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The rapid advancement of artificial intelligence (AI) has introduced a new paradigm in informatics known as Generative AI. One of the key driving forces behind this innovation is the application of deep learning algorithms, which can emulate human cognitive patterns to automatically generate text, images, audio, and video. This study aims to analyze how deep learning algorithms particularly Generative Adversarial Networks (GANs) and Transformer-based Models (such as GPT and Diffusion Models) are utilized in developing generative AI systems for automated content creation. The research employs a literature review of recent studies, comparative analysis of generative models, and performance evaluation based on quality, creativity, and computational efficiency. The findings reveal that Transformer-based models exhibit greater adaptability in understanding semantic context and producing more realistic content compared to traditional GAN models. However, challenges such as overfitting, data bias, and high computational resource demands remain major obstacles to large-scale implementation. This study concludes that optimizing deep learning algorithms supported by ethical considerations and careful data management will be crucial to the successful development of generative AI that is both effective and responsible within the modern informatics ecosystem.

This study aims to examine the process and improvement of reading comprehension skills among slow learner students in Grade VII at SMP Negeri 2 Karangan through the use of interactive animation video media based on the Project Based Learning (PjBL) model. Employing the Classroom Action Research (CAR) method following the Kemmis and McTaggart model, the study was conducted in two cycles with six slow learner students as research subjects. The observation results indicated an improvement from 89.58% in Cycle I to 100% in Cycle II. The average reading comprehension score increased from 65 to 83, with the percentage of students achieving the minimum mastery criteria rising from 67.85% to 89.28% with a difference of 18 points increase. These findings demonstrate that interactive animation video media based on PjBL effectively enhances both student engagement and learning outcomes, particularly in understanding English texts. This success was supported by the active role of the teacher in adapting the PjBL syntax to meet the specific needs of the slow learner students.

This research is motivated by the low poetry writing skills of third-grade students at MIS Tarbiyah Islamiyah Jelutung. This condition is evident from student learning outcomes that are still below the minimum completion standard and a lack of interest in expressing ideas and feelings through writing. The purpose of this study is to improve poetry writing skills by utilizing animated video media through the Powtoon website as an interesting and interactive learning tool. This study uses the Classroom Action Research (CAR) method which is carried out in two cycles, including the planning, implementation, observation, and reflection stages. The results show an increase in the average value of poetry writing skills from 61 in the pre-cycle (poor category), to 83 in the first cycle (good category), and increasing again to 90.3 in the second cycle (very good category). Thus, the use of Powtoon animated video media is proven to be effective in improving students' poetry writing skills.

This study aims to analyze the influence of the use of gadgets on the reading interest of students at SMAN 1 Tolitoli. The background of this research departs from the phenomenon of declining students' interest in reading in the digital era, where students spend more time using gadgets for entertainment such as social media, online games, and watching videos than reading books or lesson literature. The low number of visits to school libraries, which only increased before the exam, is a major indicator of the weakening of the literacy culture among students. This study uses a quantitative approach with data collection techniques through observation, questionnaires, and documentation. Data analysis was carried out by normality test, t-test, and determination coefficient (R²) to determine the magnitude of the influence of gadgets on reading interest. The results of the study show that there is a significant influence between the use of gadgets on students' reading interest. The tcalculated value of 4,028 > ttable 1,655 indicates that H₀ is rejected and Hₐ is accepted. The use of gadgets contributed 9.8% to the reading interest of students at SMAN 1 Tolitoli, while the rest was influenced by other factors such as family environment, learning motivation, and support for literacy facilities at school.

In education in the 4.0 era, teachers should pay attention to the strategies used in the learning process and also the technology coverage that helps to facilitate the application of learning so that the learning goals formulated are well achieved. Interactive learning strategies can support learning processes with the use of technology as a learning medium. In this paper, the author uses the study of literature (Library Research) by collecting data from various sources such as books, scientific journals, dissertations, and online sources related to the effectiveness of the use of technology in enhancing interactive learning strategies. Conclusion The interactive learning strategy is an approach that encourages students to think critically, share opinions, and conduct research on their own questions. The use of media and technology, such as video and animation, can also improve learning effectiveness. Video enables students to understand material better, while animation can arouse students' interest in learning.

