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The transformation of the Islamic education curriculum based on digital literacy is an essential step to enhance student engagement in higher education learning. This study aims to examine the implementation of digital literacy in the Islamic education curriculum and its impact on the quality of learning. A qualitative approach was used, involving observation, interviews, and documentation. The findings show that although some Islamic higher education institutions have integrated technology into learning, challenges related to lecturer readiness, digital access inequality, and limited resources remain major obstacles. Students responded positively to digital-based learning, which provided easier access to study materials and facilitated online interaction. However, the digital access gap needs to be addressed promptly to create a more equitable learning experience. The implications of this study suggest the need for ongoing lecturer training, improved technological infrastructure, and curriculum policies that support more effective integration of digital literacy in Islamic higher education.

This research aims to find out how the creativity of Gen Z influences the process of reinterpreting Arabic in the context of modern learning, and to what extent the role of AI can support this process. This research uses the literature study method by analysing relevant articles to understand the concept of AI's role in gen z creativity and Arabic language reinterpretation in the learning process. Meanwhile, this research shows that the application of Artificial Intelligence (AI) in Arabic language learning is efficient and helpful in supporting the learning process. Among them can help search for materials, references, questions, journals/articles, and digital books, increase students' learning motivation because it is fun and exciting, support language practice and understanding, help practice speaking, writing, and get grammar explanations instantly, correct errors quickly, translate Arabic texts, help data analysis and understand the context of Arabic texts, support conversation exercises, provide feedback and reference sources and learning aids with features that enrich the Arabic language learning process.

This study aims to identify challenges and formulate strategies for the implementation of professional competencies of Christian Religious Education (PAK) teachers based on artificial intelligence (AI) at the primary school level, with a focus on SD Negeri 071162 Esiwa. The background of this study begins with the increasing demands of the digital curriculum, while PAK teachers still face limitations in technological literacy, digital infrastructure, and the availability of contextualized Christian faith-based learning media. This study used a descriptive qualitative approach with data collection techniques through interviews, classroom observations, and documentation. The research subjects consisted of one principal and ten students in grades IV-VI. The results showed that low mastery of technology by teachers, limited digital devices, and lack of institutional support are the main obstacles in the integration of AI in PAK learning. However, AI has great potential to enhance students' learning experience spiritually and digitally through interactive, visual, and narrative Bible-based approaches. This research recommends spiritual technology-based teacher training, strengthening school infrastructure, developing contextualized teaching materials based on local culture, and collaboration between schools, churches, and Christian app developers. The findings contribute to the development of an adaptive, contextual, and transpersonal PAK learning model.

The world of education has undergone a major shift as a result of advances in information and communication technology. This study compares conventional and digital learning methods for distance learning (PJJ) across the board, with the aim of finding out what is effective, what is not effective, and how the two methods affect student learning outcomes and experiences. Conventional learning, which relies on direct interaction between teachers and students, emphasizes elements such as giving feedback, easy to do, structured, and routine. It has the advantage of being able to facilitate direct interpersonal communication, provide intensive supervision and guidance, and create a competitive learning environment. However, this method has some limitations, especially in terms of time and space flexibility. It is also not able to meet the learning needs of individuals in large groups. On the other hand, digital learning offers greater flexibility, access to a wide range of educational resources, and increased interactivity through the use of online collaboration tools, e-learning platforms, and video conferencing. The use of technology allows learning content to be presented in a systematic, structured and engaging manner, increasing student motivation and participation. In addition, it allows materials to be tailored to each student's learning style and conditions, and supports collaborative and independent learning. Challenges include the possibility of misuse of technology, limited access in some areas, lack of direct social interaction, and reliance on digital infrastructure and capabilities. The research results indicate that digital learning generally enhances student learning outcomes more significantly compared to conventional learning, especially in terms of distance learning (PJJ). Digital strategies such as structured instructional design, integration of practical experiences, motivational support, and time management have been shown to improve student interaction, understanding, and independence. However, digital and conventional learning methods can complement each other to achieve optimal effectiveness. The application of these strategies not only boosts students' academic performance but also equips them with the essential skills to tackle future challenges. 

