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Punggelan State Junior High School 3, Banjarnegara, as one of the schools at the elementary education level, will empower its students through the use of the school environment for agricultural activities. Efforts to introduce agricultural activities are carried out through P5 (Projek Penguatan Profil Pelajar Pancasila / Pancasila Student Profile Strengthening Project) on the theme of sustainable lifestyles. The theoretical session was held in the hall of Punggelan State Junior High School 3. The practical session was held in the garden area of Punggelan State Junior High School 3. The participants were also assisted by three students from the Agroindustry Study Program at the Banjarnegara Polytechnic. The stages of the activity consisted of a theoretical session in the hall, practical sessions on making planting media, making organic fertilizer, making yellow traps, sowing mustard seeds, and maintaining the mustard plants. Participants who had completed the practical activities were given the responsibility of maintaining their plants until harvest. The participants came from several villages in Punggelan Subdistrict, including Danakerta, Klapa, Tribuana, and Sambong. These four villages are agricultural centers. Most of the residents in these areas have yards that are used for agricultural activities. The students already have basic agricultural skills for vegetable cultivation. The participants' background in agriculture-based areas will facilitate student empowerment activities in school management towards achieving adiwiyata status. The empowerment of students at Punggelan State Junior High School 3through training in organic fertilizer production showed an increase in participants' knowledge of science in the field of anaerobic technology in organic fertilizer production. Participants also acquired the skill of being able to make organic fertilizer from leaves or grass and livestock manure. Participants were able to apply organic fertilizer as a seedling medium and a medium for growing mustard greens.

This study examines junior high school students’ digital morality (digital akhlak) through an analysis of Islamic Education (PAI) textbooks, focusing on the prevention of ghibah, slander/misinformation, and hate speech. The study is grounded in the growing intensity of adolescents’ online interactions, which heightens ethical risks such as online backbiting, the spread of unverified information (hoax), and degrading expressions that may harm social cohesion. The study aims to describe how the textbook represents values and prohibitions related to these issues, to analyze instructional presentation (narratives, religious evidence, learning activities, and assessments), and to assess the alignment of textbook content with a digital morality framework that contextualizes Islamic moral values for online environments. Using a library research design and content analysis of the PAI textbook as the primary document, the discussion is strengthened by recent Indonesian journal literature on digital literacy, Islamic communication ethics, and moral education for digital natives. The findings indicate that the textbook provides a strong basis for preventing ghibah through clear definitions, scriptural reinforcement, and affective messages about safeguarding others’ dignity; it addresses slander/misinformation primarily through operational tabayyun skills, including source and content verification and contextual checking; meanwhile, the prevention of hate speech is present implicitly through prohibitions against insulting, mocking, and prejudging, yet requires more explicit enrichment via contextual cases and ethical response strategies for students as bystanders. Overall, the textbook has substantial potential to foster students’ digital morality when supported by consistent classroom habituation and contextual pedagogy.  

The rapid development of information technology has provided significant opportunities to improve the efficiency of academic administration in schools. One of the common problems faced by educational institutions is the manual process of subject scheduling, which is time-consuming and prone to schedule conflicts among teachers, classes, and learning time. This problem is also experienced by SMPK Flos Carmeli, where the preparation of subject schedules has not yet been supported by an integrated computerized system. This study aims to design and develop a web-based subject scheduling application at SMPK Flos Carmeli using the Model–View–Controller (MVC) architecture. The research method employed is Research and Development (R&D) with the Waterfall software development model, which includes the stages of requirements analysis, system design, and application implementation. Data were collected through interviews, observations, and literature review to obtain system requirements that align with the school’s conditions. The application was developed using native PHP with the implementation of the MVC pattern to produce a structured, maintainable, and flexible system. The results show that the developed application is able to support the subject scheduling process in a faster, more accurate, and well-organized manner. The system provides features for managing teacher data, class data, time slots, schedule arrangement, and schedule printing, thereby minimizing schedule conflicts and improving the efficiency of school administrative work. Therefore, this subject scheduling application is expected to support the digitalization of academic administration and enhance the effectiveness of the teaching and learning process at SMPK Flos Carmeli.