This study investigates the implementation of the Problem-Based Learning (PBL) model integrated with animated video media to enhance student motivation, creativity, and learning outcomes in economics at MA Salafiyah. Employing a classroom action research approach with a pretest-posttest design, the research involved 35 grade XI students. Data were collected through observation sheets, motivation and creativity questionnaires, and learning outcome tests. The Shapiro-Wilk test was used to assess data normality, while the Wilcoxon Signed Rank Test evaluated the significance of differences between pretest and posttest scores. The findings reveal that the application of PBL with animated video media significantly improves student motivation, creativity, and learning outcomes. Students demonstrated increased engagement, generated more creative ideas, and showed deeper understanding of economic concepts. Motivation was reflected in higher posttest scores and active participation, while creativity was evident in the ability to propose innovative solutions and think critically. Learning outcomes improved substantially, with average scores rising from 46.142 (pretest) to 83.571 (posttest). The integration of animated video media in PBL created a dynamic and interactive learning environment that facilitated comprehension, stimulated interest, and encouraged practical application of knowledge. This study concludes that PBL supported by animated video media is an effective pedagogical strategy for improving educational quality in economics learning.

This study highlights the crucial role of learning interest as a key determinant of success in the educational process. The research was conducted through interviews with teachers and direct observations in the learning environment, aiming to explore how various factors influence students’ interest, particularly in religious education. The findings indicate that teachers play an essential role by adopting creative approaches in their teaching methods. For instance, the integration of digital tools, such as instructional videos, was found to be highly effective in capturing students’ attention and enhancing their engagement during lessons. Furthermore, parental support emerged as a significant factor, as parents act as the first educators at home by instilling fundamental religious values and attitudes that shape students’ motivation. The results also suggest that a positive classroom atmosphere, where students feel appreciated and supported by their teachers, contributes to higher levels of interest and participation in religious studies. In addition, the study emphasizes the importance of differentiated instruction, where tasks are adjusted to match students’ abilities and learning needs. By connecting lesson materials with real-life experiences, teachers can further foster students’ intrinsic motivation, making learning more meaningful and relevant. Overall, the research demonstrates that cultivating interest in learning requires collaboration between teachers, parents, and supportive learning environments.

This study examines the phenomenon of creator teachers on TikTok as a form of digital professionalism that represents the integration of ethical values, aesthetics, and educational philosophy. The focus of the research lies in how teachers negotiate moral responsibility and creative expression in the algorithmic culture of social media. The aim of this research is to analyze the philosophical meaning behind teachers' digital representations as well as interpret how moral and aesthetic values are reflected in their pedagogical practices. The method used is digital netnography with four stages: online observation, digital documentation, audience interaction analysis, and researcher reflection. A total of eight teacher accounts were analyzed with a total of 80 videos using a categorization of themes that focused on ethics, aesthetics, and professionalism. The results showed that 62.5% of the content was educational and featured learning innovations, while the other 37.5% contained elements of entertainment and social interaction. High audience interaction shows public appreciation for the creativity and integrity of teachers. Popularity is not solely generated by algorithms, but by the appreciation of moral values and pedagogical beauty in the actions of teachers. Based on the framework of arete and phronesis from Aristotle and the concept of aesthetic experience from Dewey (1934), this study concludes that the digital professionalism of teachers is a form of reflective praxis that combines ethical responsibility and creative expression. This research makes a theoretical contribution by integrating digital netnography and educational philosophy, and shows that teachers in the digital era play the role of moral and creative agents who maintain the dignity of their profession in the algorithmic space.

This study examines the practice of project-based procedural text learning in seventh grade at SMP Negeri 4 Cilacap in the context of the implementation of the Independent Curriculum. The approach used was qualitative with a case study method through participatory observation, in-depth interviews, and documentation. The results showed that teachers implemented contextual and project-based learning strategies by utilizing digital media and integrating the values ​​of the Pancasila Student Profile. Students demonstrated active involvement in learning activities, especially in the creation of video tutorials and procedural posters. However, there were still obstacles in the form of teachers' limited understanding of the application of learning differentiation and formative assessment, as well as a lack of adequate digital infrastructure support. This study provides a theoretical contribution to the development of a more contextual and transformative Indonesian language learning model. Practically, these findings can serve as a reference for teachers and policymakers in designing learning strategies relevant to student needs and encouraging the use of innovative media to increase student participation and understanding, particularly in coastal areas.