This study aims to analyze the need for a flipbook as a teaching material for response texts integrated with the principles of politeness. The background of this research stems from the limitations of response text teaching materials, which are still integrated into printed textbooks without incorporating essential politeness principles. This research employed a qualitative method with data collected through questionnaires and interviews involving seventh-grade students at two junior high schools in Dander District, Bojonegoro Regency. The findings indicate that most students prefer response text material to be presented separately and packaged in the form of an engaging and easily accessible digital flipbook. Furthermore, students consider the integration of politeness principles into response text material important to help them express opinions politely and without offending others. Therefore, it can be concluded that a flipbook teaching material integrated with politeness principles is necessary to enhance the quality of learning.

The development of information and communication technology (ICT) has brought major changes to the world of education, especially in terms of the media used to support the teaching and learning process. The use of ICT-based media offers various advantages, such as fast access to information, more interesting learning materials, and a more flexible and personalized approach. This article aims to analyze the role of ICT-based media in improving student learning outcomes. In this discussion, it is explained how the use of ICT can enrich learning experiences, increase student motivation, and support more collaborative and independent learning. Even though there are various benefits, this article also identifies several challenges faced in implementing ICT-based media, such as gaps in technology access, limited infrastructure, and a lack of digital skills among teachers and students. Based on this analysis, this article concludes that although ICT-based media has great potential to improve learning outcomes, the success of its implementation is very dependent on infrastructure readiness, training for teachers, and awareness of the importance of technology integration in the education curriculum. For this reason, there needs to be a more planned strategy and support from all parties to maximize the use of ICT in education

This study aims to see to what extent the use of the Ruangguru platform affects students' learning motivation in offline Indonesian language learning at the Indonesian Education University. Amid the rapid development of educational technology, it is important to understand the role of digital tools such as Ruangguru in the context of face-to-face learning. This study uses a quantitative approach by distributing questionnaires to 102 students who have used Ruangguru and are at least 15 years old. The results show that most aspects of platform use are classified as low, but elements such as attractiveness of appearance, presentation of materials, and quality of learning videos are quite appreciated by users. Students' learning motivation is in the fairly high category, especially in terms of enthusiasm for learning and self-confidence in understanding the material. The habit of using the platform routinely is still relatively low. These findings indicate that Ruangguru has the potential to support offline learning motivation, but its effectiveness will be more pronounced if accompanied by direct direction from lecturers and more structured learning strategies.

the importance of children's literature in supporting the development of literacy, character, and imagination in the digital era. Children's literature has unique characteristics and must be adapted to the world and stage of psychological development of children. As prospective elementary school educators, understanding the theory and genre of children's literature is important in selecting and delivering appropriate reading materials. This study examines the theory of children's literature according to experts, the classification and characteristics of various genres of children's literature such as fairy tales, fables, myths and legends, children's poetry, picture stories, children's novels, fantasy, and realistic fiction. Each genre is discussed by prioritizing the educational and moral functions contained, and is equipped with examples of relevant children's literature. With this approach, this paper aims to provide prospective teachers with a comprehensive understanding of the use of children's literature in an interesting and meaningful learning process.    

the importance of children's literature in supporting the development of literacy, character, and imagination in the digital era. Children's literature has unique characteristics and must be adapted to the world and stage of psychological development of children. As prospective elementary school educators, understanding the theory and genre of children's literature is important in selecting and delivering appropriate reading materials. This study examines the theory of children's literature according to experts, the classification and characteristics of various genres of children's literature such as fairy tales, fables, myths and legends, children's poetry, picture stories, children's novels, fantasy, and realistic fiction. Each genre is discussed by prioritizing the educational and moral functions contained, and is equipped with examples of relevant children's literature. With this approach, this paper aims to provide prospective teachers with a comprehensive understanding of the use of children's literature in an interesting and meaningful learning process.    