This study aims to identify students' learning obstacles in the process of understanding one-variable linear equations in grade VII, develop an appropriate learning trajectory using a Realistic Mathematical Education (RME) approach, and produce an effective learning design to reduce these obstacles through generative models. The research adopts a design research methodology consisting of three main stages. The first stage, preparation for the experiment, includes a literature review and analysis of teachers’ instructional practices to develop a Hypothetical Learning Trajectory (HLT) for one-variable linear equations. The second stage, design experiment, involves testing the designed learning activities through a pilot experiment and teaching experiment. The third stage, retrospective analysis, compares actual classroom observations with the initial HLT to refine and validate the learning trajectory. The research subjects include seven grade VII students in the pilot experiment and 44 students from SMP Negeri 2 Mataram in the teaching experiment. Data collection methods include tests, observations, interviews, and documentation, with retrospective analysis used to generate a validated Local Learning Trajectory (LLT). The findings reveal several epistemological obstacles experienced by students, such as difficulties in applying fundamental arithmetic concepts (addition, subtraction, multiplication, division) within the context of linear equations. Students also struggled with concept recognition, representation, and interpretation of linear equations in various forms. The developed LLT proved effective, as students demonstrated improved understanding and were able to follow the learning sequence meaningfully. Retrospective analysis confirmed that the LLT successfully addressed and reduced students’ learning obstacles in mastering one-variable linear equations.

In Indonesia, mental health issues among adolescents are prevalent. Mental health of both victims and offenders is affected by bullying, and it could lead to ongoing mental health issues such as worry and sadness. The objective of this study is to investigate the connection between bullying and teenage mental health in SMP Negeri 2 Blang Bintang. The study was implemented from June 17 to June 19, 2025, using a cross-sectional design and a quantitative research methodology. A sample of 60 teenagers was chosen via proportional random sampling from the total population of 151 adolescents.The General Health Questionnaire-12 (GHQ 12) and the Olweus Bully/Victim Questionnaire (OBVQ) were the research tools utilized. The chi-squared test was used to evaluate the data. The findings revealed that out of 54 victims of bullying, the majority (48 individuals or 88.9%) had impaired mental health. Conversely, among 6 non-victims, most (5 individuals or 83.3%) did not have impaired mental health. The chi-square test indicated p = 0.001, meaning bullying victims and mental health are significantly correlated.. Additionally, among 49 bullying perpetrators, most (46 individuals or 93.9%) had impaired mental health, while among 11 non-perpetrators, most (8 individuals or 72.7%) did not have impaired mental health. The chi-square test also showed p = 0.001, indicating a strong correlation between the mental health of bullies and their behavior. The researchers recommend the importance of maintaining mental health and collaborating across various sectors to reduce bullying behavior.

This study investigates (1) the impact of the Flipped Classroom model on students’ learning independence in Social Studies, (2) its effect on Social Studies achievement, and (3) its simultaneous influence on both variables among Grade VIII students at SMPN 10 Satap Liukang Tangaya. A quantitative approach was applied using a quasi-experimental method with a Non-Equivalent Control Group Design. The sample comprised 33 students, with 17 assigned to the experimental class and 16 to the control class. Data collection instruments included a learning independence questionnaire, Social Studies achievement tests, observation sheets, and documentation. The data were analyzed through descriptive statistics, normality and homogeneity tests, paired samples t-tests, independent samples t-tests, and MANOVA using SPSS. The findings reveal that the Flipped Classroom model significantly enhances students’ learning independence, as evidenced by independent samples t-test results (Sig. < 0.05). It also significantly improves Social Studies learning outcomes, indicated by higher posttest scores in the experimental class compared to the control class (Sig. < 0.05). Furthermore, MANOVA results confirm a significant simultaneous effect on both learning independence and achievement (Sig. < 0.05). These results demonstrate that the Flipped Classroom model effectively improves the overall quality of Social Studies instruction for Grade VIII students.

The rapid development of information technology requires improved digital literacy and basic technological skills beginning at the secondary education level. One important competency that needs to be introduced to students is an understanding of computer networks, particularly Local Area Networks (LAN), along with the development of communication and public speaking skills as essential soft skills. This activity aimed to increase the interest and understanding of students at SMP Negeri 6 Sorong City regarding information technology through LAN network education integrated with public speaking training. The activity was implemented using an experiential learning approach combined with student-centered learning, which emphasized active student participation through material presentations, demonstrations, hands-on network cabling practice, and interactive discussions. The program was conducted in three main stages: preparation, implementation, and closing evaluation. The results indicated that students were able to follow all learning activities effectively and demonstrated strong enthusiasm in understanding basic LAN network concepts and cabling techniques. Additionally, students showed increased confidence in expressing ideas and actively participating in discussions. The integration of technical training and soft skill development created a more contextual, engaging, and practical learning environment. This activity also provided valuable experience for the community service team in strengthening communication abilities and applying academic knowledge in real educational settings. Overall, the practice-based LAN education program proved to be an effective approach for increasing students’ interest in information technology while simultaneously developing communication skills from an early age.

