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The educational transformation driven by Industry 4.0 and Society 5.0 requires teachers’ digital pedagogical competence. Preliminary observations at SMP Negeri 2 Galesong Selatan, Takalar Regency, South Sulawesi, Indonesia, revealed a skills gap: conventional practices dominate while digital platforms remain underutilized. This community engagement program sought to bridge the gap through intensive training on Canva for visual learning media and Quizizz for gamified assessment. Conducted in August 2025 with 10 teachers across subjects, the program employed a participatory, four-stage procedure: preparation; socialization and pretest; training and coaching; and evaluation and posttest. Data were collected via observation, questionnaires, and knowledge tests, and analyzed descriptively and comparatively. Results indicate a marked improvement in teachers’ digital competence: the average score increased from 45 (pretest) to 85 (posttest), an 88.9% gain. By indicator, improvements reached 112.5% for understanding Canva features, 95.5% for digital learning media creation, and 64% for using Quizizz. Qualitatively, teachers produced engaging posters/infographics and slide presentations and designed interactive quizzes with instant feedback, fostering more varied and participatory classroom dynamics. The training effectively enhanced teachers’ digital literacy and confidence and supported a role shift from content deliverers to creative facilitators within student-centered learning. Replication and sustained coaching are recommended to consolidate a school-wide digital learning ecosystem.  

This study was motivated by the fact that teachers' learning strategies are very important for improving student motivation, understanding, and learning effectiveness. The purpose of this study was to identify the learning approaches used by teachers, the challenges faced, and how these approaches were applied to students in the 10th grade Geography class at SMAN 6 Malang. This study uses a descriptive qualitative methodology that collects data through interviews, observations, and documentation. Furthermore, the data were analyzed through the steps of reduction, presentation, and conclusion drawing. The research information consisted of geography teachers, 10th grade students, and other related parties. The results showed that expository and inquiry strategies were the most effective learning strategies used by teachers to help students learn. Unresponsive students, negative peer influence, and the habit of sleeping in class are some of the obstacles in the learning process. Students' ability to systematically and coherently organize and convey conclusions demonstrates the impact of applying learning strategies. According to this study, teachers must continue to improve their skills through learning training. Students are also expected to be more focused and active during the teaching and learning process.

The development of digital technology has changed the way Islamic Religious Education (IRE) is taught, encouraging the use of digital media as a means to improve interaction, motivation, and understanding among students. This study aims to examine the methodology for developing digital-based IRE learning media, identify the supporting and inhibiting factors for its implementation, and formulate a systematic and contextual methodological framework. The study uses a descriptive qualitative approach through document analysis and systematic literature review of scientific articles, research reports, and methodology books published between 2019 and 2025. The analysis was conducted through reduction, grouping, interpretation, and content analysis to map development models, validation techniques, pedagogical principles, and the suitability of media to student characteristics. The results show that the most commonly used development models include ADDIE, Borg & Gall, 4-D, and iterative approaches such as SAM. The successful implementation of digital media is greatly influenced by teacher readiness, student digital literacy, content suitability with the curriculum, and institutional infrastructure and policy support. These findings emphasize the importance of content validation by experts, the integration of religious moderation values, and continuous training for teachers so that media can be used effectively, relevantly, and ethically. This study is expected to be a reference for PAI developers and educators in creating  

This research aims to evaluate the implementation of guidance and counseling (BK) at SMPIT Widya Duta, an integrated Islamic school in Bekasi City. The method used in this research is qualitative research. The data collection techniques were gathered through direct observation, semi-structured interviews with BK teachers and students, and documentation. The results show that BK services are structured based on the Service Implementation Plan (RPL) with a focus on four areas: personal, social, learning, and career, as well as individual counseling as the most preferred service. The results also indicate that the BK teacher's approach includes initial observation, peer strategies for introverted students, and enforcement of confidentiality, with stakeholder collaboration as a supporting factor. Recommendations that can be given to improve the effectiveness of BK services include collaborative interdisciplinary training, continuous evaluation, and technology integration to strengthen synergy between PAI teachers, BK, and parents to address operational challenges and optimize student learning comfort and character development.

