Publication Search

This study develops Prezi-based audio-visual learning media aimed at improving motivation and economics learning outcomes for Grade X students at SMA X. The primary issue addressed is the low motivation and achievement among students due to the use of monotonous teaching methods and unengaging media. This research distinguishes itself by integrating Prezi’s Zooming User Interface (ZUI) with economics content, aligning with the independent curriculum and the Pancasila student profile. The study follows the Four-D Research and Development (R&D) model, consisting of Define, Design, Develop, and Disseminate phases. Data were collected through needs analysis, expert validation, and a quasi-experimental pretest-posttest control group design. Two classes, each consisting of 36 students, participated in the study. The learning media developed integrates various components such as text, images, charts, animations, and audio explanations, creating a comprehensive and interactive learning experience. The media was validated and found to be suitable, practical, and flexible for classroom use. The experimental group using the Prezi-based learning media saw a significant improvement in their learning outcomes. The average score of this group increased from 43.472 to 86, showing a substantial gain. In contrast, the control group, which used traditional methods, showed a smaller increase in average score, from 43.056 to 66.389. These results indicate that Prezi-based media is an effective tool for enhancing students' motivation and learning outcomes. It provides an innovative and engaging alternative for teachers, making economics content more dynamic and accessible. The study suggests that integrating such audio-visual tools can play a crucial role in improving the quality of learning, fostering both student engagement and academic achievement.

This Micro, Small, and Medium Enterprises (MSMEs) assistance program aims to improve business capacity, strengthen branding, expand marketing reach, and provide formal legal status to MSMEs. Activities carried out include digital marketing training, assistance in creating e-commerce accounts, designing and delivering MSME logos, providing grants for sealing equipment, and assisting in obtaining a Business Identification Number (NIB) through the OSS system. The implementation methods include initial observation, activity planning, interactive training, direct mentoring, and post-activity monitoring and evaluation. These methods are designed to ensure that MSMEs are not only equipped with technical knowledge but also empowered with the practical tools necessary for success in a competitive market. The results of the activities show an improvement in the digital marketing skills of MSMEs, allowing them to reach a wider audience through social media platforms and online advertising. The creation of logos as brand identities has significantly boosted the recognition of these businesses, helping them establish a stronger presence in their respective markets. Additionally, the enhanced product packaging quality with the provision of sealing tools has led to better product presentation, which is essential in attracting customers and increasing sales. Furthermore, the acquisition of NIBs as business legal status has provided MSMEs with greater legitimacy, enabling them to access more formal business opportunities and funding options. This program has had a positive impact on the professionalism and competitiveness of MSMEs, which has been reflected in their increased ability to market their products effectively and efficiently. However, further assistance is needed in optimizing digital promotion, such as improving online advertising strategies, and fully utilizing NIBs for better business expansion. Moreover, it is crucial to offer ongoing support and guidance to ensure that MSMEs can continue to thrive and adapt to the rapidly changing digital landscape

The presence of scattered waste in the environment has a significant impact on both environmental sustainability and human health. In Indonesia, the accumulation of waste has reached alarming levels, amounting to approximately 175,000 tons per day, or the equivalent of 64 million tons annually. Household activities are one of the main contributors, producing a wide variety of waste, including organic and non-organic materials. Poto Village is among the areas receiving particular attention regarding this issue due to the challenges it faces in waste management. Improper management of waste not only leads to air, water, and soil pollution but also increases the risk of various health problems within the community. One of the programs designed to address this problem is the 3R program, which emphasizes three main principles: reduce, recycle, and reuse. The purpose of this community service initiative is to improve public knowledge and awareness of effective waste management through the application of 3R practices. The activities were carried out in three main stages, namely preparation, education, and discussion through a question-and-answer session. The process began with a socialization activity that introduced the objectives, purposes, and sustainability aspects of waste management efforts in the village. The educational session was attended by 30 participants, consisting of housewives, farmers, and entrepreneurs, who represented key groups within the community. Furthermore, interviews with local cadres revealed that waste is collected weekly by garbage trucks, indicating the village’s commitment to environmental management. Participants responded enthusiastically throughout the educational sessions, showing a strong interest and positive reception toward the information provided. As a follow-up step, future activities could include hands-on training in waste management using available media and tools, which would allow participants to apply the concepts learned in a practical and sustainable manner.