The increasing number of children with autism spectrum disorder in Indonesia presents new challenges for the inclusive education system, particularly in the development of social skills. This study aims to analyze the impact of floortime therapy on the development of social skills in children with autism at UPTD SMP Negeri 18 Depok City. The study employed a qualitative approach using a case study method, with data collected through observation, interviews, and documentation. The theoretical framework was based on the floortime implementation theory proposed by Greenspan and Wieder (2006) and the social skills theory by Rachmah (2018). The results indicate that floortime therapy has a positive impact on improving the social skills of children with autism, particularly in aspects of attention and engagement, two-way communication, sharing ideas and emotions, and logical thinking. The effectiveness of the therapy is further enhanced by the contribution of the surrounding environment, including family members, teachers, peers, and therapists, who play an important role in supporting the sustainability of the intervention. These findings emphasize that floortime therapy is not only effective as a therapeutic approach but also serves as a supportive strategy in improving the quality of inclusive education services for children with special needs.  

The moral crisis and the decline in students' social awareness encourage education to focus not only on academics but also on character development. The internalization of social education values is important for fostering empathy, responsibility, and social sensitivity. At SMPN 1 Kunjang, undisciplined behavior and low levels of social concern indicate the need for a more effective internalization strategy. This study aims to explore the process of internalizing social education values and the supporting and inhibiting factors among seventh-grade students at SMPN 1 Kunjang. The research method used is a descriptive qualitative approach, with the research location at SMPN 1 Kunjang. Data were collected through observation, interviews, and documentation. The results show that the internalization of social education values at SMPN 1 Kunjang is carried out through habituation, role modeling, school rules, and routine activities that cultivate students' empathy and responsibility. Supporting factors include teacher role modeling, routine school programs, and a culture of discipline. Meanwhile, inhibiting factors include weak family roles, negative peer influence, and lack of discipline.

Kinerja guru merupakan faktor kunci dalam peningkatan mutu pembelajaran di sekolah. Namun, masih terdapat keterbatasan pemahaman guru terhadap manajemen sekolah dan penerapan disiplin kerja yang berdampak pada optimalisasi kinerja. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kinerja guru melalui pelatihan manajemen sekolah dan pembinaan disiplin guru di SMP Negeri 03 Limboto Barat. Metode yang digunakan adalah pendekatan partisipatif melalui pelatihan, diskusi, praktik, dan pendampingan. Pengukuran kinerja guru dilakukan menggunakan angket sebelum dan sesudah pelatihan. Hasil kegiatan menunjukkan adanya peningkatan pemahaman manajemen sekolah dari 62% menjadi 82%, pengelolaan pembelajaran dari 65% menjadi 85%, serta disiplin kerja guru dari 60% menjadi 80%. Temuan ini menunjukkan bahwa integrasi pelatihan manajemen sekolah dan pembinaan disiplin guru efektif dalam meningkatkan kinerja guru secara berkelanjutan.

Breakfast and sleep quality are important factors that can influence students’ concentration and academic achievement. This study aims to analyze the relationship between breakfast consumption levels and sleep quality with the learning achievement of students at SMP Negeri 31 Medan. This research used a quantitative method with a cross-sectional design. The study population consisted of all 192 eighth-grade students, with a sample of 88 respondents selected through simple random sampling. Breakfast intake was measured using a 3x24-hour food recall (breakfast time only), sleep quality was assessed using the Pittsburgh Sleep Quality Index (PSQI) questionnaire, while learning achievement was obtained from semester exam scores in Indonesian Language and Mathematics subjects. Data analysis was carried out using the Chi-Square test with a significance level of 0.05. The results showed a significant relationship between breakfast intake and learning achievement in Indonesian Language (p=0.003) and Mathematics (p=0.000). Sleep quality was also proven to be associated with learning achievement in Indonesian Language (p=0.001) and Mathematics (p=0.000). The conclusion of this study is that having breakfast with adequate nutritional intake and maintaining good sleep quality contribute positively to improving students’ learning achievement.

