Publication Search

The Nearpod Implementation Training, attended by ten students from the Indonesian Language Education Study Program was conducted, with the aim of enhancing student engagement in learning and preparing gen-z pre-service teachers to become interactive and innovative educators. this activity was designed based on students’ needs for improved digital literacy and pedagogical competence in designing technology-integrated learning. the method included need identification, in-person training, demonstration of Nearpod features, and hands-on practice in creating interactive learning content. The training evaluation used three instruments: a training evaluation questionnaire, field notes, and a participant assessment rubric. the results revealed significant improvements in five key areas: technological proficiency, student engagement strategies, confidence in digital teaching, creativity, and peer collaboration. Participants with diverse technological backgrounds were able to show meaningful progress due to the inclusive and interactive training approach. these findings emphasize the importance of strengthening pre-service teachers’ competencies through participatory digital tools like Nearpod to address the challenges of 21st century learning.

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

The low interest and engagement of lower-grade primary school students in literature serve as an important introduction to this study. The aim of this Community Service Program (PKM) was to enhance children’s literary abilities through the use of three innovative media: word cards, short story videos, and descriptive texts. The study employed an experimental method with a pretest–posttest control group design and a Classroom Action Research (CAR) approach based on Kemmis & McTaggart (1988), carried out among grades I–III students at SD Katolik Roworeke 2, Ende (approximately 25–30 students per class). Results showed a statistically significant improvement in the experimental group compared to the control group, especially in literary element comprehension and literary appreciation. Word cards enriched vocabulary, story videos increased visual appeal and understanding, while descriptive texts trained literacy and imagination skills. The interactive and contextual learning process proved effective in fostering reading interest, teacher creativity, and students’ literacy enthusiasm. In conclusion, this method is recommended for adoption by Indonesian Language and Literature teachers in lower grades. Future research should expand sample size, include diverse literary works, and explore supporting factors influencing method effectiveness.

The low interest and engagement of lower-grade primary school students in literature serve as an important introduction to this study. The aim of this Community Service Program (PKM) was to enhance children’s literary abilities through the use of three innovative media: word cards, short story videos, and descriptive texts. The study employed an experimental method with a pretest–posttest control group design and a Classroom Action Research (CAR) approach based on Kemmis & McTaggart (1988), carried out among grades I–III students at SD Katolik Roworeke 2, Ende (approximately 25–30 students per class). Results showed a statistically significant improvement in the experimental group compared to the control group, especially in literary element comprehension and literary appreciation. Word cards enriched vocabulary, story videos increased visual appeal and understanding, while descriptive texts trained literacy and imagination skills. The interactive and contextual learning process proved effective in fostering reading interest, teacher creativity, and students’ literacy enthusiasm. In conclusion, this method is recommended for adoption by Indonesian Language and Literature teachers in lower grades. Future research should expand sample size, include diverse literary works, and explore supporting factors influencing method effectiveness.

This study uses a descriptive qualitative approach to investigate how social media use impacts students’ understanding of social and cultural concept at SDN Sumingkir 02. The research subject are students in grades V and VI who actively use social media. To collect data, observation, semi-structured interviews, and documentation were used. According to the research findings, various aspects of students lives are influenced by social media including learning behavior, social interactions, and communication patterns. Student interact more digitally than face to face, which can recude the quality of social relationships and increase risks such as anxiety, stress, and cyberbullying. Social media has positive benevits, such as increasing creativity and cultural knowledge, but excessive use without supervision can interfere with the development of students character and mental health. Therefore, parents and teachers must play an active role in guiding their students and improving their digital literacy.

This study uses a descriptive qualitative approach to investigate how social media use impacts students’ understanding of social and cultural concept at SDN Sumingkir 02. The research subject are students in grades V and VI who actively use social media. To collect data, observation, semi-structured interviews, and documentation were used. According to the research findings, various aspects of students lives are influenced by social media including learning behavior, social interactions, and communication patterns. Student interact more digitally than face to face, which can recude the quality of social relationships and increase risks such as anxiety, stress, and cyberbullying. Social media has positive benevits, such as increasing creativity and cultural knowledge, but excessive use without supervision can interfere with the development of students character and mental health. Therefore, parents and teachers must play an active role in guiding their students and improving their digital literacy.