This community service activity was conducted as an effort to introduce integrated learning innovations based on Augmented Reality (AR) technology using the Assemblr Edu application to teachers at SMAN 1 Leuwiliang, Bogor, and several other schools in Bogor Regency. This activity was motivated by the underutilization of interactive digital technology in the learning process, particularly in helping teachers visualize abstract material. The implementation methods included preparation, webinar promotion, webinar implementation, a brief technical training session on creating learning materials using the Assemblr Edu application, and guidance in designing AR-based learning content during the webinar. Participants were asked to create AR-based teaching materials using Assemblr Edu according to the subjects they teach. In addition to providing theoretical material, the implementation team also conducted hands-on practice to ensure participants developed the skills to create AR content independently. The results of the activity showed high enthusiasm from the participating teachers, with 85% of participants stating that the training was very helpful and that they felt more confident in integrating AR technology into classroom learning. Participants were also able to produce several prototypes of Augmented Reality-based learning media that can be used as interactive teaching tools. This activity not only improved teachers' technological literacy but also broadened their understanding of how digital technologies such as AR can be creative solutions to enhance the quality of learning and student engagement. Through this community service activity, it is hoped that teachers will become agents of change in utilizing innovative technologies to create more engaging, interactive, and technology-driven learning experiences that align with the demands of 21st-century educational technology. Additionally, this program serves as a strategic step to strengthen teachers' capacity in addressing future challenges in digital learning.

Hairstyling is a crucial aspect of enhancing one’s aesthetic appearance and self-expression, with the Hollywood Wave being one of the most iconic and classic styles. Characterized by large, shiny, and neatly arranged “S”-shaped waves, this style requires accuracy in both technique and tools. One of the most influential factors in achieving the desired look is the diameter of the curly iron used. Observations during an internship at a national television station revealed that different curly iron diameters, specifically 28 mm and 25 mm, produce varied results when applied to long straight hair. This study aims to compare the effectiveness of using 28 mm and 25 mm diameter curly irons in creating Hollywood Wave styles. The research employed a quantitative method with a One-Group Pretest-Posttest Design. The independent variable was the Hollywood Wave styling technique, while the dependent variable was the styling result measured across three indicators: wave shape, wave durability, and wave volume. The sample consisted of students who had completed the Hair Styling course and had long straight hair, selected through purposive sampling. Data were analyzed using descriptive statistics, followed by normality, homogeneity, and hypothesis testing to ensure validity. The findings demonstrate that the 28 mm curly iron performs more effectively than the 25 mm in producing Hollywood Waves that are neater, longer-lasting, and more voluminous. Statistical analysis confirms a significant difference between the two diameters in achieving optimal styling results. This suggests that the larger diameter curly iron not only provides a smoother and more polished wave pattern but also improves the durability and overall quality of the style. The study contributes to hairstyling practices by offering evidence-based insights into tool selection for professional styling, particularly for achieving the Hollywood Wave look.

