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This community service program addressed the limited capacity of educators to use artificial intelligence in a structured and pedagogically responsible way for textbook development. The program focused on empowering educators through NotebookLM in the Ngabuburit AI 2026 activity. Its objective was to improve participants’ understanding and practical skills in organizing sources, designing textbook structures, developing chapter content, and generating interactive learning media. The program used a participatory training approach consisting of presentation, demonstration, guided practice, discussion, and feedback-based evaluation. The results showed that participants gained a clearer understanding of AI-assisted academic writing workflows and recognized NotebookLM as a useful tool for integrating source analysis, textbook writing, and learning media preparation. The activity also fostered new awareness that artificial intelligence can strengthen, rather than replace, educators’ academic roles in producing more systematic and interactive teaching materials.

Biodiversity represents the condition and level of ecosystem complexity in a particular area, reflecting the presence of various living organisms and their interactions with the environment. Based on its ecological conditions, Mooat Lake in East Bolaang Mongondow Regency serves as a habitat for various plant species, one of which is moss (Bryophyta), which plays an important role in maintaining ecosystem balance. The presence of Bryophyta in this area has the potential to be utilized as a contextual learning resource in biology education. This study aims to determine the validity level of an interactive e-book based on Bryophyta research conducted at Mooat Lake, East Bolaang Mongondow Regency, as a biology learning material for tenth-grade senior high school students. This research employed a Research and Development (R&D) method using the ADDIE development model, which consists of the stages of analysis, design, development, implementation, and evaluation. The product developed in this study was an interactive e-book containing biodiversity material based on field research findings. The results showed that the material expert validation obtained a percentage of 94.2%, categorized as very valid, while the media expert validation obtained a percentage of 83.7%, also categorized as very valid. Based on these findings, it can be concluded that the interactive e-book based on moss research meets the criteria of being very valid and is suitable for use as a learning resource in biology subjects, particularly on biodiversity topics.

The 21st century of digitalization is very influential in life such as Education which must adapt to the development of world digitalization technology. Education is carried out by involving innovation, creativity, and also motivation to update more interesting learning methods with interactive media that have been designed. History learning in particular must develop and adapt to the digital era by utilizing technology to make teaching methods the goal of an active learning process. History learning which is considered boring has a great opportunity to be able to adapt to interactive media so that passive students during learning are reduced and become active students and can understand History easily. In this study involved a teacher with 30 high school students who were the objects of the research study. The method used was descriptive qualitative which refers to observation, documents, interviews, questionnaires, and also a social science approach. The results of the study explain the low interest in History learning to many passive students due to learning methods that are not in line with the digital era to attract Gen Z's interest in History Lessons and also show the results of History learning by involving interactive media with digital technology.

This service activity aims to improve the digital literacy of students and teachers through training in making interactive teaching materials based on the Thunkable application. The activity was carried out in Malibela Complex, Klawalu Village, Sorong City, Southwest Papua Province, with a participatory and hands-on approach. The training was carried out in three stages, namely introduction to the concept of mobile learning and Thunkable application, assistance in the practice of making digital teaching materials, as well as presentation of results and evaluation. The results showed that all participants, both students and teachers, were able to understand and implement the main features of Thunkable, and successfully create prototypes of interactive teaching materials, such as local history applications, junior high school quizzes, and Indonesian teaching materials. In addition to improving technology skills, this activity also encouraged creativity, collaboration and confidence in utilizing digital media for learning. Technical challenges such as limited devices and internet networks were successfully overcome through cooperation between participants. This program proves that no-code-based technology training such as Thunkable can be an effective strategy to encourage digital education transformation, especially in areas with limited access to technology. This program is recommended to be replicated in similar contexts to expand the impact and shape a more adaptive and inclusive learning ecosystem.