This study aims to analyze digital technology-based Islamic Religious Education (PAI) learning strategies in an effort to enhance religious literacy and strengthen Islamic values in the lives of modern students. Using a literature research method, this study collects and analyzes various literature sources, such as books, scientific journals, articles, and related documents, that discuss the integration of digital technology in PAI learning. The results indicate that digital technologies, such as e-learning, social media, mobile applications, gamification, and virtual reality, play a significant role in creating more interactive, engaging, and effective learning processes. This strategy not only improves students' understanding of religious materials but also helps them internalize Islamic values in their daily lives. Additionally, digital technology enables access to a wider range of learning resources, encourages personalized and adaptive learning, and opens opportunities for more participatory collaboration and discussion. However, the implementation of this strategy also faces challenges, such as the digital divide, infrastructure limitations, and a lack of digital competence among educators. Therefore, collaborative efforts are needed to address these challenges, including training for educators, improving access to technology, and curriculum adjustments. Overall, this study concludes that digital technology-based PAI learning strategies are an effective approach to enhancing religious literacy and strengthening Islamic values in the lives of modern students, while also preparing the younger generation to face global challenges while adhering to Islamic principles.

The expository learning strategy in Islamic Religious Education (PAI) remains relevant as a classical Islamic scholarly heritage but requires creative transformation to address digital-age challenges. This article examines the implementation of expository strategies through literature study, analyzing philosophical foundations, effectiveness, contemporary challenges, and innovation models. The research reveals that expository strategies are effective for normative PAI materials but face complex challenges including shifting cognitive patterns of digital natives, decentralization of knowledge authority, and technological disparities. Various innovative models (interactive, contextual, multimedia, reflective) offer solutions by integrating traditional expository strengths with modern approaches. The study concludes that successful implementation requires paradigmatic reconstruction through "pedagogical ijtihad" balancing Islamic scholarly authenticity with 21st-century learning needs. PAI teachers must master three core competencies: depth of religious knowledge, pedagogical sophistication, and technological literacy. 

This community service activity is motivated by the rapid development of deep learning and artificial intelligence (AI) which has penetrated various aspects of life. Prasetiya Mandiri Polytechnic held a workshop "Deep Learning for Smart Solutions: Workshop on the Use of AI Applications for Daily Life" to increase AI literacy among students and lecturers. The method of implementing this activity includes the preparation of workshop materials, the implementation of presentation sessions, discussions, and practical exercises, as well as evaluation through questionnaires and observations. The results of the activity showed high enthusiasm of participants and increased understanding of the basic concepts of deep learning and AI applications. The interpretation of the questionnaire data showed a high level of participant satisfaction, with an average score of 4.5 on a scale of 5. The results of the participants' practical exercises also demonstrated their ability to apply AI concepts to create simple applications. This activity succeeded in achieving its goal of improving participants' digital skills and encouraging the application of AI in learning and research at Prasetiya Mandiri Polytechnic. In conclusion, this workshop is effective in improving AI literacy and providing practical experience to participants, and has the potential to be further developed by adding more intensive and diverse practice sessions

The development of digital technology has transformed how university students access and process information. Digital literacy has become an essential skill encompassing the ability to search for, evaluate, and effectively use information. This study aims to analyze the factors influencing university students' digital literacy, the role of technology in supporting these skills, and effective strategies that can be implemented to improve digital literacy in academic environments. The research method employed is a mixed-method approach with data collection techniques through digital questionnaires administered to 25 students from various majors, as well as a literature review from various sources. The results of the study show that 52% of students use the internet for more than six hours a day, 83.3% actively seek information daily, and 60% always verify information before sharing it. The main obstacles in improving digital literacy include limited access to digital learning resources (54.2%) and a lack of literacy training (54.2%). Proposed strategies to address these challenges include integrating digital literacy materials into the curriculum, organizing regular training and seminars, and optimizing the use of educational technology platforms. The conclusion of this study emphasizes that digital literacy is not just about technical skills but also involves critical thinking and filtering accurate information. Therefore, systematic efforts are needed from various parties, including universities, lecturers, and students, to create an academic environment that supports the optimal development of digital literacy.