This community service activity was carried out in Dahu Village, Pandeglang Regency, with the main objective of introducing and implementing biopore infiltration hole technology as a simple and environmentally friendly solution to address waterlogging and organic waste management. Biopores are small-diameter vertical holes dug into the ground and then filled with organic waste, such as dry leaves, vegetable scraps, or food scraps. This organic waste will naturally decompose through a decomposition process, producing compost that is useful for fertilizing the soil. Furthermore, the presence of biopore holes can improve the groundwater absorption capacity, thereby reducing the risk of waterlogging and minor flooding around residential areas. During the implementation, we as students not only provided theoretical explanations through socialization sessions but also actively participated directly in the field. Together with residents, we practiced making biopore holes, starting from the stages of preparing tools and materials, the process of drilling the soil, and filling the holes with organic waste. This practical activity was designed to help the community understand the steps for making biopores independently and utilizing them sustainably. The results of the activity showed an increase in community understanding and awareness of the importance of easy, affordable, and beneficial waste management. The community is beginning to realize that waste processing does not always require large costs or complicated technology. Biopore holes have been proven effective in accelerating rainwater absorption, reducing household waste volume, and improving soil fertility. Beyond the environmental impact, this activity also strengthens relationships between students and villagers through the collaboration established during the biopore construction process. Thus, this program is expected to be the first step towards a cleaner, healthier, and more sustainable village.

This community service program focuses on training teachers at SMKN 1 Malingping in developing formative assessment instruments using the Quizizz and Wordwall platforms. The main objective is to enhance teachers’ competencies in integrating technology into classroom assessment practices, thereby improving the quality of teaching and learning. Formative assessment plays a crucial role in the learning process as it allows teachers to continuously monitor student progress, identify learning gaps, and provide timely feedback that supports both remediation and enrichment. By mastering digital tools such as Quizizz and Wordwall, teachers can design engaging, interactive, and effective assessment activities that align with curriculum objectives while also increasing student motivation and participation. The training was conducted through a workshop model, combining theoretical sessions on formative assessment principles with hands-on practice in creating and implementing online quizzes, interactive games, and customized learning activities. Teachers were guided step-by-step in account creation, content development, and analyzing assessment results for instructional decision-making. Feedback sessions were also integrated to address challenges and share best practices. The results of the training indicated a significant improvement in teachers’ skills and confidence in utilizing Quizizz and Wordwall for formative assessment. Participants demonstrated the ability to design varied assessment formats, adapt content to students’ needs, and effectively interpret assessment data to inform teaching strategies. Moreover, teachers reported increased student engagement when these platforms were implemented in classroom settings. This program highlights the importance of equipping educators with digital literacy skills that are relevant to 21st-century learning demands. The integration of Quizizz and Wordwall not only streamlines the assessment process but also fosters a more dynamic and student-centered learning environment. The experience from SMKN 1 Malingping suggests that similar training initiatives can be replicated in other schools to promote effective, technology-based formative assessment practices.

The use of technology in education is essential, particularly in creating digital teaching materials. This Community Service (PKM) activity aimed to introduce teachers and educators to the process of creating e-modules using Canva, a user-friendly tool with templates, graphics, and features for designing interactive and visually engaging teaching materials. The training provided hands-on experience, enabling participants to create curriculum-aligned e-modules, enhancing both their teaching materials and student engagement. The goal was to equip educators with the skills to develop innovative, digital-friendly materials that cater to various learning styles. During the training, participants integrated multimedia elements like images, videos, and text to make the learning experience more interactive. Emphasis was placed on incorporating technology in both physical classrooms and online learning environments, improving the overall dynamic of lessons. The training also helped educators gain a deeper understanding of Canva as a versatile tool for educational purposes. Results showed significant improvement in participants' confidence and ability to use Canva effectively to create engaging and pedagogically sound materials. Many expressed that the skills gained would help them incorporate creative and interactive elements into their lessons, fostering a more dynamic learning environment. This PKM activity successfully empowered participants to enhance their digital competencies and adapt to the evolving educational landscape. It contributed to improving the quality of education, ensuring educators are better prepared to navigate the digital age and meet the needs of modern learners. Furthermore, the training emphasized continuous learning and adapting to new technological tools to improve teaching strategies and learning outcomes