This research aims to: (1) produce mathematics learning media in the form of interactive e-modules with a learning approach.realistic mathematics education (RME) which is oriented towards numerical ability and mathematical growth mindset students and describe their characteristics; (2) describe the quality of the learning e-module which meets the criteria of being valid, practical and effective so that it is suitable for use by junior high school students using the approach realistic mathematics education (RME). The development model used in this development research is the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). The research subjects consisted of one teacher and 32 seventh grade students of SMP Negeri 3 Pajangan in Bantul Regency, Yogyakarta, who participated in this research.The results of the study show that the developed e-module has the following main characteristics: (1) using the RME approach in learning strategies; (2) facilitating the improvement of numeracy through learning videos, LKPD, and quizzes; (3) fostering growth mindset through motivational videos, inspirational sentences, discussion spaces, as well as feedback and self-evaluation features; and (4) using test- and questionnaire-based evaluation instruments. Validity tests showed very good results with an average score of 96% from media experts and 98% from material experts. The practicality of the e-module was assessed as very good by teachers (96.19%) and good by students (80.47%), and the implementation of learning reached 96.8%. Effectiveness was proven through MANOVA and t-tests which showed a significant increase in numeracy and mathematical growth mindset after using the e-module. Thus, the RME-based interactive e-module is suitable for use as an innovative mathematics learning medium at the junior high school level.

The Ar-Royyan Islamic boarding school is a multi-level Islamic educational institution with a focus on preparing graduates who are ready to synergize with the society. To attain this objective, it is imperative to have educational personnel well-versed in the field of information technology. One strategic approach involves training Ustadz and prospective Ustadz through digital learning innovations. Open Broadcast Software (OBS) emerges as an innovative choice for crafting learning materials because it supports various media sources and offers user-friendly settings. Participants can combine video recordings, video from cameras, text, images, sound, and so on the types of input received. The resulting output manifests in the form of the videos available in common formats such as MKV, MOV, FLV, MP4, and MPEG-TS. Evaluation was conducted using a pre-test and post-test, consisting of a response questionnaire and Likert scale. The results indicate an enhanced understanding of OBS among participants, employed in the creation of digital learning media. The majority of participants responded positively to the conducted activities. Several elements that need attention in promoting the use of OBS for learning media creation include color selection, motivational delivery, and effective word choice. Combining OBS with other editing applications can yield unique variations of learning media, incorporating elements such as images, sound, video, and other supported media editing applications

In the digital era, the erosion of moral values among young people has become a pressing challenge for Islamic Religious Education (PAI). Folktales, as part of Indonesia’s cultural heritage, offer universal moral lessons that resonate with Islamic principles. This study investigates the potential of folktales as instructional media for instilling Islamic values while addressing the demands of digital-based learning. A qualitative descriptive method was applied, involving textual analysis of folktales, classroom observations, and interviews with teachers and students. The selected stories Malin Kundang, Bawang Merah Bawang Putih, Timun Mas, and Lake Toba were examined to identify moral values consistent with Qur’anic and prophetic teachings. Data were analyzed using reduction, presentation, and conclusion drawing, supported by triangulation to enhance validity. The results reveal that folktales embody key Islamic values such as filial piety, honesty, patience, courage, and loyalty to promises. Their integration into PAI classes not only increased student attention and emotional engagement but also encouraged deeper moral reflection. Moreover, digital adaptations through animations, videos, and digital storytelling expanded their relevance to contemporary learners, although challenges remain in teachers’ digital literacy and the need for contextual reinterpretation. This study concludes that folktales are more than cultural narratives; they are strategic tools for moral education. By leveraging digital innovation, folktales can reinforce character formation, sustain the relevance of PAI, and prepare Muslim students to be adaptive and value-driven in navigating modern society.

