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Strengthening reading–writing literacy and numeracy has become a strategic priority in primary education, particularly in preparing prospective teachers who are capable of integrating these competencies contextually into classroom practice. This community engagement program aimed to enhance the conceptual understanding, pedagogical skills, and professional readiness of students from the Primary School Teacher Education Program (PGSD) at Universitas Satya Wiyata Mandala (USWIM) Nabire through a practice-based literacy and numeracy training model. The program was conducted over three days and involved 100 active students. The training adopted a practice-based approach consisting of conceptual reinforcement sessions, group discussions, lesson plan development, and microteaching simulations. Data were collected through observation, analysis of instructional materials, and written reflections, and analyzed using a descriptive qualitative approach. The findings indicate a significant shift in students’ understanding of literacy and numeracy—from technical skills to contextual and reasoning-based competencies. Participants demonstrated improved ability to design literacy–numeracy-based lesson plans and delivered more dialogic and participatory microteaching sessions. The program also fostered stronger professional awareness regarding the role of teachers in building foundational literacy and numeracy skills in primary education. Overall, the practice-based training proved effective in strengthening the professional preparedness of prospective primary school teachers in a contextual and systematic manner.

That Christian Religious Education teachers update their professionalism and competencies to ensure that Christian education remains relevant, effective, and transformative. This study aims to analyze the modernization of the professionalism of Christian Religious Education teachers, including the integration of spirituality with modern pedagogical approaches and strategies for developing teacher competencies in addressing the challenges of the digital generation. The study employs a descriptive qualitative approach, collecting data through literature review from books, journals, notes, and relevant reports, and presenting the findings in a narrative form. The results show that the modernization of teacher competencies involves the development of pedagogical, personal, social, spiritual, and professional competencies, with the ability to integrate spirituality, technology, and modern teaching methods such as collaborative and digital learning to create contextual, engaging, and transformative learning experiences. In conclusion, the modernization of professionalism among Christian Religious Education teachers is an urgent necessity to enable teachers to deliver God’s Word in a relevant manner, shape students’ character and spirituality, and enhance the effectiveness of Christian education through mastery of holistic and collaborative competencies.  

This study aims to examine the quality of public services at the Population and Civil Registration Office (Disdukcapil) of Pohuwato Regency using the SERVQUAL model, which comprises five dimensions: Tangibles, Reliability, Responsiveness, Assurance, and Empathy. This research was conducted in response to persistent public complaints regarding slow service processes, long queues, limited facilities and infrastructure, network disruptions, as well as insufficient information and uncertainty concerning service completion time. The study employed a descriptive qualitative approach through observation, interviews with Disdukcapil employees and community members, and documentation. The findings indicate that the quality of public services has not yet been optimal. The Tangibles dimension remains weak due to inadequate service facilities. Reliability has not been fully achieved as a result of delays in document issuance and system disruptions. Responsiveness among service officers is inconsistent in addressing public complaints. In terms of Assurance, officers demonstrate adequate professionalism; however, transparency in procedures and service timelines remains inconsistent. Meanwhile, in the Empathy dimension, attention to the community particularly vulnerable groups still needs improvement. Overall, the public services provided by Disdukcapil Pohuwato have not fully met community expectations and require improvements in facilities, staff competence, and the effectiveness of service systems.

This study aims to examine the influence of competence, independence, and information technology on the quality of financial statements among employees of Accounting Service Offices in Semarang City. This research uses a quantitative approach with a survey method targeting employees of Accounting Service Offices in Semarang City. Data were collected through questionnaires and analyzed using multiple linear regression with the aid of SPSS software, obtaining 60 respondents. The results of the study indicate that the three independent variables, namely competence, independence, and information technology, have a positive and significant effect on the quality of financial statements. These findings confirm that improving professional competence, applying strong independence principles, and effectively utilizing information technology are important factors in producing reliable, relevant, and timely financial statements.

