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Social media has become a primary means of communication for adolescents in the digital era, yet excessive use can create complex impacts on their academic, social, and psychological well-being. The positive effects include expanding cross-regional friendships, improving communication skills, strengthening social relationships, and increasing learning motivation through peer interaction and support. Conversely, the negative effects include declining academic performance due to reduced focus, neglect of responsibilities, weakened language skills caused by the dominance of informal language, a higher risk of digital crimes such as fraud and identity theft, as well as mental-health issues including anxiety, depression, social-comparison pressure, and cyberbullying. To minimize these risks, preventive efforts are needed, such as enhancing digital literacy for both adolescents and parents, promoting ethical and safe online behavior, regulating screen time, strengthening parental guidance, implementing digital-wellness policies in schools, providing counseling services, developing more youth-friendly platforms, and enforcing government regulations on online safety. This study emphasizes that the wise, safe, and productive use of social media can only be achieved through collaborative efforts involving adolescents, families, schools, communities, platform providers, and the government.

Strengthening scientific literacy in elementary science learning requires interactive and contextual instructional strategies. Game-based learning has been shown to enhance student motivation and engagement (Clark et al., 2016). This study aims to develop and examine the effectiveness of an interactive quiz-based educational game on the topic of food chains and ecosystems for fifth-grade students. The research employed a Research and Development approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages (Yusuf & Rahman, 2023). The participants were 25 students. Data were collected through pretest and posttest instruments and analyzed using the N-Gain formula to measure learning improvement. The findings indicate a moderate to high increase in students’ learning outcomes after the implementation of the developed media. In addition, students demonstrated greater participation during the learning process. These results suggest that interactive quiz-based educational games can serve as an effective alternative strategy to enhance conceptual understanding in elementary science education.

The digestive system is one of the most abstract and complex topics in high school biology because it involves physiological processes that occur inside the body and cannot be observed directly. This situation calls for the use of instructional media that can help students understand concepts in a more concrete, systematic, and engaging way. This study aims to analyze the effect of interactive multimedia on student learning outcomes regarding the digestive system and to identify the most effective type of multimedia. This study employs a meta-analysis method using secondary data from 20 relevant scientific articles published between 2021 and 2026. Data were collected through a literature review and systematic review, then analyzed using effect size calculations with Cohen’s and Hedges’ g formulas to determine the effectiveness level of each medium. The results indicate that the use of interactive multimedia generally has a positive effect on student learning outcomes, with most media falling into the high to very high effect size category. Interactive multimedia based on Articulate Storyline was the most effective medium with the highest effect size value of 2.730, followed by Augmented Reality-based E-Magazine at 2.634. These findings indicate that interactive multimedia is effective in facilitating the visualization of concepts and increasing student engagement.  

Communication is an essential human right, yet a significant communication gap persists between individuals with sensory disabilities, specifically the deaf and speech-impaired, and the general public. While many technological solutions have been proposed to translate sign language, existing models primarily rely on heavy deep learning architectures such as Convolutional Neural Networks (CNN) or Recurrent Neural Networks (RNN/LSTM). These models often demand high computational power, leading to latency and limiting real-time application on standard devices. This study proposes a lightweight, fast, and highly responsive sign language translation system specifically designed to recognize static alphabets (A-Z) and single-character air writing. The system utilizes MediaPipe for hand tracking, where feature extraction is intelligently processed by calculating the relative spatial coordinates of fingertips to the wrist, reducing dependency on raw camera coordinates. Classification is performed using a Support Vector Machine (SVM) with a Radial Basis Function (RBF) kernel, prioritizing computational efficiency without sacrificing accuracy. To enhance user experience, the system introduces three key novelties: smart relative feature extraction, an anti-duplication hold system with a 1-second timer to prevent input spamming, and a non-blocking multithreaded audio execution (Daemon Thread) utilizing Google Text-to-Speech (gTTS), ensuring the webcam feed remains fluid during audio playback. Additionally, an alternative air-writing mode is integrated, utilizing geometric heuristics and PyTesseract OCR to read single drawn letters in the air. The results indicate that the proposed system operates swiftly and efficiently, bridging the communication barrier with a hardware-friendly approach.