Digital books are a transformation from printed books into digital media that can be accessed through devices such as computers, tablets, or smartphones. Digital books not only display text but can also contain multimedia elements such as images, audio, video, animations, and interactive quizzes. This makes the learning process more engaging and less monotonous. In the context of learning Hajj and Umrah material, digital books can display simulations of Hajj rituals, videos of worship in the Holy Land, and maps of Hajj and Umrah journeys, all of which can strengthen students' understanding. This study aims to explore the use of digital books as a learning medium for Islamic Religious Education (PAI) on Hajj and Umrah material at the Junior High School (SMP) level. Digital books are considered capable of overcoming the limitations of conventional learning media, which are static and less interactive. By utilizing multimedia elements such as manasik simulations, videos, prayer audio, interactive maps, and educational quizzes and games, digital books provide a more contextual, visual, and enjoyable learning experience. In addition, advantages in terms of accessibility, portability, and the ability to be adapted to students' learning styles make digital books relevant to the demands of 21st-century learning. The implementation of digital textbooks in learning was carried out through online, face-to-face, and blended learning models. Effectiveness evaluations included improvements in students' conceptual understanding, learning motivation, and digital skills. The study results indicate that digital textbooks play a significant role in improving the quality of Islamic Religious Education (PAI) learning, particularly on the topics of Hajj and Umrah, and supporting digital transformation in education.

The use of digital-based learning media has revolutionized the way we learn and teach. Particularly in teaching science at the elementary school level, the application of this type of media stands out as a relevant and interesting topic. This media can significantly improve the quality of science learning, while providing a more interactive and enjoyable learning experience for students. This study aims to review the literature related to the use of digital learning media in the context of science teaching. The approach used is a Systematic Literature Review (SLR). The data collection process involved compiling and analyzing articles discussing digital learning media in science learning, focusing on publications from 2021 to 2023. A total of six articles from journals available on Google Scholar were collected by the researcher. From a systematic review of various published studies, it can be summarized that various types of digital media can be applied in the science learning process. The most commonly used media include digital elements such as images, videos, simulations, and interactive games, as these tools can motivate students to learn and strengthen their curiosity about the material being studied.

The development of information technology is very important in the world of education. Education taught in Islamic boarding schools is no exception. A teacher at an Islamic boarding school also needs to master technology in the field of multimedia in providing learning videos. This is done in order to help teachers deliver material in a more interesting way to their students. Therefore, a workshop on using Filmora as an alternative for making learning videos is needed. The methods used in this service activity are survey activities, preparation stage, implementation stage, and evaluation stage. The results obtained from this workshop activity were an increase in the abilities of the teachers at the Ar-Rayyan Islamic boarding school. Previously only around 30% of teachers were able to make learning videos, after the workshop was held there are now 85% of teachers who can use technology to make learning videos. Apart from that, the results of the questionnaire analysis distributed to the participants also obtained an average score of 4.1 which is in the good category. The participants (teachers) at the Ar-Rayyan Islamic Boarding School were very enthusiastic in taking part in the workshop activities that had been carried out.

 National insight is an important foundation in the character development of Indonesia's young generation, especially in facing the challenges of globalization, digitalization, and changing values ​​among adolescents. This Community Service (PKM) activity aims to strengthen national insight for new students of SMAN 46 Jakarta through a contextual approach relevant to the conditions of today's youth. The contextual approach was chosen because it can help students understand the material by connecting the knowledge learned with their daily experiences, so that the learning process becomes more meaningful, easier to understand, and less abstract (Aminah et al., 2022; Parhan & Sukaenah, 2020). The methods used in this program include interactive counseling, group discussions, and reflections supported by audiovisual media close to students' daily lives, such as short videos, digital illustrations, and case simulations. This activity was held on July 14–16, 2025, as part of the School Environment Introduction Period (MPLS) and was attended by 450 new students in grade X. The results of the activity showed a significant increase in students' understanding of the concept of national insight from a practical and contextual perspective, with a focus on the values ​​of empathy, solidarity, mutual cooperation, anti-bullying, and positive creativity. Furthermore, this program succeeded in changing the paradigm of students from an understanding of national insight that initially tended to be normative and abstract to being more applicable in everyday life. This proves that strengthening national insight through a contextual approach can be an effective strategy in forming a young generation that is characterful, adaptive, and has social awareness.