Training on creating Heyzine-Canva-based e-book learning media through the Subject Teacher Working Group (MGMP) aims to improve teachers' professional competence in facing educational demands and digital technology integration. This training activity is designed using demonstration, hands-on practice, and group discussion methods, so that it can accommodate various levels of technology mastery among teachers. Through this training, teachers are guided to develop interactive e-books, learning videos, and innovative digital quizzes using the Heyzine and Canva platforms. The training results show a significant improvement in teachers' skills in utilizing digital media, confidence in integrating technology into learning, and motivation to continue innovating. Additionally, this training also encourages collaboration among teachers and builds a professional network that supports continuous development. Challenges faced, such as variations in technology skills and device limitations, are addressed through ongoing mentoring and further training. This training contributes to improving the quality of learning, student engagement, and supports the achievement of national education goals in the digital era.

Land navigation capability is a fundamental competence that must be possessed by Marine Corps cadets to support the success of military training and operations. Along with technological advancements, the utilization of modern navigation devices such as offline maps integrated with smartwatches has emerged as a strategic alternative to enhance the effectiveness of ground operation training. However, the implementation of this technology within military education institutions, particularly at the Indonesian Naval Academy, remains limited. This study aims to analyze the optimization of smartwatch-based offline maps to support ground operation training for Marine Corps cadets. A qualitative research method with a phenomenological approach was employed through interviews, observations, and documentation. The research subjects included instructors from the Marine Department and Marine Corps cadets of the 70th cohort. The findings indicate that smartwatch-based offline maps offer significant advantages in terms of practicality, durability in wet terrain, accessibility of navigation data, and movement efficiency compared to conventional GPS devices. Nevertheless, the utilization of this technology is constrained by the absence of structured curriculum integration, limited specialized training, and insufficient technological proficiency among instructors and cadets. Therefore, this study recommends incorporating smartwatch-based offline map training into the formal curriculum to enhance the readiness, professionalism, and independent navigation skills of Marine Corps cadets in modern military operations.

This study examines how equity-driven curriculum design can catalyze transformative leadership within multicultural school systems. As global classrooms become increasingly diverse, traditional curricula often fail to address disparities experienced by marginalized learners. Through qualitative library research and content analysis, this study synthesizes theoretical, empirical, and policy-oriented perspectives to explore how culturally responsive curricula promote inclusive learning ecosystems. The findings highlight that equity-driven curriculum design requires not only the integration of diverse cultural perspectives but also the dismantling of hidden power structures embedded in instructional practices. Transformative leadership emerges as a crucial driver, demanding cultural competence, collaborative decision-making, and critical pedagogical reflection from school leaders. The study emphasizes that effective equity implementation depends on teacher empowerment, distributed leadership models, and coherent policy frameworks that align curriculum, assessment, and institutional values. Moreover, technology-enhanced learning, accessibility principles, and Universal Design for Learning strengthen equity outcomes in increasingly digital environments. Overall, this research underscores the interconnectedness of curriculum, leadership, and policy in fostering democratic, socially just educational systems that affirm students’ cultural identities, reduce achievement gaps, and empower communities. The study concludes that achieving equity requires systemic transformation grounded in cultural responsiveness, shared accountability, and continuous professional development.

Early Childhood Education (PAUD) holds a very important role in shaping children’s character, moral values, and foundational knowledge. As an effort to support the success of education, good quality learning outcomes are required as a benchmark for children’s holistic development. In this context, educator management becomes one of the keys to improving the quality of learning outcomes. PAUD Al-Qur’an (PAUDQU) is an early childhood education institution that prioritizes Al-Qur’an education and Al-Qur’an memorization (tahfidz) as its institutional uniqueness. The findings of this research show that the educator management implemented in PAUDQU in Setu Bekasi District is quite good, as almost all elements within the scope of educator management have been carried out by the school. However, there are several obstacles found in its implementation, such as the educators’ competencies that have not been maximized, particularly in Al-Qur’an recitation (tahsin) and tahfidz, as well as the promotion, compensation, and educator assessment systems that are not yet well-structured. KIPAS EVA, an acronym for Competence Implementation Evaluation Appreciation, was developed with the expectation of being easier to remember, thus supporting the process of applying educator management in the future. This management strategy emphasizes educator planning by strengthening competencies, professional learning implementation by educators, continuous educator evaluation, and providing appreciation to increase educator motivation.