Logical thinking is a fundamental competency for prospective teachers, as it supports systematic reasoning and professional decision-making. This study aimed to analyze the relationship between academic communication and emotional regulation with the logical thinking skills of students at the Faculty of Teacher Training and Education, Satya Wiyata Mandala University, Nabire, Central Papua. A quantitative correlational design was employed with 100 students selected through proportional random sampling. Data were collected using an academic communication questionnaire, an emotional regulation scale, and a logical reasoning test, and analyzed through Pearson correlation and multiple regression. The findings indicate that both academic communication and emotional regulation have positive and significant relationships with logical thinking skills, both partially and simultaneously. These results emphasize that logical thinking development in higher education requires the integration of cognitive, interpersonal, and emotional competencies.

This study aims to analyze the role of vocational education in strengthening human capital in the era of Industry 5.0 through a case study of students at SMK Entrepreneur Indonesia Sragen. Vocational education is a crucial component in developing competent, adaptive, and innovative human resources in the face of technological disruption and changing job market needs. Using a descriptive-qualitative approach, this study examines how the implementation of a competency-based curriculum, entrepreneurship training, and collaboration with the industrial world can improve the quality of human capital. The results show that vocational education at SMK Entrepreneur Indonesia Sragen successfully improves students' technical abilities, digital skills, and entrepreneurial spirit, thus better preparing them to face the demands of the world of work in the era of Industry 5.0. In addition, policy support, teacher training, and technology-based learning facilities also strengthen learning outcomes. This study confirms that vocational education plays a strategic role in producing productive, creative, and globally competitive graduates. Strengthening human capital through vocational education is a key factor in accelerating Indonesia's economic transformation towards an intelligent and highly competitive society in the digital era.

This community service program was implemented to address the problem of the low quality of students' Quran reading at TPQ Al-Litfilah Nur, Situhiang Village, which was caused by the lack of implementation of a structured and sustainable tahsin learning method. This activity aims to improve students' Quran reading skills through training and mentoring using the Tilawati method combined with the Asset-Based Community Development (ABCD) approach, so that the potential and resources of the community can be optimized. The program was implemented in stages, including mapping the initial conditions of students' and teachers' abilities, training TPQ teachers on the principles and techniques of the Tilawati method, mentoring the learning process in a classical and individual manner, and evaluating the development of students' reading skills. The results of the activity showed a significant increase in the accuracy of makhraj, the application of basic tajwid, and the fluency of students' Quran reading. In addition, TPQ teachers experienced an increase in pedagogical competence and were able to apply the Tilawati method independently in teaching and learning activities. These findings indicate that strengthening community assets through targeted and participatory training can create meaningful and sustainable changes in improving the quality of Qur'an learning at the TPQ level.

Equality in education and employment is an important foundation for realizing social justice as mandated by Pancasila and the 1945 Constitution. Equality means that every individual has the same rights to access, treatment, and opportunities without discrimination based on gender, religion, ethnicity, social status, or physical condition. In education, equality is realized through equal access to learning facilities, an inclusive curriculum, and equal opportunities for all students to develop. Meanwhile, in the field of employment, equality includes fair opportunities in recruitment, promotion, training, and commensurate income. Education plays a strategic role in building awareness of equality by instilling the values ​​of empathy, tolerance, and social justice. A multicultural approach and inclusive education are key to shaping students who value diversity and reject discrimination. Although various policies have been implemented, such as the Smart Indonesia Card (KIP) and affirmative action programs for marginalized groups, challenges such as socio-economic inequality, discrimination, the digital divide, and weak policy implementation remain major obstacles. Therefore, comprehensive efforts are needed, encompassing policy reform, improving teacher quality, and implementing pluralism-based character education to create a just, inclusive, and equal Indonesian society.