The development of digital technology has brought significant changes to learning practices at various levels of education. This situation requires prospective teachers to have technology-based pedagogical competencies to be able to create innovative and interactive learning. Canva and Google Classroom are digital platforms that can be utilized as learning support media because they are easily accessible and have features relevant to educational needs. This article aims to describe the implementation and results of training on the use of Canva and Google Classroom for prospective teachers at STAIN Mandailing Natal. This activity uses a participatory training approach by actively involving prospective teachers. The training was carried out through interactive lectures, demonstrations, hands-on practice, and ongoing mentoring. The material covered technology-based interactive learning, the use of Canva as an educational visual medium, and the use of Google Classroom for digital classroom management. Participants were guided to produce digital teaching materials and virtual classes independently, accompanied by mentoring in overcoming technical and pedagogical obstacles. Evaluation was carried out through active observation, assessment of practical results, and reflection on the training experience. The results of the activity showed an increase in participants' understanding and skills in designing visual learning media and managing digital classrooms effectively. This training made a positive contribution in developing prospective teachers who are adaptive to technological developments and able to implement interactive learning according to the demands of 21st-century education.

The rapid advancement of technology is evidenced by numerous innovations that simplify human tasks, particularly in the agricultural sector. Various farming methods are offered to produce fruits and vegetables without using chemical pesticides. Hydroponic techniques have been implemented to maximize crop yields without the use of chemicals in the plant care process. The community in Barean Village, Ploso, Pacitan Regency still relies on conventional farming methods. Conventional farming methods, apart from requiring large areas, also have adverse environmental and health impacts due to the use of chemical pesticides. Farmer have to spend quite a lot of capital to provide large amounts of fertiliser to treat the plants in their fields. The results obtained from conventional farming methods are not worth the capital spent. Hydroponic farming metode is an agricultural method that uses water as a growing medium. This method is recognised as an environmentally friendly method, as it uses water and nutrient solutions as a substitute for nutrients found in soil. Autor introduces hydroponic cultivation methods to the public through a digital platform. People from all walks of life can learn farming techniques using the hydroponic method, as it is more visually appealing, and can be operated interactively. Hydroponic techniques can be effectively learned through this 2D interactive media, which provides comprehensive knowledge about the hydroponic method, equipment, materials, and proper cultivation methods. The final section of this interactive media features a simple quiz to assess knowledge for novice farmers. The design of 2D Interactive Based Hydroponic Farming Learning Media is expected to be an attraction for the community in the field of agriculture. The development of this 2D Interactive Hydroponic Farming Educational Media is intended to serve as a solution for hydroponic cultivation education, thereby maximizing agricultural productivity.

This study aims to comprehensively examine the effectiveness of digital learning media in enhancing students' motivation in the subject of Natural and Social Sciences (IPAS) at the elementary school level. Utilizing a qualitative approach based on a literature review, this study analyzes various academic references regarding the use of digital technology in the learning process. The findings indicate that digital media, such as educational videos, interactive simulations, and technology-based applications, significantly contribute to increasing student engagement and learning enthusiasm. The success of digital media in education is supported by several key factors, including active student participation, real-time feedback, and the presentation of materials that are more dynamic, diverse, and responsive to individual student needs. Moreover, digital learning approaches allow for a more flexible, engaging learning process that adapts to students’ learning styles. Thus, based on the conducted analysis, it can be concluded that integrating digital technology into IPAS instruction holds great potential as an innovative pedagogical strategy.    

