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Difficulties in learning to read the Qur’an among adults do not always stem from the quality of teaching materials or instructors, but are often caused by the use of learning methods that are not appropriate to adult learners’ characteristics. Adults possess distinct psychological, physiological, and experiential backgrounds that require learning approaches different from those used for children. Monotonous and rigid instructional methods may hinder motivation and limit learning outcomes, particularly in Qur’anic literacy education. This condition is further compounded by physical limitations commonly experienced by adults and the elderly, such as dental and oral health problems, as well as strong regional language accents that affect pronunciation accuracy. In response to these challenges, the Tsaqifa method was developed as an alternative and practical approach specifically designed for adult beginners who have little or no prior ability to read the Qur’an. This method emphasizes simplicity, flexibility, and learner-centered instruction, enabling participants to gradually improve their Qur’anic reading skills in a supportive and non-intimidating learning environment. Through its application, adult learners are encouraged to regain confidence and motivation in studying the Qur’an, thereby contributing to efforts to reduce Qur’anic illiteracy among adult and elderly communities, particularly in rural areas.

Learning motivation is one of the important factors that determine whether a student can succeed in college, especially for students of the Islamic Religious Education Study Program who must balance academic learning and religious values. This study aims to understand the learning motivation of third-semester students of the Islamic Religious Education Study Program at STAI Al-Gazali Soppeng, as well as the factors that influence this motivation. This study used a qualitative approach with descriptive methods. Data were collected through observation, in-depth interviews, and documentation of students selected purposively. Data analysis was carried out in three stages: data reduction, data presentation, and conclusion drawing. The results show that student learning motivation is influenced by internal factors such as learning interests, ideals, and religious awareness, as well as external factors such as the teaching methods of lecturers, the learning environment, and support from surrounding communities. These findings indicate that student learning motivation is in the fairly good category, but still needs to be improved. This study emphasizes the importance of innovation in teaching methods and guidance that combine academic and spiritual to continuously strengthen student learning motivation.

The Community Partnership Program (PKM) aims to improve the capacity of teachers at Rara Elementary School in understanding and implementing the National Assessment as an educational evaluation tool. The problems faced by partners are limited understanding of the concept of National Assessment and technical skills in managing instruments, analyzing data, and following up on assessment results. The methods used in this activity are participatory-based socialization and technical training involving teachers as active participants. Activities are carried out through material delivery, interactive discussions, and hands-on practice using assessment tools. The results of the activity showed an increase in teachers' knowledge and skills in understanding the National Assessment indicators, developing learning strategies in line with the Pancasila learner profile, and optimizing the use of assessment results to improve the quality of learning in the classroom. Thus, this PKM activity contributed to improving the quality of learning at Rara Elementary School while supporting the achievement of national education standards.

The "Educating Social Awareness Creativity Through Craft Skills and Social Service Programs at the Karya Kasih Nursing Home" activity is part of a community service program implemented by lecturers and students at Budi Luhur University. This activity aims to provide moral and social support to the elderly through educational and social activities. The program includes craft skills training, providing basic food assistance, and entertainment activities involving lecturers, students, and nursing home residents. The activity implementation method uses a participatory approach, where students interact directly with the elderly for two weeks. This approach is designed to create positive social relationships, increase emotional engagement, and provide contextual learning experiences for students. The results of the activity indicate that this program has a positive impact on the elderly, particularly in increasing happiness, social interaction, and creative activities. In addition, this activity also contributes to the development of students' soft skills, especially in terms of social empathy, intergenerational communication, and social awareness. Thus, this community service program not only provides benefits for the elderly as recipients of the program

21st-century skills are a crucial aspect that students must master, equipping them to face the challenges of modern development. In history learning, the use of Problem-Based Learning (PBL) is considered a powerful tool for transforming learning from rote memorization to active, problem-solving-based learning. This study aims to analyze the role of PBL in enhancing 21st-century skills in history learning through the Problem-Based Learning (SLR) approach. The research method used in this study is the SLR with a prism procedure. The data were obtained from a search of scientific articles through Google Scholar using the keywords Problem-Based Learning, 21st-Century Skills, and history learning. From the initial 2,540 articles obtained, after screening based on relevance, quality, and year range, six key articles were obtained. The study results indicate that PBL is effective in enhancing 21st-century skills through discussions, historical source analysis, and contextual problem-solving. This approach is considered appropriate for the curriculum because it encourages student-centered learning, rather than teacher-centered learning. Although PBL still faces several challenges in its implementation, it remains a relevant and effective learning strategy for developing 21st-century skills.