This study addresses the issue of suboptimal student academic performance, which is frequently linked to the selection of instructional strategies that do not actively engage learners. Learning outcomes represent a multidimensional construct involving knowledge acquisition, attitude development, and skill formation. Therefore, the application of an appropriate learning model is essential to support meaningful learning experiences. This research aims to investigate the impact of implementing a Problem Based Learning (PBL) model supported by audio-visual media on students’ academic achievement. A quantitative approach with a quasi-experimental design was employed. The study involved two groups: an experimental class receiving the PBL intervention and a control class experiencing conventional instruction. Data were collected through pretest and posttest assessments and analyzed using both descriptive and inferential statistical techniques. The findings reveal a statistically significant difference between the two groups, indicated by a significance value below 0.05. This confirms that integrating problem-based strategies with audio-visual support contributes positively to improving students’ learning outcomes. The results highlight the importance of student-centered learning environments in fostering deeper understanding and engagement.

This study aims to develop a Strategic Learning Enabler model by reconfiguring the role of Information and Communication Technology (ICT) units to enhance Generation Z student productivity in digital higher education. The research is motivated by the gap between digital transformation demands and the predominantly technical-operational role of ICT units. Using a quantitative explanatory design, this study examines the causal relationships among ICT role reconfiguration, adaptive learning systems, and student productivity. Data were collected through questionnaires distributed to Generation Z students engaged in digital learning environments and analyzed using Structural Equation Modeling (SEM). The findings indicate that Generation Z students exhibit high responsiveness to structured tasks but lack continuity in learning activities due to weak self-regulated learning. The study also reveals that adaptive learning systems significantly mediate the relationship between ICT transformation and student productivity. The proposed model emphasizes digital governance, learning analytics, and micro-tasking structures as key components in building sustainable academic productivity. This research contributes both theoretically and practically by offering an institutional framework for digital learning transformation in higher education.

This study aims to examine the effectiveness of implementing the Al Miftah method with a behavioristic approach in improving the ability of students at the Raudlatul Ulum II Islamic Boarding School to read classical Islamic texts. This method provides stimuli in the form of repetitive exercises and positive reinforcement that actively motivate students to learn nahwu and sharaf rules, the main foundations in learning classical Arabic texts. The results of observations and interviews show significant changes in the students' learning behavior; from being passive to being more active, motivated, and able to understand the learning material better. The use of innovative media such as nadhom songs strengthens the memorization of Arabic language rules in a rhythmic and enjoyable way. The role of teachers as facilitators and evaluators is also very important in guiding and motivating students individually. Evaluation of students' abilities through classical Islamic texts reading tests shows that this method is effective in improving reading performance and understanding of classical Islamic texts. Some limitations, such as limited learning time and the number of certified teachers, are concerns for future development.

This study aimed to analyze the effect of using interactive PowerPoint media on the learning outcomes of eighth-grade students at SMP Negeri 3 Kabila. The study was motivated by the relatively low student learning outcomes in Social Studies, as indicated by the number of students who had not yet achieved the minimum mastery criteria, as well as the limited use of technology-based instructional media in classroom learning. This research employed a quantitative approach with a correlational design. The population and sample consisted of 50 eighth-grade students. Data were collected through questionnaires, observation, interviews, and documentation. The data were analyzed using simple linear regression after the instruments had met validity and reliability requirements and the data were normally distributed. The findings revealed that the use of interactive PowerPoint media had a positive and significant effect on student learning outcomes. This was indicated by a t-value of 6.184, which was higher than the t-table value of 2.008 at a 5 percent significance level. The correlation coefficient of 0.666 indicated a strong relationship, while the coefficient of determination of 0.443 showed that 44.3 percent of the variance in students’ learning outcomes was explained by the use of interactive PowerPoint media. Therefore, interactive PowerPoint media can be considered an effective instructional alternative to support the improvement of student learning outcomes.

Learning media is a tool used to convey messages so that it can stimulate students' thoughts, feelings, attention, and willingness in the learning process. This study aims to determine the effectiveness of using KoKaMi media, a three-dimensional media combined with language games, in improving Arabic vocabulary mastery of eighth-grade female students of SMPIT An Nur Sragen. This study uses a quantitative approach with an experimental method and a pre-experimental design of one group pretest–posttest type. The study population consisted of 22 female students and all were sampled through a total sampling technique. Data collection was carried out through tests, interviews, observations, and documentation, while data analysis used descriptive statistics, prerequisite tests, and hypothesis testing with the help of SPSS. The results of the analysis showed that the data were not normally distributed so the Wilcoxon Signed Rank Test was used. The test results showed a significance value of 0.000 smaller than 0.05, which means H0 is rejected and Ha is accepted. These findings prove that KoKaMi media is effective in improving Arabic vocabulary mastery. Therefore, KoKaMi media can be used as an alternative innovative learning media that helps students understand vocabulary more actively, enjoyably, and meaningfully. The implications of this research indicate that the use of game-based media can increase learning motivation, class participation, and learning interactions, so teachers are advised to utilize similar creative media as an effective and student-centered language learning strategy in learning practices at school consistently and sustainably.