The study aims to develop and evaluate STEM PBL-based science learning media to enhance students' critical thinking and creativity. The objectives include describing, producing, and assessing the feasibility, validity, practicality, and effectiveness of these media for grade VII students. This Research and Development (R&D) study follows the 4D model: define, design, develop, and disseminate. The developed media take the form of a digital Flipbook accessible via smartphones and PCs. A limited trial involved 22 students and one educator, while a field test included 51 students from SMPN 1 Binongko, Wakatobi Regency, divided into experimental and control groups. Data were collected through tests, interviews, questionnaires, and validation sheets. Feasibility, validity, and practicality were analyzed descriptively, while effectiveness was evaluated using the N-Gain, MANOVA, and Cohen's effect size tests. The results indicate that the STEM PBL-based Flipbook presents real-life problems, their causes, and solutions, encouraging critical thinking and creativity. It meets validity and feasibility criteria as assessed by expert lecturers. Educators and students also rated it as highly practical for learning. Finally, the Flipbook was found to be effective in improving students' critical thinking and creativity, with a significance value of 0.000 < 0.05.

The rapid penetration of mobile devices among students has created significant opportunities to optimize mobile-assisted language learning (MALL) for enhancing language acquisition in digital environments. Despite its potential, the implementation of MALL often remains suboptimal due to technical limitations, lack of pedagogical planning, and insufficient integration of interactive features, which limits its effectiveness in supporting structured learning. This study aims to examine how MALL applications influence student engagement, self-regulation, and language learning outcomes, while addressing the gap between technological affordances and instructional practices. Employing a mixed-methods design, the research integrates quantitative surveys, learning analytics, and qualitative interviews with higher education students who regularly use mobile applications for language learning. The methodology includes pre- and post-surveys to measure changes in engagement and self-regulation, log data to track usage patterns, and interviews to capture students’ perceptions and experiences. The findings reveal that MALL significantly enhances engagement through increased active participation, higher attendance, longer study duration, and more frequent interaction with materials. At the same time, MALL improves self-regulation by strengthening skills in time management, goal setting, monitoring progress, and maintaining persistence, leading to greater learner autonomy. Moreover, students with stronger self-regulation capacities were found to utilize MALL features more effectively, resulting in measurable improvements in vocabulary, grammar, and communicative competence. The study concludes that MALL’s effectiveness lies not only in delivering learning content but also in fostering engagement and supporting self-regulated learning. These results highlight the need for pedagogical designs that integrate technological interactivity with scaffolding strategies to maximize the potential of MALL as a learner-centered and sustainable approach to language learning in the digital era.  

This computer training is part of Community Service (PKM) in Ladang Peris Village, Bajubang District, with the aim of improving children's readiness to face the digital era. The main problem is low technological skills due to limited facilities and minimal access to training. In addition, the lack of understanding about the wise use of technology is also an important issue. This training aims to provide basic computer skills education and increase awareness of the benefits and risks of technology. The main target is elementary to secondary school children who are interested in learning technology but have limited facilities. The methods used include theory, direct practice, and interactive approaches. Theoretical materials include an introduction to hardware, software, and the impact of technology. Practice is carried out through typing activities, using educational applications, digital drawing, and safe internet exploration. The results of the training showed an increase in children's understanding of technology and their courage to use it. They are also more aware of the importance of using technology positively. In conclusion, this training has a positive impact by providing children with basic computer skills, preparing them to face digital challenges, and encouraging the sustainability of the program to create a young generation that is technologically literate.

This computer training is part of Community Service (PKM) in Ladang Peris Village, Bajubang District, with the aim of improving children's readiness to face the digital era. The main problem is low technological skills due to limited facilities and minimal access to training. In addition, the lack of understanding about the wise use of technology is also an important issue. This training aims to provide basic computer skills education and increase awareness of the benefits and risks of technology. The main target is elementary to secondary school children who are interested in learning technology but have limited facilities. The methods used include theory, direct practice, and interactive approaches. Theoretical materials include an introduction to hardware, software, and the impact of technology. Practice is carried out through typing activities, using educational applications, digital drawing, and safe internet exploration. The results of the training showed an increase in children's understanding of technology and their courage to use it. They are also more aware of the importance of using technology positively. In conclusion, this training has a positive impact by providing children with basic computer skills, preparing them to face digital challenges, and encouraging the sustainability of the program to create a young generation that is technologically literate.