The development of Arabic learning materials requires a strong theoretical foundation so that the materials can help students understand the language effectively. This article aims to explain the role of linguistics, psycholinguistics, and sociolinguistics as the theoretical basis in the preparation of Arabic learning materials. The method used in this article is a literature study by reviewing various sources related to the development of language learning materials. The results of the study show that linguistics provides an understanding of the structure of the Arabic language, including sounds, word formation, sentence structure, and meaning. Psycholinguistics helps explain the process of language learning experienced by students so that learning materials can be designed according to their abilities and stages of development. Sociolinguistics explains the relationship between language and society so that learning materials can be adapted to the social and cultural context of language use. By integrating these three perspectives, Arabic learning materials can be developed in a more systematic, understandable, and relevant way to meet the needs of students.

Higher education management at the master's level currently faces urgent challenges, namely learning fatigue and low engagement among professional students, especially in Prior Learning Recognition (RPL) classes. Currently, lecturers still tend to apply conventional learning methods based on static presentations that fail to accommodate andragogical characteristics due to a lack of dynamic interaction. Therefore, this study aims to evaluate the effectiveness of the “Humanistic Digital Andragogy” approach through the integration of gamification (Kahoot) and visual thinking (Whimsical) in the Strategic Human Resource Management course. The researchers used a descriptive qualitative design with thematic analysis and collected data through feedback from students in the Master of Management Program (Semarang and Sorong classes). The results revealed that technology served as a double catalyst: Whimsical visualization effectively reduced the cognitive load of complex strategy material, while competition in Kahoot triggered positive adrenaline (eustress) that increased attention. These findings confirm that the success of technology is highly dependent on the role of lecturers as humanistic facilitators (high-touch). This synergy has been proven to change students' perceptions of HRM from merely administrative to strategic partners, as well as creating learning satisfaction that is relevant to the world of work.

Students with deaf disabilities often have difficulty understanding verbal instruction, but have significant advantages in visual and motor aspects. This service activity aims to apply multisensory methods through Suminagashi craft art training (cloth marbling) to improve students' fine motor skills and creativity at SLB B Yakut Purwokerto. The implementation method uses a descriptive qualitative approach with a "see-learn-do" strategy involving 20 high school students. The learning process integrates visual stimulation through structured demonstrations and tactile stimulation through the exploration of material textures. The results of the activity showed that the multisensory approach was effective in bridging the barriers of deaf students with disabilities in communicating due to hearing limitations. Students demonstrate a high level of visual focus and are able to replicate marble motif making techniques with precision without relying on complex verbal explanations. The combination of cue instructions and direct touch experiences has been proven to minimize miscommunication and improve understanding of abstract concepts of the material. This activity recommends the use of visual-tactile strategies as an adaptive inclusive learning method to support the vocational independence of deaf people.          

The issue of plastic waste is increasingly becoming an environmental concern, including in elementary schools, due to its non-biodegradable nature and its potential to cause environmental pollution if not properly managed. This activity aims to implement the Ecobrick method as an innovative solution for managing and utilizing plastic waste at SDN 054945 Desa Dogang, Gebang District, Langkat Regency. The method used is a descriptive qualitative approach involving 65 students from grades IV and V through a community service activity. The activity was carried out on July 17, 2024, through preparation, implementation, and evaluation stages, with data collection techniques including observation, documentation, and reflective discussion. The results show that the application of the Ecobrick method successfully increased students' understanding and awareness of the dangers of plastic waste and fostered an early environmental concern. Moreover, previously worthless plastic waste was processed into functional Ecobrick benches that can be utilized within the school environment. This activity also encouraged a sense of mutual cooperation, responsibility, and creativity among the students. Thus, the Ecobrick method has proven to be an effective alternative for plastic waste management and a contextual learning medium in creating an environmentally friendly school culture.