This research aims to analyze and develop students' science process skills, particularly in the use of measuring instruments, and their influence on understanding the concepts of quantities and units in physics. This research is motivated by the importance of mastering skills in using measuring instruments in physics learning, as well as the need for innovative teaching materials to improve students' understanding of fundamental concepts. This study employs a mixed-methods approach, combining both quantitative and qualitative methods. The quantitative approach is used to analyze data on students' skills in using measuring instruments and their understanding of concepts through tests. Meanwhile, the qualitative approach is employed to analyze data from observations and interviews with students and teachers regarding the effectiveness of using guided inquiry-based interactive multimedia teaching materials. The interactive multimedia teaching materials developed in this research are designed to facilitate learning about measuring instruments and measurement using a guided inquiry approach. A behavioristic approach is also considered in the development of these teaching materials to ensure students receive appropriate reinforcement throughout the learning process. Through this research, it is hoped that effective ways to develop students' science process skills and enhance their understanding of measuring instruments and measurement concepts in physics will be discovered, ultimately improving physics learning outcomes as a whole.

This research and development is motivated by the fact that the learning of science subjects on the water cycle material is less in accordance with the characteristics of students. The limitations of teaching media in schools are educational problems that can hinder the success of the learning process. Researchers want to develop interactive science teaching materials on the water cycle material to increase the enthusiasm for learning of grade V SD/MI students. The purpose of this development research is to produce a product in the form of interactive science teaching materials in grade V on the water cycle material. This study uses the ADDIE development research model and design developed by Dick and Carry with 5 steps, namely analyzing, designing. Developing. Implementing. Evaluating. This research was conducted at MI Mifathul Huda Lamong with class V research subjects.The results of the research and development of interactive science teaching materials in grade V on the water cycle material at MI Miftahul Huda Lamong. In the development stage, the results were in the form of teaching materials developed consisting of 23 pages. This interactive science teaching material has received validity from experts (1) learning media experts of 93% with very good criteria (2) material experts of 85% with good criteria (3) student interest questionnaire of 95% with very good criteria.

This research aims to develop Natural and Social Sciences (IPAS) learning articles with a Tri Hita Karana orientation to increase teachers' needs for interactive teaching materials at SD Negeri 2 Batur. In the independent curriculum, science and social studies learning is combined into Natural and Social Sciences (IPAS) subjects, with the hope that teachers can fulfill learning needs. The approach used in this research is descriptive qualitative, with the research subjects consisting of science and technology teachers. The techniques used in data collection were carried out through in-depth interviews and observation. The research results show that teachers need teaching materials that are more interactive, relevant to the local context, and able to integrate Tri Hita Karana values ​​in learning. The main challenges faced are limited technological facilities and a lack of teaching materials that link science concepts to students' daily lives. Based on research results, the development of local wisdom-based teaching materials such as Tri Hita Karana has the potential to increase students' active participation and support learning that is more meaningful, effective and relevant to the cultural context and local environment.

This research aims to develop Natural and Social Sciences (IPAS) learning articles with a Tri Hita Karana orientation to increase teachers' needs for interactive teaching materials at SD Negeri 2 Batur. In the independent curriculum, science and social studies learning is combined into Natural and Social Sciences (IPAS) subjects, with the hope that teachers can fulfill learning needs. The approach used in this research is descriptive qualitative, with the research subjects consisting of science and technology teachers. The techniques used in data collection were carried out through in-depth interviews and observation. The research results show that teachers need teaching materials that are more interactive, relevant to the local context, and able to integrate Tri Hita Karana values ​​in learning. The main challenges faced are limited technological facilities and a lack of teaching materials that link science concepts to students' daily lives. Based on research results, the development of local wisdom-based teaching materials such as Tri Hita Karana has the potential to increase students' active participation and support learning that is more meaningful, effective and relevant to the cultural context and local environment.

This research focuses on the development of interactive learning materials to enhance the understanding of fourth-grade elementary school students regarding rounding. Pre-tests and post-tests were conducted on the experimental group to measure its effectiveness. The objectives of this study are (1) to develop teaching materials using a clothing measuring tape and (2) to analyze the differences in learning outcomes between students using this media and conventional methods in the 4A and 4C classes at SDPN 252 Setiabudhi. The data analysis activities involve processing the data and applying statistical analysis. The results indicate a lack of significant improvement in students' understanding of rounding concepts after the implementation of interactive teaching materials. Statistical analysis shows that the average scores on the post-test did not exhibit a significant increase compared to the pre-test. In conclusion, the teaching method using a clothing measuring tape is less effective when applied to 4A and 4C students at SDPN 252 Setiabudhi.