The use of the social media platform TikTok as a learning medium in Social Studies (IPS) has emerged as an innovative strategy to enhance students’ learning creativity and engagement in the digital era and within the Merdeka Curriculum framework. This study aims to examine the effectiveness of TikTok in supporting creative learning processes, particularly in helping students understand Social Studies content in a visual, interactive, and easily accessible manner. The research was conducted through an online training seminar involving teachers and students, which included material delivery, demonstrations of TikTok usage, hands-on practice in creating learning content, and trial implementation in classroom learning activities. The analysis focused on three main aspects: (1) the improvement of teachers’ competencies in designing creative TikTok-based learning media, (2) students’ responses and learning experiences when using the platform, and (3) the effectiveness of the media in enhancing students’ understanding of Social Studies concepts. The results indicate that the use of TikTok improves the quality of learning media created by teachers and facilitates students’ independent learning. Pre-test and post-test data show an increase in students’ conceptual understanding, while student responses reveal a high level of learning interest through visual and interactive media. Nevertheless, several challenges related to device availability and internet connectivity were identified among some participants. In conclusion, TikTok is effective as an independent learning medium for Social Studies and contributes positively to improving students’ understanding and learning motivation. The study recommends continuous mentoring for teachers, strengthening ICT infrastructure, and further development of diverse learning media to support learning needs within the Merdeka Curriculum.

This study aims to: (1) describe the implementation of local wisdom–based learning in the teaching process of Grade VII B at UPT SMP Negeri 4 Kelara Jeneponto; (2) determine the improvement of students’ social awareness after the implementation of local wisdom–based learning; and (3) identify the enhancement of students’ learning culture through the application of this learning model. The research employed a Classroom Action Research (CAR) design using the Kemmis and McTaggart model, conducted in two cycles consisting of planning, action, observation, and reflection. The subjects were 25 seventh-grade students, focusing on two main variables: social awareness and learning culture. Data were collected through observation, questionnaires, and documentation, and analyzed using descriptive quantitative and qualitative techniques. The findings indicate that the integration of Jeneponto cultural values Tabe’ Karaeng, Sipakatau, Sipakalabbiri, Sipakainga, Siri’ na Pacce, Akbulo Sibatang, and empo sipitangari was implemented effectively and became more optimal in Cycle II after improvements were made through Problem-Based Learning (PBL) and the use of more contextual local cases. Students’ social awareness increased from an average of 63.13% in Cycle I (categorized as Fair) to 80.42% in Cycle II (categorized as High). Similarly, students’ learning culture improved from 69.69% (Fair) in Cycle I to 82.66% (High) in Cycle II, meeting the classical mastery criteria. The study concludes that integrating local wisdom into classroom instruction not only strengthens students’ understanding of social studies content but is also effective in shaping their social character and learning habits. This model is recommended for development in other subjects and educational levels.

The primary objective of this research is to enhance English academic proficiency among seventh-grade pupils at UPT SMP Negeri 4 Takalar, specifically regarding "Introduction" subject matter, through the application of the Problem-Based Learning (PBL) framework. This study was necessitated by observed deficiencies in student engagement and challenges in vocabulary acquisition, particularly concerning regular and irregular verbs, which had previously led to unsatisfactory academic performance. Utilizing a Classroom Action Research (CAR) design, the investigation was executed over two distinct cycles with a cohort of 24 students from Class VII B. Data acquisition involved the administration of performance assessments and systematic classroom observations. Subsequent analysis revealed a marked enhancement in learning achievements. During Cycle I, the mean score was recorded at 78.75, corresponding to a classical mastery rate of 37.5%. Following instructional refinements in Cycle II, the average score rose to 80.42, while the classical mastery rate increased to 50%. Moreover, observational evidence highlighted constructive behavioral shifts characterized by heightened engagement in collaborative discussions and improved oral communication confidence. Consequently, this study concludes that deploying the PBL model serves as an effective strategy for augmenting both English academic achievement and social interaction within the classroom environment.

Meaningful learning is a crucial requirement in 21st-century education, particularly in the face of the increasingly rapid development of digital technology. However, teachers' limited knowledge and skills in utilizing digital learning media remain a challenge, particularly in junior high schools. This study aims to analyze the strengthening of meaningful learning through training on the Canva-based deep learning model at SMP Negeri 2 Mappakasunggu. This study used a quantitative approach with a one-group pretest–posttest pre-experimental design. The subjects were teachers at SMP Negeri 2 Mappakasunggu who participated in the training as part of the Community Service Program (KKN). The research instrument was a knowledge test on Canva administered before (pretest) and after (posttest) training. Data were analyzed using descriptive statistics and N-Gain calculations. The results showed that the average pretest score for teachers was 42.3 with a range of 30–55, while the average posttest score increased to 70.8 with a range of 65–76. The N-Gain calculation of 0.49 is in the moderate category. These findings indicate that training on the Canva-based deep learning model is effective in enhancing teacher knowledge and supporting meaningful learning. This study recommends the continued implementation of similar training to improve the quality of technology-based learning in schools.  