This study aims to analyze the use of digital media in the form of infographics to improve student learning outcomes in history lessons, specifically regarding the events of the national movement in the 11th grade students of SMA Muhammadiyah 07 Serbelawan in the 2024/2025 academic year. Along with technological advancements, the use of digital media is becoming increasingly popular in education as an alternative to improve student understanding and learning interest. One form of digital media used is infographics, which can simplify complex information into easier-to-understand information through engaging visual elements. The research method used was classroom action research (CAR), implemented in two cycles, with the stages of planning, implementation, observation, and reflection. The subjects of this study were 30 11th grade students of SMA Muhammadiyah 07 Serbelawan. Data collection techniques were conducted through tests, observations, and interviews. Data analysis was conducted using quantitative and qualitative descriptive analysis. The results showed that the use of infographics in history lessons can improve student understanding and learning interest. Improved student learning outcomes were evident in improved test scores after the use of infographics, as well as increased student active participation in class discussions. Furthermore, students also responded positively to the use of this digital media because infographics presented information in a more engaging and easy-to-understand manner. Based on the results of this study, it can be concluded that the use of digital media in the form of infographics can be effective in improving students' history learning outcomes, particularly in understanding the material on the national movement. Therefore, it is recommended that history teachers consider using infographics in their lessons to improve the quality of teaching and student learning outcomes.

This study aims to analyze and identify various types of phrases found in educational opinion texts published on the Pundi.or.id website, 2025 edition. The research is based on the importance of syntactic understanding, particularly the use of phrases, in constructing effective and meaningful sentence structures in opinion texts. A qualitative descriptive method was applied using the observation and note-taking technique. The data were collected by examining, recording, and classifying different types of phrases, including nominal, verbal, adjectival, numerical, and adverbial phrases. The findings reveal that each type of phrase functions differently in shaping sentence meaning and enhancing the clarity of the writer’s arguments. Nominal and verbal phrases were found to dominate the texts, indicating their significant role in presenting ideas and logical reasoning. This research contributes to the development of syntactic studies and provides practical benefits for teachers and students in learning Indonesian, especially in mastering sentence structure and improving opinion writing skills. Furthermore, the study serves as a reference for future linguistic research within the context of digital media and education.

Students’ learning motivation is a crucial factor in determining the success of the learning process in schools and is influenced by various external factors, including teacher competence and learning facilities. Teachers with adequate competence are able to manage learning activities effectively, while sufficient learning facilities create a conducive environment that supports student engagement and enthusiasm for learning. This study aims to analyze the effect of teacher competence and learning facilities on students’ learning motivation at SMA Islam Al-Munir Bekasi City. This research employed a quantitative method with an associative approach. The research population consisted of all eleventh and twelfth-grade students of SMA Islam Al-Munir Bekasi in the 2024/2025 academic year, totaling 55 students. A saturated sampling technique was applied, in which the entire population was used as the research sample. Data were collected through questionnaires distributed to respondents and supported by interviews, observations, and documentation. The collected data were analyzed using multiple linear regression analysis with the assistance of SPSS software. The results indicate that teacher competence has a positive and significant effect on students’ learning motivation, meaning that higher levels of teacher competence in pedagogical, professional, personal, and social aspects lead to increased student motivation. In addition, learning facilities also have a positive and significant effect on students’ learning motivation, showing that adequate learning infrastructure and facilities are able to enhance students’ interest and enthusiasm for learning. Simultaneously, teacher competence and learning facilities have a significant effect on students’ learning motivation at SMA Islam Al-Munir Bekasi City. The implications of this study emphasize the importance of continuous efforts by schools to improve teacher competence and to provide and maintain adequate learning facilities in order to create a more effective learning process and to strengthen students’ learning motivation.

