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The era of globalization presents serious challenges for Christian Religious Education (PAK) through the currents of value relativism, consumerism, and digital influences that threaten the formation of the spiritual character of the younger generation. This study aims to analyze strategies for integrating spiritual values ​​into Christian Religious Education (PAK) to ensure its relevance and effectiveness in facing the dynamics of the times, with a focus on a holistic approach that combines a contextual curriculum, hybrid learning media, faith-based digital literacy, and strengthening teacher competencies. The research method uses a qualitative descriptive approach based on library research through thematic content analysis of books, scientific journals, and related literature. The results indicate that effective integration of spiritual values ​​through strategies such as interactive digital learning, school-church-family collaboration, and systematic evaluation produces students who are strong in faith, critical of global influences, and ethical in character. In conclusion, the need for ongoing synergy to shape a generation of Christians who are adaptive and imbued with integrity in the era of globalization is emphasized.

Technological innovation in Christian Religious Education learning strategies aims to improve students' learning literacy comprehensively. In an era of globalization and rapid technological advancement, Christian Religious Education is required to adapt to digital learning media to ensure relevance and effectiveness. The use of various technologies, such as interactive learning videos, educational applications, and e-learning platforms, increases student motivation and active engagement in understanding Christian values ​​and integrating faith with knowledge. Learning strategies using attractive digital technology, a hybrid learning model that combines face-to-face and bold learning, and improving teacher competency are key to the successful implementation of this innovation. The research method used is descriptive qualitative based on a literature review that examines relevant scientific literature, books, and documents on technological innovation in religious education and improving learning literacy. Content analysis was conducted by grouping data based on themes such as technology type, learning strategy, and its impact on student literacy. The research results show that the integration of technology in Christian Religious Education learning provides a significant opportunity to create a technologically savvy young generation that is both mature in faith and character, and able to face the challenges of the times with steadfastness.

This study aims to analyze the simultaneous effect of implementing Canva, an interactive visual media, in Science (Ilmu Pengetahuan Alam/IPA) and the application of the Deep Learning approach (in-depth and contextual learning) in English on improving students' learning motivation at SMP Negeri 3 Galesong Selatan. Learning motivation is measured as a dependent variable crucial for academic success in the digital era. This research uses a Mixed Methods design with an embedded quasi-experimental model, supported by descriptive qualitative data through in-depth observations and interviews. The research sample consists of seventh-grade students who were the subjects of the Canva intervention in Science, and eighth-grade students who were the subjects of the Deep Learning intervention in English, each compared with a control group. The results of the paired t-test hypothesis test showed a significant and positive increase in students' learning motivation in both intervention groups. Qualitatively, Canva proved effective in visualizing complex Science concepts, facilitating understanding and creativity. Meanwhile, Deep Learning successfully contextualized English through authentic projects, enhancing material relevance and student independence. The main conclusion of this study is that the combination of visual technology innovation and the adoption of pedagogy focused on in-depth understanding is a transformative strategy for fostering strong intrinsic learning motivation at the junior high school level.

This study aims to describe and compare the implementation of digital platform-based learning assessments at two elementary schools, namely Temasek Independent School Bandung and Binekas Elementary School Bandung. Advances in information and communication technology have encouraged educational institutions to adopt digital assessment systems to improve efficiency, objectivity, and student participation. This study uses a qualitative descriptive approach through field observation. Data was collected through direct observation of learning activities, presentations from the school, interviews with educators, and documentation. The findings show that both schools have utilized various digital assessment media, such as Learning Management System (LMS), Google Form, Quizizz, Canva, and digital reporting systems. Temasek Independent School emphasizes the use of interactive assessment platforms that support learner-centered learning, while Binekas Bandung Elementary School focuses on systematic monitoring of learning achievements through LMS and digital reporting. Digital platform assessments offer advantages in terms of efficiency, transparency, flexibility, and increased learner motivation, however, there are still obstacles in the form of limited internet access and disparities in digital literacy levels. Overall, the implementation of digital assessment in both schools supports effective learning assessment that is relevant to the demands of 21st-century education.