Menstrual stress is a common reproductive health problem among adolescent girls, which can interfere with learning activities, concentration, and overall quality of life. This community service activity aimed to improve the ability of female students to manage menstrual stress through education and practice of deep breathing techniques at SMPN 2 Rambutan, Banyuasin Regency. The activity used a one-group pretest–posttest pre-experimental design involving 30 female students who had experienced menstruation. Health education was delivered through interactive lectures, discussions, and practical demonstrations of deep breathing techniques, while evaluation was conducted using pre-test and post-test questionnaires on menstrual stress levels. The results showed a reduction in menstrual stress, with most participants shifting from moderate stress before education to mild stress after the intervention. These findings indicate that deep breathing techniques are effective in helping students independently manage menstrual stress. Therefore, health education combined with practical deep breathing exercises is recommended to be implemented continuously in schools as a promotive and preventive strategy for adolescent reproductive health.

Menstrual stress is a common reproductive health problem among adolescent girls, which can interfere with learning activities, concentration, and overall quality of life. This community service activity aimed to improve the ability of female students to manage menstrual stress through education and practice of deep breathing techniques at SMPN 2 Rambutan, Banyuasin Regency. The activity used a one-group pretest–posttest pre-experimental design involving 30 female students who had experienced menstruation. Health education was delivered through interactive lectures, discussions, and practical demonstrations of deep breathing techniques, while evaluation was conducted using pre-test and post-test questionnaires on menstrual stress levels. The results showed a reduction in menstrual stress, with most participants shifting from moderate stress before education to mild stress after the intervention. These findings indicate that deep breathing techniques are effective in helping students independently manage menstrual stress. Therefore, health education combined with practical deep breathing exercises is recommended to be implemented continuously in schools as a promotive and preventive strategy for adolescent reproductive health.

This community service program aimed to strengthen the digital competencies of junior high school students through a structured workshop on graphic design and photography. The activity was conducted on June 10–11, 2025 at Universitas Ma Chung and involved thirteen students from SMP Insan Amanah accompanied by their teachers. The program was designed based on prior identification of learning needs conducted through coordination with school representatives. The workshop integrated theoretical instruction and hands-on practice covering basic photography concepts such as angle, shot, triangle exposure, and three point lighting, followed by editorial layout training using Canva. Students were guided to edit photographs, arrange layouts, and select appropriate text elements. The results indicated improvements in students’ technical skills, learning engagement, and collaborative behavior. A campus tour conducted at the end of the program provided additional insight into the academic environment of higher education. Overall, the program demonstrated that practice-based learning effectively supports digital skill development among junior high school students.

The management of the Qur'an memorization program at Al Iman Quran Science Junior High School by school administrators is covered in this paper. One of the school's main initiatives is the Qur'an memorization program, which aims to develop students' character via memorization and study of the Qur'an while also raising educational standards. This study employs a descriptive method in conjunction with a qualitative approach. The principal and Tahfidz instructors who are actively involved in the program's execution make up the research subjects. Interviews, observations, and documentation were used to gather data. According to research findings, school leadership plays a significant role in teacher development by offering training to enhance teacher competency and working to promote collaboration with parents of children. Four Qur'anic teacher support each class while the memorization method is implemented in an organized and disciplined manner. For students in the first and second grades, audio and the Hijaz Wafa-style Qur'anic reading method are employed as educational resources. Regular memorizing competitions organized by the school and the education administration each year are supporting aspects for this program. Meanwhile, differences in kids' remembering skills and parents' lack of interest in and support for their children's at-home learning activities are examples of limiting factors.

The lack of awareness regarding the emotional impact of bullying remains a persistent issue in schools. It hinders students’ ability to build self-confidence, form healthy social relationships, and reach their full academic potential. In response to this concern, an anti-bullying training program was implemented at a junior high school (SMP Gembala Baik Pontianak). The program aimed to enhance students’ understanding of different forms of bullying and their consequences, while also promoting active participation in fostering a safe and supportive school environment. The training employed a multi-phase approach: material preparation, interactive presentations, group discussions, empathy-building exercises, and evaluation through questionnaires and behavioural observation. The results were notable: 98.91% of participants demonstrated improved understanding of bullying and its serious effects, while 73.11% reported increased confidence in reporting bullying incidents. Furthermore, 95.69% of students acknowledged that the training helped them appreciate the importance of embracing diversity and creating a safe environment. Additionally, 83.87% felt more motivated to show empathy toward their peers. These findings suggest that effective bullying prevention extends beyond information delivery—it must also engage students emotionally and instill a sense of personal responsibility. Similar programs are recommended to be held regularly with updated and contextually relevant materials.