The innovation of learning-based instructional videos holds great potential to enhance interaction during the learning process. This study aims to evaluate the effectiveness of using learning-based videos compared to traditional teaching methods. Using a qualitative approach with classroom action research (CAR), data were collected from 91 students across two schools through questionnaires and direct observation. The findings reveal that video usage not only enhances students’ learning motivation but also fosters active engagement in class discussions. Visually and interactively presented videos assist students in understanding complex concepts, despite challenges such as technological limitations and insufficient teacher training. This study concludes that the innovation of video-based learning significantly contributes to improving teaching effectiveness and student motivation, emphasizing the need for improved technological infrastructure and teacher training to optimize technology-based learning.

This service activity discusses strengthening the fifth pillar of Islam, namely the Hajj. This service aims to increase the understanding, knowledge and competence of Al-Qur'an Education Park (TPQ) teachers at the Serang City Al-Qur'an Educator and Sakinah Family Coordinating Board (BKPAKSI) in Serang City regarding Hajj Manasik. This service methodology goes through a preliminary survey stage to find out the location that will be used as the location for the Hajj ritual training and training. then observe or carry out activities involving 25 TPQ teachers. This service activity was carried out at Wisma Haji (KBIHU) Mulyajati Cikole, Pandeglang Regency. The Hajj Manasik training for TPQ teachers went smoothly according to plan.  Material and practice of Hajj rituals delivered by Hajj and Umrah supervisors from KBIHU Mulyajati. By implementing this practical training on Hajj rituals, the PkM team hopes that TPQ teachers as educators can transfer their knowledge of Hajj rituals to their students properly and correctly so that the students will love the Kaaba and the Prophet Muhammad more.

This study examines the role of Guidance and Counseling (BK) teachers in helping students face personal, social, academic, and career problems. Using qualitative descriptive methods through interviews, observations, and documentation, this study found that BK services were carried out routinely through classical guidance, group services, and individual counseling that focused on self-development, career exploration, bullying prevention, and exam readiness. The effectiveness of the service is also supported by a conducive BK environment and collaboration between subject teachers, parents, and external parties such as psychologists or related institutions. However, various obstacles are still found, such as a high ratio of counselors to students, changes in education policies that require rapid adaptation, limited support facilities, and generational differences between counselors and students that affect communication patterns. This research emphasizes the importance of improving the professionalism of BK teachers through continuous training and strengthening synergy between educators to realize effective, responsive, and oriented BK services that are oriented towards the development of students' character in a holistic and sustainable manner.

This community service activity focuses on the utilization of Talas Beneng (Xanthosoma undipes K. Koch), a tuberous plant native to Banten Province, as a healthy alternative food source free from gluten and casein. The program was implemented through the Holistic School Field Introduction (PLP) by students from Sultan Ageng Tirtayasa University at State Special School 02 Serang City. The method employed was qualitative, with a direct practice approach through training in preparing various processed products based on talas beneng, such as steamed cakes, brownies, cookies, and sticks. The activity involved three intellectually disabled students from junior and senior high school levels, along with PLP students and a culinary arts teacher. The primary objectives of the program were to enhance life skills, independence, and awareness of the importance of diversifying healthy local food sources. The results indicate an improvement in participants' abilities to recognize local food ingredients, process them into nutritionally valuable products, and strengthen collaboration between universities and schools in inclusive education. This program demonstrates that the utilization of local food resources can serve as an effective strategy to support food security, social empowerment, and holistic education.