This community service activity addresses the growing need for adaptive education in the digital era by focusing on strengthening the character and competence of students in line with rapid technological developments. The Pancasila Student Profile, which serves as the foundation of the Merdeka Curriculum, outlines six core dimensions: faith and piety, global diversity, cooperation, independence, critical reasoning, and creativity. Among these, creativity, independence, and critical thinking are crucial for preparing students to become innovators and problem-solvers in the digital world. However, schools in developing regions often face limitations in implementing these dimensions due to lack of resources and digital literacy. This program was implemented at SMA Negeri 2 Sorong Regency with the objective of strengthening the Pancasila Student Profile by providing training in the use of Thunkable, a visual programming platform for creating drag-and-drop mobile applications. The activity used a Project-Based Learning (PjBL) approach, enabling students to actively engage in designing simple educational applications that align with their learning context. The method encouraged hands-on exploration, teamwork, critical analysis, and creative thinking. Throughout the training, students not only learned how to navigate the Thunkable platform but also developed functional mobile apps addressing real-life learning challenges. The outcomes of the program showed a marked improvement in students’ digital literacy, problem-solving ability, innovation, and collaboration. Furthermore, students began to view themselves not just as consumers of technology but as producers of meaningful digital solutions. This initiative demonstrates that integrating digital technology with project-based learning can effectively support the implementation of the Pancasila Student Profile, even in remote or underdeveloped areas. It provides evidence that with the right approach and tools, students can be empowered to become digitally literate, creative, and socially responsible individuals who are ready to act as agents of change in the 21st century.

The presence of a strong trademark is also a determining factor for the success of a business in today's digital era. An attractive and professional brand design can differentiate the products or services sold from what competitors offer. However, not all business actors, especially enterpreneur activists, have sufficient knowledge and resources to create a quality brand design. Therefore, it is essential to enhance the capabilities of entrepreneurs in consistently producing appealing and effective brand designs. One practical approach is to promote the use of user-friendly graphic design tools, such as Canva, through awareness and outreach programs. With Canva, enterpreneur players can create professional brand designs without the need to have in-depth graphic design skills. The primary aim of this study is to enhance entrepreneurs' skills in designing appealing and professional trademarks by promoting the use of the Canva application through socialization efforts. This research is anticipated to offer the following advantages:: First, increasing the knowledge of enterpreneur about the importance of trademark design. Second, increasing the ability of enterpreneur to use Canva's basic features in creating brand designs. Third, helping enterpreneur in creating brand designs that match the identity of their business profile. This research was conducted in several stages: preparation, implementation, and evaluation. The expected output of this research is an increase in the capacity of enterpreneur stakeholders. After attending the training, the ability of enterpreneur players in Bedug Village, Pangka Sub-district, Tegal Regency to create brand designs increased significantly. New brand designs: new brand designs that are more attractive and professional were created by the trainee enterpreneur. Scientific Publication: The research results can be published in the form of scientific papers or seminar reports to enrich the repertoire of science.  

The advancement of digital technology has driven significant transformation in the field of education, particularly in the innovation of learning media that is interactive and easily accessible to students. The subject of Pancasila and Civic Education (PPKn), as a crucial component of character education, must adapt to these developments to ensure that the material remains relevant and engaging for today’s digital generation. This community service activity aimed to enhance students' learning motivation by conducting a training program on creating educational applications using the no-code platform Thunkable. The focus of the training was on the topic of national political figures, which is part of the core competencies in the PPKn curriculum. The activity was held at SMA Ampera in Sorong City, involving 11th-grade students as active participants. A participatory and project-based learning (PjBL) approach was employed, in which students were guided to design, create, and test their own educational applications based on their ideas and creativity. The program was carried out in three stages: preparation (developing modules, training materials, and technical setup), training and practice (introduction to the Thunkable platform, interface design, and basic programming), and testing and evaluation (application trials by other students and effectiveness assessment). The results of the activity showed a significant increase in students' learning motivation, basic digital skills, and active engagement in the learning process. The participants successfully created educational application prototypes featuring visual content, brief narratives, and interactive quizzes about national political figures. Moreover, students demonstrated collaborative attitudes, innovation, and confidence when presenting their work. This activity demonstrates that a project-based learning approach supported by Thunkable technology can be an effective alternative for creating meaningful, contextual, and empowering learning experiences. It is especially beneficial for schools with limited access to digital technology. By integrating creativity and digital tools into civic education, students are encouraged to become not only technologically literate but also more engaged in understanding national identity and political history in a modern, accessible way.