This article discusses the role of Special Assistant Teachers (GPK) in creating an effective inclusive classroom, where all students, including children with special needs, can participate optimally in the learning process. GPK plays the role of facilitators, mediators, and regular teacher partners in accommodating diverse learning needs. This role is realized through individual needs assessments, adjustment of learning strategies, modification of teaching materials, and provision of academic and social-emotional support to students. The results of the study show that the success of inclusive education is greatly influenced by GPK's professional competence, especially in understanding the characteristics of children with special needs and implementing differentiatory learning. In addition, effective collaboration between GPK and regular teachers is a key factor in creating an inclusive and non-discriminatory learning environment. Institutional support, such as inclusive school policies, the availability of infrastructure, and the support of school leaders, also play an important role. This article emphasizes the need for sustainable professional development, clear division of duties, and supportive education policies to strengthen GPK's role in promoting inclusive education equity in Indonesia.

This study examines the role of teachers as influencers in 21st-century education, particularly in developing students’ intelligence and character through the use of digital media and technology. The digital transformation requires teachers to serve not only as transmitters of knowledge but also as public figures capable of providing positive influence through digital behavior and communication. The purpose of this study is to analyze how teachers perform their roles as educational influencers and how this impacts students’ intellectual and character development. This research employs a literature study method by reviewing scientific sources such as books, articles, journals, and relevant research reports. The analysis was conducted using a descriptive-analytical approach to identify patterns, ideas, and strategies used by teachers in integrating character values and digital literacy. The findings indicate that teachers with strong digital competence and personal integrity are able to create positive influence through educational content, digital role modeling, and ethical communication. The implications highlight the importance of strengthening teachers’ digital literacy, educational policy support, and continuous professional training to create a digital learning ecosystem that is character-based, adaptive, and responsive to contemporary challenges.

This study examines the interrelationship between the implementation of administrative ethics in civil service, the professionalism of State Civil Apparatus (ASN), and the quality of public service delivery at the Provincial Department of Energy and Mineral Resources of Central Kalimantan, employing a qualitative case study approach. Through in-depth interviews, structured observations, and document analysis, the research finds that integrity, transparency, and ethical accountability function not merely as moral norms but as structural foundations that reinforce ASN professionalism in performing service functions, particularly within licensing processes that demand administrative certainty and responsiveness. Empirical findings indicate that professionalism—reflected in technical competence, procedural discipline, and ethical commitment—acts as a catalyst linking ethical values to effective and adaptive public service performance. Nevertheless, the study also identifies structural and cultural impediments, including regulatory inconsistencies, fragmented coordination, and limited training opportunities, all of which hinder the internalization of ethical principles and professional practice within the bureaucracy. Theoretically, the study posits that harmonizing administrative ethics and professionalism is a prerequisite for achieving key indicators of good governance, such as responsiveness, service effectiveness, and institutional accountability. Practically, the study recommends strengthening ethics training, enhancing ASN professional capacity, and advancing managerial reforms grounded in modern governance as strategic efforts to sustainably improve public service quality.

The purpose of this study is to analyze the role of professional accounting ethics in maintaining the quality, transparency, and accountability of corporate financial reporting through a literature review of relevant journals, regulations, and cases, including the Garuda Indonesia case, which illustrates ethical violations in revenue recognition. The findings emphasize that the principles of integrity, objectivity, professional competence, confidentiality, and professional behavior serve as fundamental pillars for accountants in producing reliable financial information. Ethical misconduct can lead to declining public trust, weakened corporate governance, and increased legal and reputational risks. Therefore, ethical education, regulatory supervision, strengthened moral awareness, and effective internal control systems are essential to prevent financial reporting manipulation. Professional more than just an normative obligation but a strategic element in safeguarding the credibility of the accounting profession and ensuring economic stability.