The advancement of digital technology has triggered a transformation in the teaching and learning process, including in the teaching of Economics at the senior high school level. Social media, which initially served merely as a communication tool, is now utilized as an interactive and easily accessible alternative learning resource. This study aims to describe how social media is used in the Economics learning process at SMA Panca Marga Lamongan and to identify its benefits and challenges. The research employed a qualitative descriptive method with purposive sampling, involving one Economics teacher and eleventh-grade social science students. Data were collected through interviews, observations, and documentation, then processed and examined using the Miles, Huberman, and Saldaña analysis model. The findings show that social media platforms such as YouTube, Instagram, and TikTok enhance students’ understanding of economic concepts in a more contextual and visual manner, as well as foster learning independence and participation. However, challenges include difficulties in filtering credible information and the potential for distraction when usage is not well-controlled. Thus, social media can serve as an effective learning resource when supported by strong digital literacy, clear teacher guidance, and proper management of its use.

The rapid development of digital technology requires teachers to possess competencies that are relevant to modern learning needs. This necessity underlies the focus of this community service program, namely transforming teacher competencies through character-based learning innovation supported by Artificial Intelligence (AI). The program was conducted at Madrasah Tsanawiyah Nurul Huda Muaro Jambi with the aim of strengthening teachers’ skills in utilizing AI as a tool to support interactive learning while instilling character values in students. The method included socialization, training, and direct mentoring in the practical application of AI-based learning media in the classroom. The results showed significant improvements in teachers’ ability to design technology-based learning materials, a better understanding of integrating character education, and increased motivation to innovate. Furthermore, the program fostered a more engaging learning atmosphere aligned with the needs of the digital generation. Therefore, the transformation of teacher competencies through AI not only enhances teacher professionalism but also plays a crucial role in shaping students with strong character amid technological advancement.

This study aims to evaluate the effectiveness of the Artificial Intelligence-Based Learning Media Development Program (P3MP-AI) in enhancing teachers’ technological and pedagogical competencies at SMK Muhammadiyah 2 Malang. The program employed a descriptive approach using both quantitative and qualitative methods, including pre-test and post-test assessments, as well as direct observation of the training process. A total of 30 teachers from various disciplines actively participated in the program conducted on August 12, 2025. The evaluation results revealed an increase in the participants’ average scores from 100 to 130 out of a maximum of 150, indicating a significant improvement in their understanding of AI concepts and applications in education. Beyond competency enhancement, the training also fostered teachers’ confidence, creativity, and ability to integrate AI-based tools into interactive learning media. However, several challenges were identified, such as limited technological resources and time constraints in classroom implementation. Overall, this program has made a tangible contribution to strengthening teachers’ digital literacy and can serve as a replicable professional development model for other vocational schools seeking to advance AI-based educational transformation.

The Motor Operated Valve (MOV) is a critical component in fluid control systems at Steam Power Plants (PLTU). Training new technicians is often hindered by limited access to actual equipment and operational safety risks. This research aims to design and develop an Arduino-based MOV control module simulator capable of simulating basic functions such as open, close, stop, and limit switch responses. The method used is Research and Development (R&D) with an experimental approach. The simulator was tested using a DC motor as the simulated valve actuator, equipped with push buttons, relays, limit switches, and indicator lamps for visual feedback. The test results showed that the simulator successfully represented control functions with 100% accuracy in limit switch responses and consistent operation. User evaluations involving ten new technicians indicated an 85% satisfaction rate in terms of ease of understanding and operational safety. This simulator has proven to be an effective, interactive, and safe learning medium for new technicians at PLTU Nagan Raya.  