The school actively participates in coaching and monitoring all student activities to avoid bullying, especially against educators. All student activities can also be reviewed in the coaching process, and parents are expected to provide guidance to prevent bullying that ultimately harms them. Ideally, this community service activity is to provide material about bullying. The purpose of this socialization activity is to help children at GKPS Elementary School in accordance with the character of a noble generation. In addition, this activity has the aim of being a synergy between teacher partners and schools in developing learning, and encouraging creativity and innovation in Hinaa. So that increased literacy and numeracy are achieved and bullying can not occur in elementary schools.

This conceptual study examines the implementation of the Project-Based Learning (PBL) model, supported by digital media tools such as Simplebooklet and Canva, in Social Studies learning for sixth-grade students at SDN 1 Bangoan. The study arises from the need for contextual, engaging, and student-centred learning as a response to the typically theoretical and less interactive nature of Social Studies instruction. Through the integration of digital media, students can engage in meaningful projects that foster critical thinking, collaboration, creativity, and digital literacy. The learning process includes stages such as problem formulation, project planning, product development, and reflection. This study presents a conceptual overview showing that implementing the PjBL model with the support of Simplebooklet and Canva can enhance student engagement and strengthen understanding of the subject matter.

The teaching of Indonesian language in elementary schools plays a crucial role in developing students' literacy skills, particularly in narrative writing. However, in practice, many students struggle with generating ideas, constructing storylines, and utilizing proper language structures. This study aims to assess the effectiveness of the Contextual Teaching and Learning (CTL) approach in enhancing narrative writing skills among fifth-grade elementary students. A quasi-experimental design with a pretest-posttest control group approach was employed. The study involved two groups: the experimental group received instruction based on CTL, while the control group was taught using conventional methods. Data analysis indicated a significant improvement in the narrative writing skills of students in the experimental group compared to the control group. The CTL approach was shown to be effective in improving students' learning outcomes by relating lesson content to real-life experiences, while also fostering active participation and creativity. These findings suggest that CTL can be an effective instructional strategy for teaching writing in elementary schools.

Indonesia's Golden Vision 2045 demands the readiness of superior, creative, and adaptive human resources in the face of rapid digital technological advancements. Digital literacy is one of the primary foundations that must be instilled from an early age, particularly at the elementary school level. This article aims to comprehensively examine the importance of digital literacy at the elementary school level, its role in shaping 21st-century character and skills, and the challenges and strategies for its implementation in elementary education. Through a literature review method, this article analyzes various research findings and best practices related to strengthening digital literacy in elementary school-aged children.The results show that digital literacy not only enhances students' technical skills in operating digital devices but also fosters critical thinking, creativity, collaboration, and effective communication. Additionally, digital literacy plays a crucial role in building digital ethics awareness and cybersecurity, as well as promoting reading interest through interactive learning media. However, challenges persist, including limited facilities, uneven teacher competence, and a lack of integration of digital literacy in the curriculum. To overcome these obstacles, synergy is needed between schools, governments, and communities in providing infrastructure, teacher training, and developing relevant curricula.Thus, strengthening digital literacy from elementary school is a strategic step in preparing a smart, critical, and competitive generation, while supporting the achievement of Sustainable Development Goals (SDGs) and Indonesia's Golden Vision 2045.

This study delves into the fascinating interplay between creativity development, literacy-based learning, and the creative writing skills of young students. We all know that nurturing creativity in early childhood is crucial for shaping personality and cognitive growth. By tapping into local wisdom and integrating digital literacy technologies, the researchers have found that writing instruction becomes more engaging and meaningful for the students. The results are quite compelling - learning media that resonate with the students significantly boost their writing abilities while also shaping their character. This comprehensive study employs both qualitative and quantitative approaches, leaving no stone unturned in its quest to understand this dynamic process. The key takeaway? When we empower students with creativity-driven, tech-savvy instruction, their creative writing skills truly soar.