This study discusses the relationship between administrative discretion and public service quality within the framework of street-level bureaucracy theory. In public administration practice, implementing officials are often faced with tensions between compliance with formal rules and the dynamic needs of the community. These conditions make discretion an important instrument for adjusting policies to the realities on the ground. This study uses a literature review of various studies from 2010 to 2025 to identify patterns, dynamics, and implications of the use of discretion by implementing bureaucrats. The results of the study show that discretion allows the bureaucracy to be more adaptive, empathetic, and responsive to citizens' needs. However, without strong oversight and administrative ethics, discretion can lead to bias, injustice, and opportunities for abuse of authority. Factors such as public service motivation, professional competence, organizational culture, and political pressure have a significant influence on how discretion is applied. Thus, improving the quality of public services requires a balance between administrative control and professional trust through accountability systems, ethical oversight, and adaptive but law-based policies.

Teacher competency development is an important aspect in improving the quality of learning. The program of Kemahiran Mengajar Aplikasi Lapangan (KEMAL) is designed to provide hands-on teaching experience for students of Universitas Muslim Maros at MAS Darussalam Maros, South Sulawesi. The aim of this activity is to improve pedagogical competence, creativity in learning methods, and classroom management of students through participatory interactions with supervising teachers, principals, and students. The methods used include field observation, preparation of action plans, teaching practice, intensive mentoring, evaluation, and reflection. The results of this community service show an increase in students’ competence in compiling teaching materials, managing classes, and implementing creative learning strategies that are adaptive to students’ character. The active involvement of the school community encourages the creation of a participatory and conducive learning atmosphere. The implications of this activity show that the integration of field practice with a collaborative and reflective approach is effective in shaping the professionalism of prospective teachers and improving the quality of learning in partner schools. The novelty of this program lies in its sustainable and contextual participatory mentoring model.

Islamic education has a strategic role in shaping the character, morality, and spirituality of students, but it is faced with complex challenges in the era of social, cultural, and technological transformation. The low pedagogic and professional competence of some teachers, the limitations of digital literacy, the dominance of conventional learning methods, and a less contextual curriculum are significant obstacles. This service program is designed to improve the competence of madrasah teachers through participatory training approaches, intensive mentoring, and strengthening learning communities based on the concepts of Technological Pedagogical Content Knowledge (TPACK) and Professional Learning Community (PLC). Activities include initial assessments, competency workshops, the use of learning technology, weekly mentoring, and pre-test and post-test evaluations. The results showed a significant increase in pedagogic competence (28%) and mastery of technology (34%), accompanied by positive changes in motivation, innovative attitudes, and awareness of contextualization of teaching materials. However, time constraints, variations in digital literacy, and institutional support are obstacles that need to be overcome through synergy between stakeholders. These findings underscore the importance of continuous, reflective, and contextual coaching models to strengthen the role of teachers as agents of change in Islamic education.

This community service activity aims to enhance the understanding of high school graduates regarding the architect profession, educational pathways, and the legal requirements needed to become a professional architect according to the guidelines of the Indonesian Institute of Architects (IAI). The socialization event was held online on November 27, 2025, featuring two professional IAI architects as speakers and attended by 97 participants. The activity included interactive material presentations, discussions, and evaluations through a pretest and post-test consisting of five questions. The results showed an increase in participants' understanding of the role, responsibilities, and legal aspects of the profession, with an average correct answer rate of over 90%. The most significant improvement occurred in the legal aspects, where participants gained a better understanding of the importance of the Architect Registration Certificate (STRA) as legal proof of professional competence. This socialization proved effective in raising awareness among prospective students about the importance of professionalism, ethics, and regulatory knowledge in architectural practice. The event also served as an academic promotion tool that strengthened the connection between architectural education and society's need for architects with integrity.