Learning media is a tool used to convey messages so that it can stimulate students' thoughts, feelings, attention, and willingness in the learning process. This study aims to determine the effectiveness of using KoKaMi media, a three-dimensional media combined with language games, in improving Arabic vocabulary mastery of eighth-grade female students of SMPIT An Nur Sragen. This study uses a quantitative approach with an experimental method and a pre-experimental design of one group pretest–posttest type. The study population consisted of 22 female students and all were sampled through a total sampling technique. Data collection was carried out through tests, interviews, observations, and documentation, while data analysis used descriptive statistics, prerequisite tests, and hypothesis testing with the help of SPSS. The results of the analysis showed that the data were not normally distributed so the Wilcoxon Signed Rank Test was used. The test results showed a significance value of 0.000 smaller than 0.05, which means H0 is rejected and Ha is accepted. These findings prove that KoKaMi media is effective in improving Arabic vocabulary mastery. Therefore, KoKaMi media can be used as an alternative innovative learning media that helps students understand vocabulary more actively, enjoyably, and meaningfully. The implications of this research indicate that the use of game-based media can increase learning motivation, class participation, and learning interactions, so teachers are advised to utilize similar creative media as an effective and student-centered language learning strategy in learning practices at school consistently and sustainably.

Nahwu (Arabic grammar) is a fundamental discipline in learning the Arabic language, helping to prevent errors in speech and serving as a primary key to clearly understanding Islamic legal texts. However, in practice, the teaching of Nahwu often faces complex challenges, particularly the lack of active participation among female students and their uneven mastery of the subject. Therefore, this study aims to explore the problems in teaching Nahwu at Al-Madani Islamic Boarding School in Cikalong and to identify the factors causing these issues. This study aims to: (1) reveal the problems faced by second-grade female students of KMI in learning Nahwu at Al-Madani Islamic Boarding School in Cikalong, and (2) identify the contributing factors influencing the emergence of these problems. This research employs a descriptive qualitative approach. The researcher used three data collection techniques: classroom observation, in-depth interviews with the Nahwu teacher, and questionnaires distributed to the students. For data analysis, the researcher applied the Miles and Huberman model, which consists of data reduction, data display, and conclusion drawing. To ensure data validity, data triangulation techniques were used. The results of the study indicate that the problems are divided into two main aspects: (1) learning-related problems, including the gap between memorization of grammatical rules and their application (i‘rab), high levels of academic anxiety, and decreased classroom concentration; and (2) contributing factors, including methodological factors, linguistic-psychological factors, and classroom management factors. The researcher suggests that teachers adopt more interactive teaching methods and media, as well as innovative visual tools to reduce the abstract nature of Nahwu materials and enhance students’ functional understanding. Additionally, activating “Halaqah Nahwiyyah” (grammar study circles) in dormitories is recommended to overcome psychological barriers and improve students’ linguistic confidence.

This study aims to analyze the strategies of multicultural Islamic Religious Education (PAI) learning in fostering students’ tolerance attitudes in the context of Indonesia’s diverse society. This research employs a qualitative approach using a library research method by examining various relevant scientific literatures, including journals, books, and policy documents. Data were analyzed through stages of data collection, reduction, thematic analysis, and synthesis. The findings indicate that there are three main strategies in implementing multicultural-based PAI learning: (1) enrichment of teaching materials with multicultural perspectives, (2) application of dialogic discussion and cooperative learning methods, and (3) creation of a democratic and inclusive school culture. These strategies are proven to significantly contribute to the development of students’ tolerance, inclusivity, and respect for diversity. However, several challenges are identified, such as limited teacher competence, lack of inclusive teaching materials, social pressures, and the influence of digital media. In conclusion, multicultural-based PAI learning plays a crucial role in shaping tolerant and inclusive students. Its successful implementation requires a holistic, adaptive, and collaborative approach involving curriculum development, teacher competence enhancement, and support from the broader educational ecosystem.