The community service program conducted by students during the Field Work Practice (PKL) at TPQ Nurul Huda, Riam Mengelai Village, is implemented as a tangible contribution to student guidance, focusing on enhancing religious competence, discipline, and worship skills. This program was motivated by the need to improve the quality of religious education systematically and according to the skill level of each student, making learning more effective and targeted. The objective of this service is to optimize student guidance by improving Quran reading skills, daily prayer memorization, moral development, and active participation in religious activities according to each class’s ability. The implementation method includes initial observation, planning a guidance program based on skill levels, direct teaching and learning, individual and group mentoring, and periodic evaluation. Students are divided into four classes according to their ability: Class 1 for students at IQRA’ levels 1 and 2, Class 2 for IQRA’ 3 and 4, Class 3 for IQRA’ 5 and 6, and Class 4 for students who can read the Quran fluently. Each class receives materials tailored to their level, ranging from introduction to Arabic letters, Quran reading, daily prayer memorization, to moral development and worship practices. This class-based guidance approach allows PKL students to provide focused attention, ensuring optimal learning outcomes. The results show significant improvements in students’ discipline, learning motivation, Quran reading skills, prayer memorization, and moral understanding. Class-based guidance according to skill levels provides each child with an appropriate learning experience, enabling maximal development. PKL students gain practical experience in early childhood religious education, lesson development, and classroom management. This program is expected to serve as a systematic, effective, and sustainable model for student guidance at TPQ Nurul Huda.

The Public Speaking and Computer Network Cabling Training Activity at SMP YPK Sele Be Solu aims to improve students' competence in communication and technical skills in computer networking. The activity was carried out using an experiential learning approach with stages of observation, socialisation, hands-on training, and evaluation. The results of the activities show an increase in students' confidence in public speaking and basic technical skills in network cabling, including LAN cable installation, RJ-45 connectors, and cable testing. Intensive mentoring during the training helped students overcome difficulties and optimise their understanding. This activity demonstrates that combining soft skills and hard skills training through direct experience can improve students' overall competence, motivate learning, and prepare students to face academic and digital challenges in the future. In addition, this activity also strengthened cooperation between schools and universities in supporting the improvement of skills-based education quality. The enthusiasm of students during the training showed that practice-based learning methods are very effective at the junior high school level. With this activity, students have a strong foundation to develop their interests and potential in the fields of communication, information technology, and readiness to face the rapidly developing digital world.

The ability to read the Qur’an is a fundamental competence in Islamic education. However, many children still face difficulties in reading the Qur’an accurately and fluently in accordance with tajwid rules. This community service program (Pengabdian kepada Masyarakat/PKM) aimed to improve Qur’anic reading skills of students at Asy-Syakirin Qur’anic Learning Center (TPQ) in Nibung Village, Kapuas Hulu Regency, West Kalimantan. The program employed a Participatory Action Research (PAR) approach, actively involving teachers and students in all stages of the activities. The implementation consisted of planning, action, observation, and reflection stages. During the planning phase, students’ initial reading abilities were identified and grouped into basic (iqra’) and advanced (tahsin) levels, appropriate learning methods were selected, and supporting learning media were prepared. The action phase involved individual and small-group mentoring, guided Qur’an reading with direct correction of pronunciation (makharij al-huruf) and tajwid, application of memorization and dictation (imla’) techniques, and varied teaching approaches through instructor rotation. Evaluation was conducted through pre-tests and post-tests, direct observation of students’ reading performance, and assessment of participation and attendance. The results indicate a significant improvement in students’ Qur’anic reading skills, particularly in fluency, accuracy of pronunciation, and basic understanding of tajwid. This program is expected to serve as a sustainable model for improving Qur’anic literacy in Qur’anic learning institutions.

This community service activity aims to strengthen students’ soft skills and hard skills through public speaking and computer network cabling training at SMA Negeri 1 Sorong City. The activity's background is rooted in the state of computer learning, which still focuses on the introduction of software and hardware, while communication skills and computer network practices have not been fully developed. The method for implementing the activity uses an experiential learning approach, comprising the planning, socialization, training, and evaluation stages. Soft skills training is focused on improving public speaking skills through public speaking practice, while hard skills training is carried out through direct practice of computer network cabling using UTP cables and supporting devices. The results of the activity show an increase in students’ communication skills and self-confidence, as well as an increase in students' understanding and technical skills in computer network cabling. This activity provides an applicable learning experience and strengthens the synergy between universities and high schools in developing student