The Legal Proficiency Practice Program II is an activity designed to connect the academic competence of students with the needs of work in legal institutions, one of which is the Regional Office of the Ministry of Law in Central Kalimantan. The main problem raised in this activity is how the optimization of student work competence can be achieved through direct involvement in the legal bureaucracy environment. The purpose is to provide a real professional experience, strengthen students' understanding of legal and administrative tasks, and form a professional identity as a prospective legal practitioner. The methods used include the placement of students with a rotation system in various work units for 30 days, observation of bureaucratic activities, involvement in substantive and administrative tasks. The implementation results show that the direct involvement of students in various work units can improve technical competencies, such as document management, meeting assistance, and information services, as well as develop non-technical competencies such as work ethics, communication, discipline, and time management. The internalization of PASTI values and the reflection process through the logbook also strengthens the formation of students' professional identity. Overall, the PKH II program is proven to be effective in optimizing the work competence of students and increasing their readiness to enter the world of the legal profession.

This study aims to find out how Instagram is used by the Demak Regency Trade, Cooperatives, Small and Medium Enterprises Office as a source of information for employees. The research uses a qualitative method with a case study approach conducted from 1–30 August 2025. Data was obtained through interviews, observations, and documentation of the agency's Instagram account. The results of the study show that Instagram is used as a means of publishing official activities and information, but it is not optimal due to limited human resources, a long upload process, and monotonous content. Based on the theory of Uses and Gratifications and Media Richness Theory, the effectiveness of digital communication requires the ability to present interesting and relevant information so that the message conveyed can meet the needs of internal audiences. Other findings show that some employees have not made Instagram the main source of information due to a lack of content updates and a lack of visual variation. Therefore, it is recommended that social media management be carried out more professionally through improving admin competence, content calendar planning, and better internal coordination to ensure the consistency and quality of published information. Thus, Instagram can function more optimally as an official communication medium.

Workshop on strengthening branding, storytelling, and social media-based promotion has been carried out to help female culinary entrepreneurs in the Sahabat Genggam Teman Indonesia (GTI) Community in Bekasi City enhance their digital skills. The training took place on Saturday, September 20, 2025, at the computer laboratory of Universitas Nusa Mandiri Jatiwaringin, Central Jakarta, as part of the 2025 DPPM Grant Program from the Ministry of Higher Education, Science, and Technology (Kemdiktisaintek). This community service activity aimed to improve the digital skills of female culinary entrepreneurs in the Sahabat GTI Community in Bekasi City through training in branding, storytelling, and social media-based promotion. The challenges faced were low understanding of consistent branding, effective storytelling techniques, and appropriate digital promotion. The methods used in this activity included practical training, simulations, and interactive discussions focused on improving participants' skills in creating logo designs, crafting product narratives, and utilizing social media as an effective promotional tool. The results of the training showed significant improvement, with an average increase of 85%, especially in branding and the use of social media for promotion. This training successfully provided a positive impact in enhancing participants' digital competence, which in turn can improve the competitiveness of their culinary businesses in the digital market. Empowering female MSME entrepreneurs through this training opens opportunities for the development of more professional and sustainable local culinary businesses in the global market.

Islamic Religious Education plays a pivotal role in the formation of students’ character, particularly within the setting of vocational health education. In light of the introduction of the Love-Based Curriculum initiated by the Indonesian Ministry of Religious Affairs, there is a pressing need for instructional strategies that effectively integrate the values of love, compassion, tolerance, and empathy into PAI teaching. This study seeks to provide a comprehensive description and critical analysis of the love-oriented PAI learning model implemented at SMK Kesehatan Athalla Putra Palembang, while also examining the challenges encountered and the solutions undertaken in its execution. The research adopts a qualitative field study approach, with data collected through classroom observations, in-depth interviews with teachers and students, as well as document analysis. The findings indicate that several strategies have been employed, including interactive lectures, collaborative group discussions, socially oriented project-based learning, and the utilization of media designed to promote compassion. The successful implementation of the Love-Based Curriculum in this context is shaped by factors such as teacher competence, institutional support, and the adequacy of educational facilities. Nevertheless, a number of obstacles were identified, namely time constraints, limited professional training for teachers, and resistance to pedagogical change. Despite these challenges, the applied strategies proved to be effective in enhancing both student motivation and character development. Accordingly, it is recommended that the institution reinforce teacher professional development programs, establish a more structured syllabus, and institutionalize love-based values within both assessment practices and the broader school culture.