Brushing teeth among elementary school students continues to be a concern for everyone, especially in maintaining their dental health. To generate the level of the students’ knowledge, it can be seen from a video-based learning method. The survey in SD Negeri 71 Banda Aceh showed that most students have a misunderstanding of how to do proper brushing of teeth. The other way to monitor mouth health is to have never watched educational media in the form of videos. This study aims to determine the video-based learning method on tooth brushing knowledge among fourth and fifth-grade students of SD Negeri 71 Banda Aceh. This study is a quantitative study using a correlational approach with quasi quasi-experimental design of Pre-Test and Post-Test. This study consisted of one group that examined the knowledge using the instrument of video therapy. The sample was 45 students that never chosen by using a total sampling technique of all population. Data analysis using univariate and bivariate analyses with a normality test and the Wilcoxon Signed Rank Test. The findings indicate that knowledge with Cronbach's Alpha (0.758) > r table (0,361) and video-based learning. The result of the bivariate analysis obtained the average statistical value for the pretest as 157. The calculation for the post-test value is 170 with a p-value = 0,000 (≤ 0.05). Therefore, this study proves that there is an effect of the video-based learning method on tooth brushing knowledge of fourth and fifth-grade students in SD Negeri 71 Banda Aceh. It is expected that students can apply the information provided on brushing their teeth in daily life.  

This study aims to examine the effect of applying Dual Coding-based audiovisual learning methods on the learning comprehension of fifth- and sixth-grade students at SDN 2 Korowelanganyar. The research background arises from the issue of low student understanding due to monotonous teaching methods and lecture dominance. Dual Coding integrates verbal (audio) and visual (images, videos) channels, making information easier to process and retain. This research employed a quantitative approach with a quasi-experimental design, namely the Nonequivalent Control Group Design. A total of 60 students were involved, divided into experimental and control groups. Data were collected through pretest and posttest, then analyzed using a t-test. Results indicated no significant difference between groups in the pretest. However, the posttest revealed a significant difference, with the experimental group achieving a higher mean score (94.67) compared to the control group (84.00). These findings demonstrate that audiovisual Dual Coding significantly improves students’ learning comprehension. Therefore, this method can serve as an effective and interactive learning strategy aligned with the cognitive development of elementary school students.

This community service program aims to strengthen the competence of automotive workshop MSMEs in mastering microcontroller-based starter system technology, enabling them to adapt to the era of vehicle digitalization. The program was carried out through several stages: identification of training needs, delivery of basic theory on microcontrollers and starter systems, practical sessions in module assembly and programming, followed by mentoring and evaluation. The results of the evaluation showed an 85% increase in participants’ understanding of the digital starter system concept, an 80% improvement in module assembly and programming skills, and a 75% increase in readiness to apply innovative starter systems in workshop services. The novelty of this activity lies in the development of a more applicable digital starter system model tailored to the needs of small-scale workshops. The implementation emphasized a participatory, practice-based approach using learning by doing. Participants, mainly workshop owners and technicians, were guided step by step from component recognition, software operation with Arduino IDE, to the prototyping of functional microcontroller-based starter systems. To ensure sustainability, the program also provided training modules, video tutorials, and online mentoring, allowing participants to continue practicing independently after the training. Beyond improving technical competence, this activity also fostered an innovative mindset among participants, making them more confident to provide modern, technology-oriented services. In the long term, the program is expected to enhance the competitiveness of automotive MSMEs, strengthen customer trust, and build collaborative networks between higher education institutions and local workshops in supporting vocational education and digital transformation.

The development of digital technology and the impact of the pandemic have shifted the learning paradigm in elementary schools from traditional face-to-face models to technology-based online systems. However, the limited mastery of teachers in utilizing digital learning media, particularly Google Classroom, has become a major obstacle in implementing effective online learning. This community service activity aims to improve the competence of teachers at SD Negeri Gollu Sapi in managing technology-based learning through the use of Google Classroom. The implementation method consists of four stages: preparation, workshop implementation, practice mentoring, and evaluation. The workshop was designed interactively by combining material presentation, demonstration, discussion, and hands-on practice, covering the creation of virtual classes, uploading teaching materials, assigning tasks, and conducting online assessments. The results of the activity showed a significant improvement in teachers’ skills, both in independently managing online classes and in applying the main functions of Google Classroom. Teachers were able to create digital teaching materials, set assignment schedules, provide feedback, and prepare technology-based assessments. In addition, this activity also produced an online article publication and video documentation as additional outputs. The teachers’ enthusiasm during the implementation indicates that this activity is useful and relevant to the needs of 21st-century learning. With this training, teachers are expected to become more adaptive to the digital transformation in education, thereby supporting the achievement of a more interactive, effective, and sustainable learning process in the digital era.