This study aims to strengthen students’ networking competencies through the implementation of straight and cross LAN cable assembly training at SMKN 53 Jakarta. The background of this research is based on the need to enhance students’ practical skills in basic computer networking, particularly in understanding cable configurations and applying crimping techniques according to industry standards. Many students experience difficulties in differentiating wiring standards and applying correct crimping procedures, which impacts their readiness for industry practice. This research employed a practical training approach combined with demonstration and hands-on methods. The participants were students of the Computer and Network Engineering program. Data were collected through observation, performance assessment, and competency tests before and after the implementation. The findings indicate a significant improvement in students’ understanding of cable color standards (T568A and T568B), accuracy in assembling straight and cross cables, and testing results using LAN testers. Students demonstrated higher levels of technical accuracy, problem-solving skills, and work discipline after the intervention. The implementation of structured practical activities proved effective as a medium for strengthening networking competencies. The study implies that continuous practice-based learning aligned with industry standards is essential in vocational education to improve students’ technical readiness and employability in the networking field.

This community service activity aims to improve the understanding and readiness of Elementary School Teacher Education (PGSD) students in taking the Learning Strategy course. The activity focused on introducing the basic concepts of learning strategies, the use of various innovative learning methods, and the integration of technology in the learning process. The target of the activity was PGSD students who were about to start the Learning Strategy course. The implementation method of the activity included material delivery, interactive discussions, and filling out a questionnaire to identify students' perceptions, initial experiences, and expectations of the Learning Strategy course. This activity was attended by 84 students at the beginning of the lecture. The data obtained were analyzed descriptively to describe the level of understanding and needs of students. The results of the activity showed that students generally had a basic understanding of learning strategies, but there were still variations in learning method preferences and levels of readiness in using technology. Problem-Based Learning and Project-Based Learning were perceived as effective and engaging methods, although students still faced obstacles in time management and differences in learning styles. This activity made a positive contribution in raising students' awareness of the importance of selecting appropriate learning strategies. This community service activity recommended the need to strengthen more adaptive, innovative, and inclusive learning through technology integration and attention to the diversity of student learning styles in the implementation of the Learning Strategy course.

The Low reading interest among elementary school students remains a problem encountered in various rural areas, including at SD Negeri 30 OKU in Batumarta 1 Village, Lubuk Raja District, Ogan Komering Ulu Regency. The limited availability of attractive and easily accessible literacy resources is one of the contributing factors to low student reading habits. This Community Service (PKM) activity aims to increase student reading interest by providing comfortable, educational, and child-friendly reading corners. The implementation method includes initial observation, providing and arranging reading corners, providing age-appropriate reading books, and mentoring and socializing the use of reading corners to students and teachers. The provision of reading corners is carried out through community service activities by university teams or volunteers, by providing bookshelves, various types of story books, children's encyclopedias, and interactive reading materials. To demonstrate the benefits of reading corners, comfort zone arrangements, regular reading schedules, and various literacy games are implemented to increase student engagement. The results of the activity show an increase in student interest in reading activities, as seen from the increased frequency of student visits to the reading corners and active participation in independent reading activities. In addition, teachers also feel the benefits of reading corners as a supporting tool for the learning process. Thus, providing a reading corner can be a simple but effective solution in fostering a culture of literacy and increasing the reading interest of elementary school students in the school environment.

The development of education in the digital era requires students to master not only academic skills, but also soft skills and hard skills as a provision to face the challenges of education and the world of work. However, the learning process at Papua High School in Sorong City is still teacher-oriented, so students' communication courage and technological skills have not developed optimally. This community service activity aims to empower students through public communication training (public speaking) and computer network cable techniques to strengthen 21st century skills. The method used is a participatory approach with hands-on practice through four stages: observation, socialization, training, and evaluation. Public speaking training is focused on increasing students' courage and confidence in communicating, while network cable training emphasizes basic technical skills such as recognizing cable types, RJ-45 connector functions, crimping techniques, and connectivity testing. The results of the activities showed high participation and enthusiasm from students, as well as increased public speaking courage and basic understanding in network cable making. The integration of public communication training and technology skills has been proven to have a positive impact on the development of student competencies. Therefore, this activity is recommended as a model for developing soft skills and hard skills for high school students, especially in areas with limited access to technology learning.