This Community Service Program (PKM) aims to enhance the understanding of the staff at the Environmental and Sanitation Agency (DLHK) of Depok City in utilizing information technology through socialization and training on the development of a waste classification website. The website is designed to assist the public in identifying types of waste and to encourage more responsible and integrated waste management practices. The implementation methods for this program include socialization sessions, technical training workshops, and system usage demonstrations. Participants were introduced to the functionalities of the website, including how to classify various waste types and its role in supporting environmental sustainability. The program also provided hands-on training to ensure the staff could effectively use the website and incorporate it into their daily tasks. As a result, the staff’s understanding of the concept of digital-based waste classification has significantly increased. Additionally, the potential benefits of using such technology to support sustainable environmental management programs were clearly recognized. The program not only enhanced the staff's technical skills but also contributed to a deeper understanding of the importance of waste classification in the broader context of environmental conservation. The outcomes of this initiative are expected to encourage the staff to actively promote the use of the website to the public, thus fostering a more responsible and efficient waste management system in Depok City. This program demonstrates the effectiveness of integrating technology in supporting local government initiatives aimed at improving environmental management and sustainability. Furthermore, it underscores the importance of digital tools in modernizing waste management systems and enhancing public awareness and engagement.

The integration of digital technology in education serves as a strategic solution to enhance learning access, particularly for students in regions with limited educational infrastructure, such as Sorong City, Southwest Papua. This community service program was designed to introduce and provide training to junior high school students in the use of the Thunkable application as a tool for mobile-based learning media. Thunkable is a visual drag-and-drop platform that enables users to design functional mobile applications without the need for prior programming knowledge. The method employed in this activity is based on the Research and Development (R&D) approach using the 4D model, which consists of four stages: Define, Design, Develop, and Disseminate. In the Define stage, the needs and digital readiness of the target group were assessed. The Design and Develop stages involved creating a training module and conducting hands-on workshops where students were guided step-by-step to create simple educational apps. In the final Disseminate stage, the outcomes were evaluated and shared for broader use. The results of this initiative revealed high levels of enthusiasm among the participants. Students were actively engaged and demonstrated the ability to independently design simple learning applications by the end of the training. This indicates that the use of Thunkable not only increases students' digital literacy but also enhances their self-directed learning, creativity, and technological confidence. Overall, this activity illustrates the potential of mobile learning tools to support inclusive and adaptive education in remote communities. By equipping students with practical digital skills, it lays the foundation for long-term educational innovation and empowerment. Therefore, the use of Thunkable can be considered an effective and accessible alternative to foster meaningful learning experiences across diverse educational contexts.

This community service initiative was designed to improve the digital competence of the PKK (Family Welfare Empowerment) group in Simogirang Village, Prambon Sub-district, Sidoarjo Regency, with a focus on utilizing social media and internet-based tools to optimize the branding of local UMKM (Micro, Small, and Medium Enterprises) products. The program adopted an andragogical approach that emphasizes adult learning, integrating methods such as direct instruction, hands-on demonstrations, and guided simulations. Key digital platforms including Instagram, WhatsApp Business, Google Docs, and Google Drive were introduced and practiced during the sessions. A total of 40 participants took part in the training. Evaluation results indicated that 85% of the participants successfully mastered the digital branding techniques, achieving over 85% accuracy in practical exercises. This achievement was evidenced by the creation of functioning business accounts, digital catalogs, and various forms of promotional content tailored to their UMKM products. The implementation of these digital tools led to a noticeable increase in consumer engagement and demand for village products, particularly cassava chips and handmade crafts, signifying a positive impact on local economic activities. To ensure long-term benefits and continuous improvement, a dedicated WhatsApp group was established as a support forum for participants to share experiences, ask questions, and receive guidance post-training. Despite its success, the initiative faced challenges related to unstable internet infrastructure in certain areas of the village, highlighting the need for improved digital access. In conclusion, this initiative not only enhanced the digital literacy of rural women but also contributed to their economic empowerment, aligning with broader efforts to promote smart village development and digital transformation in rural Indonesia.