This study was motivated by students’ low conceptual understanding of temperature, heat, and thermal expansion at SMP Negeri 28 Batanghari, where learning achievement remained below 50%. Instruction predominantly used PowerPoint-based media, resulting in passive learning and limited contextual engagement. This study aimed to develop web-based interactive multimedia (GlidesApps) integrated with Cepak Kapung ethnoscience that is valid, practical, and effective in improving seventh-grade students’ conceptual understanding. The study employed a Research and Development (R&D) approach using a development model consisting of five stages: analysis, design, development, implementation, and evaluation. The resulting product, named LokaSains, is a web-based learning application accessible via smartphone, laptop, or computer without installation. It presents learning content on temperature, heat, and thermal expansion integrated with the ethnoscience of Cepak Kapung, a traditional cake from Batanghari Regency. Content expert validation obtained a score of 91.07% (very valid), while media expert validation reached 87.50% (very feasible) after two revisions. Teacher practicality assessment produced 98.33% (very practical), and student responses in small-group and large-group trials reached 94% and 90.35%, respectively (very good). During implementation with 28 seventh-grade students, the mean pretest score increased from 46.07 to 76.79 in the posttest. A paired samples t-test produced t = −13.053 with Sig. (2-tailed) = 0.000 < 0.05, indicating a significant difference in conceptual understanding before and after using the multimedia. The N-Gain score of 0.57 indicated moderate effectiveness in improving learning outcomes. Accordingly, the LokaSains interactive multimedia is considered valid, highly practical, and effective for teaching temperature, heat, and thermal expansion at junior high school level.

Digital transformation in the public sector encourages civil servants to utilize technology not only for administrative purposes but also to improve efficiency, accuracy, and work performance. This study examines the influence of Intelligent Learning-Based Training and Digital Training Components on the Digital Productivity of civil servants at the Bureau of Economic Affairs of the Regional Secretariat of Lampung Province, with Adaptive Competence serving as a mediating variable. A quantitative approach with a non-experimental survey design was applied, and data were collected through structured questionnaires distributed to employees engaged in digital-based work activities. The data were analyzed using structural model testing procedures. The findings reveal that Intelligent Learning-Based Training does not significantly influence Adaptive Competence or Digital Productivity. Conversely, Digital Training Components positively and significantly affect both Adaptive Competence and Digital Productivity. Adaptive Competence also has a positive impact on Digital Productivity and mediates the relationship between Digital Training Components and Digital Productivity. However, Adaptive Competence does not mediate the relationship between Intelligent Learning-Based Training and Digital Productivity. These results indicate that civil servants’ digital productivity is more effectively improved through practical, relevant, accessible, and well-evaluated digital training programs than through intelligent learning systems alone. Therefore, public institutions are encouraged to develop digital training initiatives that align with employees’ daily work demands while strengthening their adaptive competence in responding to technological changes.

This study analyzes the integration of turoth (classical Islamic scholarship) and digital media in moderate Islamic education through Gus Kautsar’s YouTube lectures. Amid concerns that religious digitalization may simplify Islamic teachings and reduce epistemological depth, this research examines whether turoth transmission in digital platforms maintains traditional scholarly structures. Using a qualitative approach with thematic content analysis, this study analyzes three classical text-based lecture videos published between January and March 2024. The findings show that turoth is represented through direct reading of Arabic classical texts, hierarchical argument structures (Qur’an–Hadith–Ulama), references to madhhab authorities, and contextualization of contemporary digital issues. The adaptation identified is pedagogical rather than epistemological, reflected in episodic segmentation, communicative translation, and contextual illustrations suited to Generation Z’s learning patterns. Furthermore, moderate Islamic education in the analyzed content emerges not through normative slogans, but through systematic engagement with classical texts. This study demonstrates that digital media can function as a medium for recontextualizing Islamic tradition while fostering moderate religious values among Generation Z in the digital era.

Biology learning in Indonesia is still predominantly teacher-centered, limiting students’ opportunities to actively develop critical thinking, creativity, collaboration, and other 21st-century competencies. Students often receive information passively, resulting in low engagement and limited ability to apply concepts in real-life contexts. Therefore, innovative learning models are needed to support more meaningful and student-centered learning. This study aims to review the implementation of Project-Based Learning (PjBL) in Biology education and analyze its contribution to the development of students’ 21st-century skills. The study employed a literature review method by analyzing 20 research articles published between 2022 and 2026. Articles were obtained through Google Scholar searches and selected based on relevance to Biology education, focus on PjBL implementation, and open-access availability. Data collection involved identification, screening, selection, and documentation of related studies, while data analysis used a qualitative descriptive approach. The findings indicate that PjBL effectively improves students’ cognitive achievement, conceptual understanding, scientific literacy, creativity, and critical thinking skills. In addition, PjBL enhances collaboration, communication, problem-solving abilities, learning motivation, and life skills through contextual and authentic project activities. Students become more actively involved in investigating real-world problems, designing solutions, and producing meaningful learning outputs. Furthermore, the integration of STEM approaches, digital media, blended learning, and Culturally Responsive Teaching (CRT) strengthens the effectiveness of PjBL in Biology learning. Overall, PjBL is highly relevant for supporting the Merdeka Curriculum and improving the quality of Biology education in developing 21st-century competencies.