This study aims to analyze the strategy of library management and development in increasing reading interest in SMAN 3 Medan and identify factors that influence students' reading interest. This study uses a qualitative method with data collection techniques through interviews, observations, and documentation. The results of the study indicate that library management and development at SMA N 3 Medan play a crucial role in increasing students' reading interest. The strategies implemented include the procurement of a varied book collection that is relevant to students' needs, improving the quality of library services, and creating a comfortable and conducive environment for reading. In addition, the library also acts as a center for literacy activities by holding various programs such as book discussions, interactive reading corners, and digital literacy training. This study also found that students' reading interest at SMA N 3 Medan was influenced by various factors, including the school environment, availability of library facilities, students' intrinsic motivation, family support, and social and cultural influences. Supportive school environmental factors, such as proactive school policies in improving literacy and the role of teachers in encouraging students to read, also contributed to increasing reading interest.

This study analyzes the need for training design for accounting vocational teachers using Project Based Learning (PjBL) approach to achieve deep learning through systematic literature review. The gap in teachers' competence in implementing PjBL and the limitations of relevant training designs are major problems in vocational education. This research aims to identify trends, gaps, and needs for developing PjBL-based accounting teacher training designs oriented towards achieving deep learning. The systematic literature review method was employed by analyzing 25 articles from Scopus, ScienceDirect, and Google Scholar databases from 2018-2025. The research identified 25 unique articles categorized into three main themes: Deep Learning perspectives (10 articles), Vocational Teacher Training and Development (6 articles), and Project-Based Learning implementation (9 articles). The results show four main trends: (1) increased global adoption of PjBL as an innovative learning method, (2) demands from accounting professional organizations for active learning methods, (3) popularity of deep learning concepts in contemporary educational literature integrated with 21st-century skills, and (4) urgent need for comprehensive teacher training designs. Significant gaps were identified in the limitations of relevant training designs for vocational contexts and lack of systematic training development research. This study concludes that accounting vocational teacher training designs with PjBL approach are urgently needed to bridge the gap between theoretical competence and practical industry applications, with emphasis on achieving holistic deep learning encompassing cognitive, interpersonal, and intrapersonal domains.

This research seeks to examine the incorporation of information technology in educational data management as a tactic to improve public service accountability in Sidoarjo Regency. The context of this study stems from the regional government’s requirement to enhance educational data management systems that are still only partially integrated and lack transparency for making decisions based on evidence. By implementing interconnected digital educational systems, Sidoarjo aims to create effective, transparent, and performance-driven governance. Employing a qualitative case study methodology, this study included participants from the Department of Education and Culture, school administrators, data managers, digital system creators, and members of the community. Data were gathered through thorough interviews, observations, and examination of documents related to policies on educational digitalization. The results show that the incorporation of information technology has enhanced administrative efficiency, accuracy in reporting, and public access to educational data. Nonetheless, obstacles persist in digital literacy, uneven infrastructure across schools, and restricted coordination between agencies. The research emphasizes the significance of teamwork in leadership, clear processes, and community involvement in enhancing public accountability. Suggestions involve establishing a regional education data center and ongoing training initiatives for teachers to maintain thorough digital transformation within the Sidoarjo education framework

This study aims to systematically review various studies that discuss the role of entrepreneurship education in developing students’ entrepreneurial spirit at the Senior High School (SMA) and Vocational High School (SMK) levels. The method used is the Systematic Literature Review (SLR), guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). The reviewed articles cover publications from 2019 to 2025. Based on the selection of 20 scientific articles, the findings indicate that entrepreneurship education plays an important role in enhancing students’ creativity, innovation, self-confidence, and independence. The most effective learning strategies include project-based learning, business simulations, and collaboration with the industrial sector. In addition, teachers play a crucial role as facilitators in fostering an entrepreneurial mindset. The challenges identified include limited resources, insufficient teacher training, and suboptimal school policy support. Overall, entrepreneurship education has been proven to make a significant contribution to shaping entrepreneurial character and preparing students to face the challenges of the workforce.