Micro,Small, and Medium Enterprises (MSMEs) are a vital pillar of the national economy, significantly contributing to employment, innovation, and regional economic development. However, in the ever-evolving digital era, many MSMEs have yet to optimally utilize digital promotional technologies and trends, leading to limited market reach and business growth. This community service activity aims to improve MSMEs' understanding and skills in building and developing their businesses through digital-based promotional strategies. The methods used in this activity include interactive outreach, hands-on training, and mentoring focused on the use of social media, online marketplaces, and other relevant digital platforms. The activity was conducted in collaboration with the MSME community using a participatory approach, enabling participants to actively engage in learning and directly apply the materials provided. The results of the activity indicate that participants showed a significant increase in knowledge and awareness regarding the importance of digital branding, designing attractive and effective promotional content, and utilizing various digital tools to expand market access. Additionally, many participants expressed greater confidence in managing digital platforms to promote their products and services independently. This increase in digital literacy is crucial in helping MSMEs remain competitive and adaptive to market changes brought about by technological advances. By equipping MSMEs with relevant digital promotion skills, this initiative contributes to the broader goal of supporting the growth of resilient, sustainable, and innovative small businesses. In the long term, such community-based empowerment efforts are expected to foster economic resilience and inclusiveness in the face of ongoing digital economic transformation.

In the academic world, proper and efficient reference management is essential to ensure the quality and credibility of scientific writing. However, many lecturers and education practitioners, particularly early childhood education teachers, still encounter difficulties in managing references according to established academic standards such as APA and MLA citation styles. This challenge often hinders the process of academic writing and decreases the quality of scholarly outputs. To address this issue, a structured training program was conducted focusing on the use of Mendeley, a digital reference management tool designed to simplify citation and bibliography management automatically. The objective of this training was to enhance participants’ technical competence, digital literacy, and their ability to integrate Mendeley into the process of preparing scientific papers. The training activities were carried out using a series of steps, including needs assessment of participants, collaborative planning, hybrid training implementation (both online and offline), and continuous assistance through follow-up forums. Throughout the program, participants were guided step-by-step on how to install, use, and integrate Mendeley into word processing applications for academic writing. The results of the evaluation showed a significant increase in participants' knowledge and practical skills, with an N-Gain score of 0.70, which falls into the high effectiveness category. The training not only improved the quality of reference management in scientific papers but also promoted greater professionalism and academic accountability. Moreover, it supported the broader goal of integrating technology into educational development. Overall, this initiative is expected to encourage more systematic, efficient, and digitally literate practices in academic writing among educators, ultimately contributing to improved educational quality in higher education settings.

The problem in this research is formulated into three main questions: (1) How to develop "PAPIN" (Smart Board) learning media on ethnic and cultural diversity for Grade IV students at SD Negeri 101767 Tembung? (2) How to validate the "PAPIN" learning media to ensure its appropriateness and quality for use in the classroom? (3) How effective is the use of the "PAPIN" (Smart Board) learning media in improving students' understanding of ethnic and cultural diversity in a primary school setting? The main objectives of this research are: (1) To develop feasible and relevant "PAPIN" learning media that supports the learning of ethnic and cultural diversity in accordance with the needs of Grade IV students at SD Negeri 101767 Tembung. (2) To produce a practical and user-friendly digital learning tool that can be integrated into classroom activities. (3) To evaluate the effectiveness of the media in improving learning outcomes, particularly students' knowledge, engagement, and appreciation of cultural diversity. This research adopts the 4D (Define, Design, Develop, and Disseminate) development model, a systematic method for creating and validating educational products. The research subjects are fourth-grade students from SD Negeri 101767 Tembung, selected as they represent the target users of the media. Data were collected through classroom observations, documentation, expert validation sheets, student response questionnaires, and evaluation instruments to measure the learning outcomes. The findings of this research are expected to contribute to the development of innovative, technology-based instructional tools in elementary education, particularly in promoting multicultural awareness and inclusive learning environments.