This study aims to examine the effectiveness of using short stories to enhance the writing creativity of fourth-grade elementary students through a literature review approach. It employs a qualitative descriptive method with a non-experimental design. Data were gathered from various written sources such as scientific journals, books, and relevant proceedings, focusing on the role of short stories as a medium for writing instruction. The findings indicate that short stories can stimulate students' imagination, expressive abilities, and narrative understanding through structured plots rich in emotional meaning. Short stories also support students in composing more organized, creative, and expressive narrative texts, in line with the concrete thinking stage of Piaget’s theory. This approach aligns with constructivist principles, as it encourages students to connect personal experiences with story content. In the learning process, short stories are considered more engaging than traditional methods because they create a more interactive and meaningful learning environment. Therefore, the use of short stories has the potential to be an effective instructional strategy in fostering writing creativity and building a strong foundation in literacy from an early age.

Learning media has an important role in increasing the effectiveness of the teaching and learning process. This study aims to analyze the use of podcasts as a learning medium in the Media and Educational Technology course at the Islamic Religious Education Study Program, Primagraha University. The research approach used is qualitative descriptive, with data collection through observation, interviews, and documentation. The research subjects are students who take the course, selected purposively based on the criteria of active users of social media and digital software. The results of the study show that podcasts are an effective learning medium in increasing students' interest and motivation to learn. Although the majority of students are used to using platforms like YouTube and Instagram, they don't have any experience in producing and distributing podcasts. The implementation of podcasts not only provides a new learning experience, but also encourages creativity and improves students' digital literacy. Group-based learning projects such as Ngajak Podcast show positive responses from students and show increased engagement in exploring educational materials independently. Thus, podcasts can be an alternative learning media that is relevant to technological developments and students' digital habits today.

This research aims to find out how the creativity of Gen Z influences the process of reinterpreting Arabic in the context of modern learning, and to what extent the role of AI can support this process. This research uses the literature study method by analysing relevant articles to understand the concept of AI's role in gen z creativity and Arabic language reinterpretation in the learning process. Meanwhile, this research shows that the application of Artificial Intelligence (AI) in Arabic language learning is efficient and helpful in supporting the learning process. Among them can help search for materials, references, questions, journals/articles, and digital books, increase students' learning motivation because it is fun and exciting, support language practice and understanding, help practice speaking, writing, and get grammar explanations instantly, correct errors quickly, translate Arabic texts, help data analysis and understand the context of Arabic texts, support conversation exercises, provide feedback and reference sources and learning aids with features that enrich the Arabic language learning process.

Learning strategies are very important to be applied in preparation for the implementation of learning in its implementation can be attributed to local wisdom which is a concept that refers to the culture of the surrounding community. This study aims to analyze learning strategies based on local wisdom and its integration with the improvement of narrative writing skills in Indonesian language learning over the last 10 years which have been published in SINTA-indexed journals. This research is a qualitative research using a literature review of 20 articles. The writing of this article is assisted by several applications such as publish or perish and mendeley. Learning strategies can be associated with local wisdom that is adapted to the culture in the local environment. The results of the literature review are in the form of a classification of learning strategies in improving the ability to write narratives based on local wisdom. The results of the analysis show that local wisdom can be integrated into learning models, learning media, and the development of teaching materials. Based on the research, the application of learning strategies based on local wisdom can improve the ability to write narrative texts and can train critical thinking, creativity and cultural literacy.

Learning strategies are very important to be applied in preparation for the implementation of learning in its implementation can be attributed to local wisdom which is a concept that refers to the culture of the surrounding community. This study aims to analyze learning strategies based on local wisdom and its integration with the improvement of narrative writing skills in Indonesian language learning over the last 10 years which have been published in SINTA-indexed journals. This research is a qualitative research using a literature review of 20 articles. The writing of this article is assisted by several applications such as publish or perish and mendeley. Learning strategies can be associated with local wisdom that is adapted to the culture in the local environment. The results of the literature review are in the form of a classification of learning strategies in improving the ability to write narratives based on local wisdom. The results of the analysis show that local wisdom can be integrated into learning models, learning media, and the development of teaching materials. Based on the research, the application of learning strategies based on local wisdom can improve the ability to write narrative texts and can train critical thinking, creativity and cultural literacy.