Research. Elementary School Teacher Education Study Program, STKIP PGRI Papua. The purpose of this study is to examine the Influence of Using Kahoot as an Interactive Learning Media to Increase the Learning Interest of Sixth-Grade Students in Civic Education at SD YPK Bethania Mariadei. This type of research is Experimental research. The population in this study consists of students at SD Bethania Mariadei, while the research sample is 21 students in the sixth grade. Data collection was conducted through questionnaires and documentation. The collected data was analyzed using descriptive statistics and inferential statistics techniques. Based on the hypothesis testing results, the calculated t-value is 2.926 with a significance of 0.009. The significance value shows 0.009 < 0.05, so H0 is rejected and H1 is accepted, which leads to the conclusion that there is a significant and positive effect of using Kahoot media as an interactive learning tool to increase the learning interest of sixth-grade students in Civics subjects at SD YPK Bethania Mariadei. The Kahoot Interactive Learning Media can be applied for Civics learning in elementary schools. Keywords: Kahoot, Learning Media, Learning Interest, Civics.  

The development of Artificial Intelligence (AI) technology has provided new opportunities to enhance the quality of learning, particularly in elementary science education. One form of AI utilization is chatbots, which function as interactive learning media capable of encouraging students’ active participation. In science learning, questioning behavior is an important indicator of students’ cognitive engagement; however, many elementary school students tend to be passive in asking questions. This study aimed to examine the effect of using AI chatbots in science learning on students’ questioning behavior in Grade V of SDN Plalangan 03 Gunungpati, Semarang City. This study employed a quantitative approach with a quasi-experimental design. Data were collected through observation, questionnaires, and documentation. The data were analyzed to identify changes in students’ questioning behavior before and after the implementation of AI chatbots in science learning. The results indicated that the use of AI chatbots improved students’ questioning behavior in terms of frequency, confidence, and activeness in asking questions. AI chatbots provided a comfortable and flexible interaction space for students, which helped reduce psychological barriers in questioning. It can be concluded that the use of AI chatbots has a positive effect on students’ questioning behavior in elementary school science learning.

This study aims to analyze and synthesize research findings related to the integration of Buddhist values in the development of interactive learning media. The research employed a qualitative approach using a systematic literature review method on fifty selected articles published between 2018 and 2025. Data were collected through a structured process of identification, screening, and extraction from primary sources consisting of accredited national journals and reputable international journals. The data were analyzed using thematic and comparative synthesis techniques to identify patterns, effectiveness, and research gaps. The results show that interactive learning media based on Buddhist values can enhance students’ motivation, moral understanding, and engagement through the use of technologies such as gamification, educational animation, augmented reality, and mobile applications. The effectiveness of these media is strongly influenced by the alignment between Buddhist ethical principles, instructional design, and the cultural context of learning. Furthermore, the study reveals that the successful integration of spiritual values into digital media depends on educators’ readiness, digital literacy, and technological infrastructure support.

This study aims to examine the use of artificial intelligence (AI) in transforming Buddhist Sunday School education at the Shimakalingga Temple in Jepara in the digital era. Using a qualitative descriptive approach, data were collected through observation, interviews, and documentation studies. The results show that AI technology is beginning to be utilized in the learning process, such as the use of interactive visual media, Dharma quiz applications, and digital platforms for distance learning. The use of AI has been proven to increase student interest and understanding of Buddhist teachings, as well as support more inclusive and adaptive learning. However, challenges remain, including limited resources, lack of teacher training, and the need for ethical guidelines for the use of AI in the context of religious education. This study concludes that AI plays a significant role in supporting the transformation of Buddhist education, but its use must remain balanced with spiritual values and the role of teachers as moral guides. Therefore, collaboration between the temple, educators, and technology is needed to create a sustainable learning system based on Dharma values.