This research aims to determine the extent of the quality of the teaching materials used and develop teaching materials that are adapted to the characteristics of learners, due to the limitations of the teaching materials that have been used and create new teaching materials that are more appropriate and appropriate for student education in West Kalimantan Province. This research method uses a qualitative approach with R&D research methods. The subjects in this research were 42 students in West Kalimantan Province. The research and development procedure for the R& model consists of five steps, namely; (1) Analysis (analysis), (2) Design (design), (3) Development (development), (4) Implementation (implementation) and (5) Evaluation (evaluation). The results of the analysis show that the Buddhist Vihara Graha Sailendra Sunday School learning conditions at this week's school are still teacher-centered using printed books and limited use of learning media. It was found from the results of post-test data from 42 students that only 39 reached the KKM on Buddhist religious holiday material, while 3 did not reach the KKM.      

Penelitian ini dilakukan untuk menghasilkan bahan ajar interaktif berbasis pendekatan kontekstual yang berkualitas dengan kategori valid, praktis, dan efektif, untuk menaikkan kemampuan memecahkan permasalahan matematika peserta didik pada materi program linear. Instrumen penelitian yang digunakan merupakan lembar validasi bahan ajar interaktif, lembar validasi RPP, lembar validasi angket respon, lembar validasi tes kemampuan, angket respon guru dan siswa, serta tes kemampuan siswa. Setelah bahan ajar interaktif, RPP, angket respon dan tes kemampuan dinyatakan valid oleh para ahli, tahap selanjutnya dilakukan uji coba lapangan. Sehingga hasil penelitian menunjukkan bahwa: (1) Perangkat pembelajaran berbasis pendekatan kontekstual yang dikembangkan sudah memenuhi kriteria dari aspek kevalidan menurut penilaian para ahli dengan rata-rata validitas bahan ajar interaktif yaitu 3,44 untuk validasi materi dan 3,49 untuk validasi media dengan kategori sangat layak serta rata-rata validitas RPP adalah 3,54 dengan kategori sangat layak, (2) Bahan ajar interaktif berbasis pendekatan kontekstual yang dikembangkan sudah memenuhi kriteria dari kepraktisan dengan: a) hasil angket respon peserta didik mengenai bahan ajar interaktif menunjukkan persentase kepraktisan 80,46% dengan kategori sangat praktis; b) hasil angket respon pendidik mengenai bahan ajar interaktif menunjukkan persentase kepraktisan 90,47% dengan kategori sangat praktis; (3) Bahan ajar interaktif berbasis pendekatan kontekstual yang dikembangkan memenuhi kriteria efektif melalui: a) aktivitas waktu pembelajaran dengan menggunakan bahan ajar interaktif yang dikembangkan sama dengan waktu pembelajaran biasa, dan sesuai dengan waktu yang telah ditentukan di dalam RPP, (b) respon peserta didik terhadap produk pembelajaran positif, dan (c) ketuntasan belajar siswa secara klasikal 88,89%. Melalui uji Gain, tampak bahwa kemampuan pemecahan masalah matematis peserta didik dengan menggunakan bahan ajar interaktif berbasis pendekatan kontekstual mengalami kenaikan sebesar 0,74 dengan kategori tinggi.  

Penelitian ini bertujuan untuk : (1) memperoleh E-LKPD yang valid dengan menggunakan model pembelajaran Problem Based Learning pada materi sistem persamaan linear dua variabel kelas VIII SMP Negeri 29 Medan (2) Untuk memperoleh E-LKPD yang praktis dengan menggunakan model pembelajaran Problem Based Learning pada materi sistem persamaan linear dua variabel kelas VIII SMP Negeri 29 Medan (3) memperoleh E-LKPD yang efektif dengan menggunakan model pembelajaran Problem Based Learning pada materi sistem persamaan linear dua variabel kelas VIII SMP Negeri 29 Medan. Subjek penelitian ini adalah 1 orang guru dan 30 orang siswa kelas VIII SMP Negeri 29 Medan dengan instrumen penelitian yang berupa lembar validasi RPP, lembar validasi materi dan media bahan ajar interaktif, serta angket respon guru dan peserta didik. Hasil penelitian menunujukkan bahwa : (1) E-LKPD yang dikembangkan telah memenuhi kriteria kevalidan berdasarkan penilaian validator materi dan media, dengan perolehan skor rata-rata berturut-turut 3,68 dan 3,76 yang mana keduanya memperoleh kategori sangat layak (SL). (2) Ditinjau dari aspek kepraktisan, E-LKPD yang dikembangkan dinyatakan praktis berdasarkan hasil angket respon siswa dan guru. Dari hasil angket respon siswa diperoleh nilai kepraktisan produk yaitu sebesar 79,31% dan hasil angket respon guru memperoleh nilai kepraktisan sebesar 91,66%. Dikarenakan hasil angket respon siswa dan guru berada pada kategori rentang 76%-100%, maka E-LKPD dikategorikan sangat praktis (3) Ditinjau dari aspek keefektifan, E-LKPD dinyatakan efektif. Hal ini dilihat dari: (a) tercapainya ketuntasan belajar secara klasikal yaitu sebanyak 93% siswa yang mengikuti pembelajaran mencapai nilai 65, (b) tercapainya indikator/ketuntasan tujuan pembelajaran, dimana rata-rata ketuntasan belajar individual sebesar 86,30 dan (c) siswa memberikan respon positif terhadap pembelajaran