Digital literacy plays an important role in the psychological development of elementary school children, both from cognitive, social, and emotional aspects. This study aims to analyze the influence of digital literacy on child psychology by highlighting the positive and negative impacts it causes. The research method used is a literature review with reference to various previous studies on digital literacy and its development in children. The results of the study show that digital literacy can improve critical thinking skills, creativity, and expand children's social interactions. In addition, access to technology can also help children understand the world more broadly and increase empathy for social issues. However, excessive use of digital technology without adequate supervision can have negative impacts, such as addiction to gadgets, decreased social interaction, and impaired concentration in learning. Exposure to age-inappropriate content and the risk of cyberbullying are also threats to children's mental health. Therefore, an active role of parents, educators, and policymakers is needed in supervising and guiding children in using digital technology wisely. This study confirms that digital literacy has a complex impact on child psychology. With proper guidance and supervision, the benefits of digital literacy can be optimized, while the negative impact can be minimized. Therefore, a balanced approach in the application of digital literacy is needed to support the optimal development of children's psychology.

The development of information and communication technology has brought significant changes in the world of education, encouraging educational institutions to adopt more innovative and relevant learning methods. This article discusses the implementation of Canva graphic design application training at Madrasah Aliyah Muhammadiyah Pekanbaru, which aims to improve the creativity and digital skills of grade XII IPA students. This activity was carried out through an interactive theoretical and practical approach, allowing students to not only learn about graphic design, but also apply that knowledge in real projects. The results of the training showed high enthusiasm from students, as well as significant improvements in their technical abilities and creativity. Evaluation of student design work indicated that the hands-on learning method was effective in improving digital literacy. These findings provide important insights into the potential of technology in creating a dynamic and innovative learning environment, and can be a reference for other community service programs aimed at improving digital competence in education.

The development of digital technology has brought significant changes in various aspects of life, including education. In biology learning, digital technology offers innovative solutions to overcome challenges in understanding abstract concepts, increase learning motivation, and develop 21st century skills. Interactive simulations, augmented reality (AR), virtual reality (VR) and online learning platforms allow students to visualize complex biological concepts, such as photosynthesis and DNA replication, more clearly and deeply. In addition, the integration of digital technology can improve students' critical thinking skills, creativity, collaboration and digital literacy. However, the implementation of digital technology in biology learning faces various challenges, including limited infrastructure, access gaps between urban and rural schools, and lack of training for educators. This study aims to explore the impact of digital technology on students' conceptual understanding and 21st century skills, and identify the main barriers to its implementation. The results of this study are expected to provide recommendations for the development of more effective and innovative biology learning strategies in the digital era

This study aims to explore the role of school principals in enhancing teacher performance through the utilization of the Platform Merdeka Mengajar, a digital tool introduced by the Indonesian Ministry of Education and Culture to improve the quality of teaching and learning. The research was conducted at SMP N 4 Jombang, employing a qualitative approach with a case study design to gain an in-depth understanding of how principals support teachers in using this platform effectively. Data were collected through interviews with principals and teachers, as well as classroom observations. The findings indicate that the principal’s leadership, underpinned by managerial competencies such as planning, organizing, supervising, and human resource development, plays a critical role in facilitating the integration of technology into teaching practices. Principals provided technical support, organized training sessions, motivated teachers, and created a collaborative environment to enhance the use of the platform. Additionally, the study found that the Platform Merdeka Mengajar positively impacted teacher creativity and the quality of learning interactions. However, the study also highlights challenges, such as limited technological infrastructure and the varying levels of digital literacy among teachers. The results underscore the importance of strong leadership in educational technology implementation and offer insights into effective strategies for enhancing teacher performance through digital platforms. The study also identifies limitations related to its sample size and scope and suggests avenues for future research on long-term impacts and the role of external factors in educational technology adoption.