Vocational education in Vocational High Schools (SMK) requires innovative, interactive, and industry-relevant learning media to support students’ independent and competency-based learning. However, learning activities in the subject Communication in the Workplace for Grade XI MPLB at SMKN 62 Jakarta are still dominated by lecture-based methods with limited instructional media, resulting in low levels of student independence and understanding. This study aimed to develop and examine the feasibility, practicality, and effectiveness of an interactive e-book based on Canva for Oral Communication materials in Indonesian Language. The study employed a Research and Development (R&D) method using the ADDIE development model, consisting of analysis, design, development, implementation, and evaluation stages. The research subjects included 36 students in the needs analysis stage, 5 students in the small-scale trial, and 31 students in the large-scale trial. Data were collected through observation, questionnaires, learning outcome tests, and documentation, and analyzed using descriptive qualitative and quantitative techniques. The validation results indicated that the Canva-based interactive e-book was categorized as very feasible, with validation percentages of 100% from the material expert, 88.24% from the media expert, and 95% from the language expert. The small-scale trial showed a practicality percentage of 82.2%, while the large-scale trial reached 88.39%, both classified as very practical. In addition, the pre-test and post-test results in the large-scale trial demonstrated an increase in students’ average scores and a higher number of students achieving the Minimum Mastery Criteria (KKM). Therefore, the Canva-based interactive e-book is feasible, practical, and effective as a learning medium to enhance students’ understanding, motivation, and independent learning in Oral Communication for vocational high school students.

This study explores the implementation of the Problem-Based Learning (PBL) model combined with the Culturally Responsive Teaching (CRT) approach through the utilization of various forms of digital content to optimally enhance students’ learning outcomes. The research employs a descriptive qualitative design aimed at gaining an in-depth understanding of the learning process being implemented. The primary data were obtained from an analysis of the Grade VIII Indonesian language teaching module, while supporting data were collected through interviews with students of the Teacher Professional Education (PPG) program involved in the learning process. The findings indicate that the design and implementation of learning activities followed the stages of PBL systematically, thereby encouraging collaboration, active discussion, and problem-solving activities in the classroom. CRT principles were clearly reflected in the selection of learning materials related to students’ cultural backgrounds, such as speech texts representing Banjar and Javanese cultures. The integration of digital media, including Google Sites, instructional videos, and interactive quizzes, was proven to increase students’ engagement, motivation, and participation during the learning process. Overall, the synergy between PBL, CRT, and digital content created a more relevant, inclusive, and contextual learning environment and had a positive impact on improving students’ learning outcomes.

Innovation in biology learning is increasingly necessary, as conventional instructional practices are often dominated by memorization-based methods that limit students’ active engagement and critical thinking development. Along with rapid advances in science and technology, digital applications offer new opportunities to enhance teaching and learning processes. One such application is Canva, a digital design platform that can be utilized as an effective learning media to support teachers and students in biology education. This study aims to describe the implementation of Canva-based learning media through a training program conducted at SMA Islam Terpadu Daarul Rahman and to examine its perceived usefulness for both teachers and students. The training involved teachers in developing biology learning materials using Canva by integrating visual elements, images, and videos to present complex biological concepts more clearly. The results of the training indicate that Canva is considered practical, user-friendly, and efficient by teachers in designing learning materials. Teachers reported that the application helped them present content in a more attractive and structured manner. Furthermore, students benefited from the use of Canva-based materials, as they demonstrated better understanding of the subject matter and increased interest in learning biology. The integration of visual and multimedia elements also supported the development of students’ critical thinking skills by encouraging analysis and interpretation of biological phenomena. Overall, the use of Canva as a learning medium shows potential to enhance the quality of biology learning and foster more meaningful learning experiences.

The integration of information and communication technology (ICT) is essential for supporting student-centered learning and developing 21st-century skills. However, many primary school teachers still experience difficulties in implementing ICT meaningfully due to limited digital pedagogical competence and a lack of contextualized professional development, particularly in primary and Islamic school contexts. This study aims to explore the implementation and outcomes of an ICT-based teacher training programs conducted through a field study approach, focusing on its influence on teachers’ digital pedagogical competence and instructional practices. A qualitative descriptive field study design was employed. Participants were primary school teachers from an Islamic public school in Indonesia who took part in a six-session ICT training programs. Data were collected through observations, documentation of teachers’ digital products, and reflective field notes, and analyzed using thematic analysis. The findings reveal improvements in teachers’ pedagogical understanding of ICT, technical skills, and readiness for classroom implementation. Teachers produced various ICT-based learning media aligned with instructional objectives, including interactive quizzes, game-based activities, visual materials, animated videos, and digital classrooms. High levels of engagement and collaboration were observed despite infrastructural challenges. Field-based, practice-oriented ICT training effectively bridges technological skills and pedagogical application, supporting sustainable digital pedagogy in primary education.