Literasi sains adalah kemampuan menggunakan pengetahuan sains untuk mendapatkan identifikasi permasalahan dan menjelaskan peristiwa ilmiah. Buku sebagai bahan ajar tidak dapat dipisahkan dari pembelajaran,abad 21, namun buku masih banyak yang monoton akibatnya literasi sains rendah sehingga perlu dikembangkan buku Interaktif “Hai Si IPA”. Tujuan penulisan ini untuk menganalisis kebutuhan pembelajaran terhadap  media pembelajaran buku digital interaktif yang dikembangkan untuk meningkatkan literasi sains pada kelas V Sekolah Dasar. Metode dalam penelitian ini jenis kualitatif deskriptif. Pengumpulan data dengan menganalisis semua artikel terkait penelitian yang serupa, observasi, wawancara, dan angket. Artikel yang dianalisis sebanyak 25 terdiri dari 10 jurnal internasional dan 15 jurnal nasional dari sinta 1 hingga 4, observasi, wawancara, dan angket. Berdasarkan penelitian artikel review diperoleh hasil bahwa media buku  dapat meningkatkan literasi sains peserta didik kelas V Sekolah Dasar.

Perkembangan teknologi yang begitu cepat dan massive saat ini tidak dapat dihindari lagi. Setiap lini kehidupan saat ini tidak dapat dipisahkan dengan perkembangan berbagai jenis teknologi bahkan cenderung terjadi kecanduan oleh berbagai latar penggunanya. Integrasi teknologi yang dahulu diprediksi merusak sistem pendidikan oleh beberapa kalangan, justru hari ini menjadi tandem sejati yang turut dimanfaatkan oleh pelaku pendidikan itu sendiri. Sumber belajar dalam konteks penelitian ini adalah segala informasi belajar yang berkaitan dengan kajian kebahasaan dan atau pendidikan bahasa Inggris dalam pengertian yang lebih spesifik. Sumber belajar menurut Manoharan (2018) adalah para pengajar itu sendiri dan materi ajar baik berupa buku teks pelajaran atau sumber bacaan lainnya. Sumber belajar adalah segala hal yang bisa memberikan informasi mengenai proses belajar dan mengajar. Jenis penelitian ini adalah Research and Development atau R&D. Menurut Sugiyono, “R&D” sebagai penelitian yang menghasilkan produk pada akhir penelitianya dan kemudian menguji tingkat keefektifan produk tersebut. Penelitian dan pengembangan mengacu pada tahap penyelidikan serta eksperimen untuk dapat menciptakan sebuah produk baru atau untuk memperbaiki produk yang sudah ada sebelumnya, sehingga menjadi produk baru dan lebih unggul. Pembelajaranmenggunakan bahan ajar e-modul interaktif berbasis Flip Pdf Professional dilakukan pada jurusan Tadris Bahasa Inggris (TBI). Penelitian ini menggambarkan proses pembuatan e-modul menggunakan Flip Profesional PDF. Flip pdf professional adalah media interaktif yang dapat dengan mudah menambahkan berbagai jenis tipe media animatif ke dalam flipbook. Hanya dengan drag, drop atau klik, kita dapat menyisipkan video youtube, hyperlink, teks animatif, gambar, audio dan flash ke dalam flipbook