This study aims to quantitatively test the effectiveness of a concrete object-based science learning strategy in improving students' understanding of abstract concepts and addressing their learning difficulties in science at the elementary school level. By implementing a quasi-experimental design, this study compared a group of students who learned science through real media and concrete objects and through contextual, hands-on experiences with a control group. The hypothesis in this study states that students in the experimental group will show a significant increase in their science concept understanding test scores, measurable development of critical thinking skills, and a decrease in their detected learning difficulties, when compared with the control group. The tools employed in this research included a standardized test for understanding science concepts, a rubric designed to evaluate critical thinking abilities, and a Likert-scale survey to gauge students' opinions on how difficult they found the material. The quantitative data collected will be examined using an independent t-test to compare the average scores of different groups and a paired t-test to measure progress within the experimental group. Preliminary findings indicate that complex and abstract science materials are often the main cause of learning difficulties for elementary school students, which is in line with the limitations in abstract reasoning at that age, as stated in Piaget's theory of cognitive development. Therefore, this concrete method is expected to significantly increase student participation, help them absorb new information into their existing understanding, and in turn, improve their learning outcomes. The results of this study will provide concrete evidence of the positive effects of using concrete media and direct experiences in science learning at the elementary school level, as well as provide data-based suggestions for curriculum development and better teaching practices to address gaps in students' understanding of abstract concepts.

The younger generation in Indonesia faces significant challenges in the form of an identity crisis and moral degradation due to the increasingly strong influence of other cultures in the era of globalization and the fifth industrial revolution. A pragmatic culture that does not always align with national identity puts pressure on Pancasila principles such as belief in God, humanity, unity, democracy, and social justice. As a result, character education integrated into social studies instruction serves as a tactical tool to reintroduce these fundamental principles to students from an early age. This study, using qualitative methodology and a descriptive design, found that contextualized and project-based social studies instruction not only enhances students' understanding of Pancasila values ​​but also fosters the growth of critical thinking skills, social empathy, reflective attitudes, and a spirit of cooperation. When combined with digital tools like Canva, Taman Siswa's teachings—niteni, niroake, and nambahi—have proven successful in developing students' creativity and enhancing their purpose and enjoyment in learning.

This study was conducted to examine how well the use of augmented reality (AR) learning tools helps fifth-grade elementary school students understand mathematical concepts related to fractions.. The research was motivated by students' limited comprehension of the abstract nature of fractions and the lack of engaging educational tools capable of presenting the material in a meaningful and interactive way. Augmented reality is believed to improve student engagement and offer more appealing visual representations by integrating virtual elements into the real-world environment. A total of 30 students I participated in this study, which used a quasi-experimental design with a One Group Pretest-Posttest method. Information was collected through pre-tests, post-tests, written notes, and observations. We used SPSS software to analyze the data. The results showed that students' grades improved significantly, with the average increasing from 54.80 in the pretest to 91.83 in the posttest. The normality test indicated that while pretest scores were approximately normally distributed, the posttest scores followed a normal distribution. A one-sample t-test showed a statistically significant effect of AR media usage, with a p-value of 0.000 and t-values substantially higher than the critical value (pretest: 32.439; posttest: 112.071). These results suggest that AR-based instructional media are effective in supporting elementary students’ understanding of fraction concepts. Overall, the study confirms the positive impact of augmented reality in mathematics learning for fifth-grade students.