The purpose of this study is to develop teaching materials in the form of interactive textbooks on the subject of Rukun Iman (the Five Pillars of Islam) for MIS NU students in Palangkaraya City. The motive for this study is the need for more contextual and relevant teaching resources on Aqidah Akhlak (Islamic beliefs and morals) in order to optimize students' understanding. The ADDIE development model, which includes the phases of needs analysis, product design, development, implementation, and evaluation, was used in this study. Validation was carried out by subject matter experts, design experts, and educators as practitioners to ensure the suitability of the product. Based on the validation results, subject matter experts and designers consistently rated the teaching materials as “very feasible” in terms of media functionality, visual appeal, and material completeness. Improved learning outcomes through pre- and post-tests, as well as a feasibility rate of 93.02%, were demonstrated during implementation in a field test with 30 second-grade students. Moderate to significant learning gains were shown by N-Gain analysis. The findings prove the effectiveness of interactive learning books in improving students' understanding of the Five Pillars of Islam and providing alternative teaching resources that are more interesting and easier to understand. It is hoped that this publication will serve as a guide for educators in Islamic elementary schools to maximize the teaching of Aqidah Akhlak.

The socialization activity on personal and environmental hygiene at SDN 19 Sungai Kakap was conducted to improve students’ knowledge, attitudes, and awareness regarding the importance of maintaining personal cleanliness and a healthy school environment. This activity addressed the common issue of limited understanding and practice of hygiene among elementary school students, which can affect health and learning outcomes. The methods used included interactive counseling sessions, practical demonstrations of proper hygiene practices such as handwashing and waste disposal, and the use of visual educational media to increase student engagement and comprehension. The effectiveness of the activity was measured using pre-test and post-test evaluations. The results showed a 75% increase in students’ knowledge levels after the intervention, accompanied by observable positive behavioral changes related to cleanliness both at school and at home. Students demonstrated improved habits in maintaining personal hygiene and participating in keeping their environment clean. Despite challenges such as limited time allocation and inadequate cleaning facilities, the activity successfully fostered sustainable awareness and encouraged the formation of healthy habits. Therefore, it is recommended that similar socialization activities be conducted regularly using varied educational methods and supported by adequate hygiene facilities to strengthen long-term behavioral change.

The advancement of digital technology has transformed classroom learning practices. Digital learning materials provide an innovative approach to fostering more engaging and interactive learning environments. Student activeness and participation are key indicators of effective learning; however, traditional instructional methods are still widely used in elementary schools, often limiting student engagement. This study examines the relationship between the use of digital learning materials and student activeness and participation at SD Binekas using a quantitative descriptive correlational approach. Upper-grade elementary students were selected as research participants. Data were collected through structured observations, student participation instruments, and documentation, and analyzed using statistical techniques. The results demonstrate that digital learning materials have a positive and significant effect on student activeness and participation. Students showed higher levels of attention, interaction, and involvement during classroom activities. These findings highlight the potential of digital learning materials to support active and participatory learning in elementary education.  

This study aims to determine the effect of interactive learning media based on Math Playground on student learning outcomes on fraction materials in class IV SDN Kedung Dalem III. The problem studied is whether there is a significant influence between the use of interactive learning media based on Math Playground on student learning outcomes in grade IV SDN Kedung Dalem III. This study uses a quantitative method with a one group pretest-posttest design. The sample of this study were fourth grade students of SDN Kedung Dalem III, totaling 17 students. The research instrument used is a test (Pretest-Postest) of student learning outcomes on fraction material, which consists of 10 multiple choice questions. The results of the analysis using the wilcoxon test show that the sig value (2 tailed) is 0.000 which indicates significance <0.05 so that H0 is rejected and H1 is accepted. This shows that the interactive learning media Math Playground has a significant effect on improving student learning outcomes. The conclusion of this study is that Math Playground interactive learning media can improve student learning outcomes on fraction material. Therefore, teachers and educators can use Math Playground as an alternative learning media to improve student learning outcomes.