This study aims to examine in depth how gender equality values are integrated into Buddhist Religious Education (PAB) at the junior high school level, based on the Merdeka Curriculum. Through a content analysis approach to character representation, women's roles, language, visual illustrations, access to Dhamma education, gender equality values, role models of female characters, students' critical reflections, and narrative-visual consistency, this study identifies significant gaps in gender representation. Using a qualitative approach, data were collected through content analysis of PAB textbooks for grades VII–IX and interviews with three Dharma teachers in Jakarta. The results show that the representation of female characters in the textbooks is very limited and the learning narratives tend to be normative without addressing structural aspects of gender inequality. The findings indicate the dominance of male characters, the lack of functional narratives about nuns and women, and the use of language and illustrations that tend to reinforce traditional gender stereotypes. Although there are attempts to mention gender equality in some chapters, the integration is not comprehensive and consistent across the materials. This article recommends the development of a more inclusive curriculum and teaching materials, encouraging balanced gender representation, and integrating gender equality values holistically in Buddhist religious education to form a more equitable and comprehensive understanding for students, as well as teacher training based on critical pedagogy and revision of learning content to reflect gender equality in Buddhist teachings.

Human resource management (HRM) in Islamic schools plays a crucial role in shaping the character of teachers, which in turn influences the character development of students. This study aims to analyze the contribution of HRM in enhancing the quality of teachers' character through recruitment, training, and evaluation processes in Islamic schools. A qualitative approach using literature review is employed to analyze theories of HRM and character education. The findings reveal that teacher selection in Islamic schools focuses not only on academic competence but also on moral values and ethics in accordance with Islamic teachings. Ongoing character training helps teachers internalize Islamic values in their daily lives, making them role models for students. Teacher performance evaluations also include character aspects, which are strengthened through a reward system that recognizes the moral and ethical contributions of teachers. In conclusion, effective HRM in Islamic schools produces teachers who are not only academically competent but also of noble character and capable of shaping students' character in line with Islamic values

This study aims to describe the professional competence of Early Childhood Education (ECE) teachers in implementing technology-based learning at PAUD “X”. Teacher professionalism plays a crucial role in determining the quality of early childhood learning, particularly in the digital era where educators are expected to adapt to technological advancements. This research employs a descriptive qualitative approach, utilizing observations and semi-structured interviews to obtain an in-depth understanding of teachers’ abilities in managing learning processes, mastering instructional content, and integrating appropriate learning media. The findings indicate that teachers demonstrate strong pedagogical, social, and personal competencies. They successfully create an engaging and  developmentally appropriate learning environment, use language that is easily understood by young children, and exhibit patience, discipline, and effective communication skills. Positive interaction among teachers, children, and parents contributes to a supportive and collaborative learning atmosphere. Teachers also incorporate simple learning materials, such as origami and visual aids, to enhance student engagement. Nevertheless, the study reveals that teachers’ professional competence in utilizing digital technology remains limited. Although technological tools are available, several teachers lack confidence and technical skills in operating digital devices, such as projectors and interactive media. Insufficient training and mentoring are identified as primary barriers. The study concludes that strengthening teachers’ technological competence should be prioritized through continuous professional development programs, including structured training and peer mentoring. Enhanced technological skills will enable teachers to design learning experiences that are more interactive, innovative, and responsive to the developmental needs of young children.

This study aims to systematically examine the influence of digital literacy on the learning outcomes and 21st-century skills of high school students. The method used is a Systematic Literature Review (SLR) following the PRISMA guidelines. Data sources were obtained from various academic databases, including Google Scholar, ERIC, ScienceDirect, and SpringerLink, with publications ranging from 2019 to 2025. A total of 30 articles were selected based on predetermined inclusion and exclusion criteria. The analysis was conducted using a thematic approach to identify patterns, relationships, and the contribution of digital literacy to learning outcomes and the development of 21st-century skills, such as critical thinking, collaboration, communication, and creativity. The synthesis results show that digital literacy has a significant influence on improving learning outcomes and strengthening 21st-century competencies. This study emphasizes the importance of integrating digital literacy into secondary school curricula and teacher training to support effective 21st-century learning.