Children in Tambak Osowilangun Village have high access to digital technology, but their digital financial literacy remains very low. Technology is generally used only for entertainment and social media without an understanding of its economic value. This condition is exacerbated by limited supervision from parents, the majority of whom work in the industrial sector, leaving children vulnerable to uncontrolled consumer behavior online. This community service activity aims to equip children in Tambak Osowilangun Village with a basic understanding of modern economics. The main focus is to improve their ability to manage their finances wisely, introduce the concept of digital savings, and develop critical thinking skills so they can distinguish between needs and wants in the technology era. The program uses the Participatory Action Research (PAR) method, which involves the active participation of children through a spiral of stages: planning, action, observation, and reflection. Data was collected through participant observation to monitor the learning dynamics of participants during the educational sessions. The implementation of the activity showed a significant increase in participants' financial understanding. Children became more aware of the risks of digital fraud and began to understand how financial applications work. Through interactive discussion sessions, high enthusiasm was generated, shifting the children's mindset from mere entertainment users to financially savvy technology users. The synergy between students and the community has succeeded in fostering a disciplined and responsible economic character in the young generation in the village.

The rapid development of information technology has had a significant impact on the world of education, particularly in the use of mobile applications as learning media. Developing Android-based applications using Flutter is one innovation that can increase efficiency and provide a more personalized and adaptive learning experience. In this context, educators are required to continue innovating to meet the increasingly diverse and dynamic needs of students in the digital era. The Multimedia and Information Technology Professional Association (PPMultindo), an organization that brings together technology professionals, is taking advantage of this opportunity by developing an Android-based learning platform. This platform is designed to provide easier, more flexible, and more interactive access to learning materials, as well as support the process of designing more engaging materials. Features such as learning data analysis, material recommendations, and automatic evaluation are expected to increase the effectiveness and efficiency of the teaching and learning process, while also providing a means for collaboration between members. However, the implementation of this technology still faces various challenges, such as limited technological competence of educators, inadequate infrastructure, and the need for curriculum adjustments. Therefore, collaborative efforts are needed to optimize the use of mobile technology to support educational transformation.

The development of digital technology provides new opportunities for learning innovation, including in literature learning at Sma Negeri 1 Serang City. This study aims to describe the use of Blogger as a literature learning medium in improving short story writing skills of high school students in the digital era. This study uses a qualitative approach with descriptive methods. The subjects of the study were students of SMA Negeri 1 Serang City with a population of approximately 1,756 students who participated in short story writing learning based on Blogger as a publication and learning medium. Data collection techniques were carried out through observation, interviews, and document analysis of the results of students' short stories published on Blogger. The purpose of this study is to determine the benefits of using Blogger in literature learning to increase student learning motivation, provide space for creativity in writing, and make it easier for students to publish and share their literary works digitally. In addition, Blogger media also encourages students to be more active in the learning process because of interactions through comments and feedback from teachers and peers. Thus, the use of Blogger as a literature learning medium can be an innovative alternative in improving short story writing skills of high school students in the digital era.

This study focuses on examining the effect of using the cooperative learning model type Teams Games Tournament (TGT) assisted by Kahoot in optimizing students’ problem-solving skills. The research method applied was Classroom Action Research (CAR), conducted through several cycles with stages including planning, action implementation, observation, and reflection. The subjects of this study were students of class X.B at SMA Negeri 2 Singaraja. The results of the study indicate a significant improvement in students’ problem-solving abilities after the implementation of the TGT model assisted by Kahoot. In cycle II, the students’ average score reached 88.15, with a learning mastery level of 84.21%. Therefore, it can be concluded that the majority of students had met the minimum learning mastery indicators. In addition, the learning process became more active, interactive, and enjoyable, which increased student engagement in the classroom. In conclusion, the cooperative learning model Teams Games Tournament (TGT) assisted by the Kahoot application has a positive impact on improving students’ problem-solving abilities. Therefore, the use of game-based digital learning models and media is recommended to enhance the quality of both the learning process and learning outcomes.