the relevance of ITE Law articles in regulating manipulative content, and the challenges of law enforcement amid low digital literacy in society. The findings show that although there are no explicit provisions concerning deepfake in the ITE Law, several articles can serve as a legal basis to prosecute offenders, albeit with interpretative and technical implementation challenges. Therefore, regulatory updates and improvements in digital literacy are necessary to prevent and effectively handle the misuse of deepfake technology.

The implementation of the PAKEM (Active, Creative, Effective, and Enjoyable Learning) model in Christian Religious Education (PAK) has shown significant potential in improving students’ understanding of Christian values ​​in elementary schools. This qualitative descriptive study analyzes the implementation of the PAKEM model and its effectiveness in fostering a deeper understanding of values ​​such as compassion, honesty, and forgiveness among students. Although conventional teaching methods are often used in PAK, the PAKEM model encourages active participation, creativity, and a fun learning atmosphere. Research shows that the model has a positive impact on students’ motivation and academic achievement. However, challenges such as limited teacher training and inadequate facilities hinder its optimal implementation. Solutions include ongoing professional development for teachers and adaptation of the curriculum to the local context. The study emphasizes the need for collaboration between educators, parents, and the community to support the effective implementation of the PAKEM model. Ultimately, the PAKEM approach not only improves cognitive outcomes but also contributes to students’ moral and spiritual development, preparing them to embody Christian values ​​in their daily lives.  By cultivating an engaging and supportive learning environment, the PAKEM model aims to create a generation of morally resilient individuals who integrate their faith into their actions.

Critical thinking skills are fundamental to everyday life and academics, allowing individuals to analyze information, evaluate arguments, and draw evidence-based conclusions. In the context of Christian Religious Education (PAK), critical thinking also has a theological dimension, where reason, as a divine gift, is renewed through Christ to understand divine truth and love God. Given this urgency, this study aims to explore how the implementation of the Team Based Learning (TBL) Model can improve the critical thinking skills of PAK students. This study uses a descriptive qualitative method through literature study, collecting and analyzing data from various journal articles and books. The results show that the TBL structure includes individual preparation, team discussion (IRAT/GRAT), problem-based concept application, and peer feedback and evaluation systematically encourage high-level cognitive processes. In conclusion, TBL has proven effective in improving the critical thinking skills of PAK students, while deepening their understanding of the material and their religious competence.

This study aims to examine how the Independent Curriculum is implemented in Pancasila and Citizenship Education (PPKn) learning at MA Syekh Subakir Nglegok. The method used is descriptive qualitative, with data collection techniques through interviews, observations, and documentation. The results of the study indicate that the formulation of learning objectives and the use of learning media in the Independent Curriculum are able to encourage students to be actively involved, participate in contextual and meaningful learning activities, and face challenges that are in accordance with everyday life. In addition, the implementation of these learning objectives and media also supports student involvement in a more interesting, innovative, and contextual learning process. In other words, the implementation of the Independent Curriculum at MA Syekh Subakir Nglegok has been in line with the constructivism approach, which encourages the creation of a deeper and more meaningful learning experience for students. Based on the results of the study, it can be concluded that the Independent Curriculum has made a positive contribution to the PPKn learning process at the school. These findings are expected to be a reference for educators, schools, and other stakeholders in improving the quality of the implementation of the Independent Curriculum and designing learning strategies that are more innovative and responsive to the needs of the times.

This study aims to develop effective educational learning media in preventing pornography addiction and providing a deep understanding of the negative impacts of pornographic content on mental development and adolescent behavior in class 9D students of SMP Negeri 2 Teras Boyolali. The phenomenon of pornography addiction among adolescents is a serious concern because of its impact on psychological, social, and academic development. The media that will be used in the implementation of group guidance services for students at SMP Negeri 2 Teras is by using power point and audio visual media. The method of implementing this counseling service is based on a cognitive approach. One of the techniques of the cognitive approach that can be used to prevent someone from becoming addicted to pornographic content is by providing psychoeducation to participants. The results of the study showed that this learning media can improve students' understanding of the dangers of pornography and provide strategies to avoid negative content. Thus, this learning media can be used as an effective educational tool to prevent pornography addiction in adolescent students.

Deep learning (immersion learning) focuses on understanding concepts and developing critical thinking skills. However, 65% of elementary school teachers in partner schools still have difficulty implementing it. The purpose of this article is to identify innovative strategies to improve teacher skills through training 65 teachers from 8 elementary schools who are members of the teacher working group. The results of the training showed that 80% of teachers improved understanding, 70% reported increased interactive learning, and 60% used learning techniques. Continuous training and support in the use of technology are essential to enrich the learning experience for students. It is expected to inspire education policies at the elementary school level to optimize the implementation of deep learning in competency-based curriculum and improve the quality of education.

Modernization of education in Islamic boarding schools is an important need to maintain the relevance of learning in the digital era. Salafiyah Islamic boarding schools, which are synonymous with the traditional approach through the study of the Yellow Book, face the challenge of adapting technological developments without losing their scientific character. This research aims to develop a model of curriculum modernization through the integration of deep learning-based digital technology  to improve the effectiveness of learning and the quality of academic evaluation. The methods used include literature studies, observation of the learning process, and trial implementation of digital learning tools equipped with deep learning algorithms  for student ability analysis. The results of the study show that the application of deep learning technology  is able to speed up the competency mapping process, provide automatic feedback on reading and comprehension of classical texts, and assist teachers in monitoring the development of students more accurately. This integration also increases interest in learning and strengthens the mula curriculum system without shifting the traditional values of the Islamic boarding school. Thus, technology-based modernization can be a strategic solution to bridge the classical approach and the needs of 21st century learning in Salafi Islamic boarding schools.

This study discusses the role of reflective learning strategies in fostering students' religious awareness, with a focus on Islamic character education. Using the literature review method, this research collects and analyzes relevant literature on reflective learning, Islamic religious education, and Islamic character. The findings indicate that reflective learning strategies can bridge the gap between religious knowledge and students' daily actions, while strengthening their Islamic character through deep introspective processes. This strategy provides students with the opportunity to reflect and evaluate their experiences, leading to the reinforcement of spiritual and moral values in their lives. However, challenges in its implementation, such as teacher readiness and classroom culture, need to be addressed for optimal application. The implications of this study emphasize the importance of integrating reflective learning in Islamic character education to shape a generation that is not only intellectually capable but also morally virtuous.  

This community service activity is motivated by the rapid development of deep learning and artificial intelligence (AI) which has penetrated various aspects of life. Prasetiya Mandiri Polytechnic held a workshop "Deep Learning for Smart Solutions: Workshop on the Use of AI Applications for Daily Life" to increase AI literacy among students and lecturers. The method of implementing this activity includes the preparation of workshop materials, the implementation of presentation sessions, discussions, and practical exercises, as well as evaluation through questionnaires and observations. The results of the activity showed high enthusiasm of participants and increased understanding of the basic concepts of deep learning and AI applications. The interpretation of the questionnaire data showed a high level of participant satisfaction, with an average score of 4.5 on a scale of 5. The results of the participants' practical exercises also demonstrated their ability to apply AI concepts to create simple applications. This activity succeeded in achieving its goal of improving participants' digital skills and encouraging the application of AI in learning and research at Prasetiya Mandiri Polytechnic. In conclusion, this workshop is effective in improving AI literacy and providing practical experience to participants, and has the potential to be further developed by adding more intensive and diverse practice sessions