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In today's digital era, technology plays a crucial role in supporting innovative, interactive, and engaging learning processes. Education is no longer limited to the use of conventional textbooks and whiteboards, but has been transformed through the integration of various digital media. In this context, digital literacy has become a key competency that students must possess. Digital literacy encompasses not only the ability to access and understand information from various digital sources but also involves critical thinking and collaborative skills, as well as the wise, ethical, and responsible use of technology. Studies show that the appropriate and targeted use of digital media can increase students' interest in reading materials and other learning activities. Interactive and visually appealing digital media can stimulate students' curiosity, enrich the learning experience, and increase their motivation. Furthermore, the use of digital technology also provides opportunities to develop creativity, communication skills, and problem-solving skills. Technology-based learning enables more effective learning differentiation, allowing students to learn at their own pace and learning style. This is highly relevant in the context of 21st-century education, which demands information literacy, technology literacy, and media literacy. As learning facilitators, teachers are required not only to be proficient in using technology but also to design learning that integrates curriculum content with available digital potential. Therefore, optimal use of digital technology can be a strategic solution in creating a generation that is digitally literate, creative, innovative, and able to adapt to increasingly dynamic and complex developments. To achieve this goal, collaboration between schools, the government, and parents is essential in providing adequate access to and training in sustainable educational technology.

This study aims to examine the effect of student involvement in Student Activity Units (UKM) on the development of soft skills. A quantitative approach using the survey method was employed in this research. The research population consisted of 455 fourth-semester students from STIE Wibawa Karta Raharja (Wikara Business School). The sample was determined using the Slovin formula with a 5% margin of error. Data were collected using a questionnaire based on a 1–5 Likert scale, which was distributed online via Google Forms. The independent variable is student involvement in UKM, assessed through three indicators: participation level, duration of involvement, and organizational membership status. The dependent variable is soft skills, encompassing seven dimensions: public speaking, entrepreneurship, teamwork, leadership, problem solving, critical and creative thinking, and time management. The test results indicate that student activity in UKM has a significant effect on soft skills, with a path coefficient of 0.679 and a p-value of 0.000. The R-square value of 0.371 suggests that student activities account for 37.1% of the variance in soft skills, while the f-square value of 0.590 indicates a strong effect size. The strongest indicators of soft skills development are public speaking, problem-solving, and leadership. These findings suggest that active involvement in student organizations (UKM) can serve as a strategic means to enhance students’ non-technical skills, which are essential for success in the professional world. Therefore, educational institutions should continue to promote and support active participation in such organizations.

The Ruang Informasi dan Dialog Bersama (RIDA) Program in Payakumbuh City is a government initiative that facilitates dialogue and information exchange between the city government and its residents. RIDA helps monitor government performance, promotes accountability, and encourages transparency. Through active dialogue, the program generates creative ideas and innovative solutions to complex issues, enabling community participation in problem-solving. RIDA also strengthens the trust relationship between the community and the government. The communication strategy of this program aims to achieve desired changes in behavior, understanding, or specific conditions. RIDA enables residents to communicate with the government through Zoom, eliminating the need to visit the government office in person, making it easier to convey complaints or suggestions directly to the mayor. This research also explores the communication strategy of the Mayor of Payakumbuh within RIDA, identifying elements such as messages, communicators, recipients, target audiences, media used, effects produced, and barriers in the RIDA program process.

This Classroom Action Research aims to improve the learning of the material "Understanding the Concepts, Types, and Functions of Creative Music" through the application of the Problem Based Learning (PBL) model. The research was conducted in two cycles in class XII Science 4 SMA N 8 Denpasar. Data collection methods involve observation, tests, and analysis of learners' learning outcomes. At the beginning of the study, observations showed that students faced difficulties in understanding the concepts, types, and functions of music creations. Therefore, this classroom action research is designed to integrate PBL as a primary learning approach. Each cycle consists of planning, execution, observation, and reflection. The results showed that the application of PBL significantly increased students' understanding of creative music material. In addition, interaction between students has also increased, illustrating the existence of collaboration in solving problems related to the concept of creative music. Post-test results show consistent improvement from cycle to cycle. This research can be concluded that, the PBL model is effective in increasing students' understanding of the concepts, types, and functions of music creation. The implications of this research can be used as a reference for the development of more innovative and problem-solving oriented learning strategies in the context of creative music art materials.

This study aims to find out how to improve students' mathematical creative thinking skills after using the Problem Based Learning model assisted by Geogebra media and to find out how students' answers process in solving problems on the mathematical creative thinking ability test after applying the Problem Based Learning model assisted by Geogebra media. This type of research is Classroom Action Research (PTK) which was conducted in two cycles, the subjects in the study were class IX-3 MTs Citra Abdi Negoro, totaling 27 students. This research is said to be successful if it meets the indicators of success, namely, (1) The level of students' mathematical creative thinking ability increases with a value of ≥ 85% at least in the medium category, (2) The process of completing student answers with a value of ≥60% at least in the good category, (3) The results student and teacher observations show a good category. Based on the results of the study, the average initial ability test score of 58.10 increased to 61.34 in cycle I and 80.55 in cycle II. There was also an increase in classical completeness, in the creative thinking ability test of 8 students (29.63%) in the initial ability test increased to 12 students (44.44%) in cycle I and 25 students (92.59%) in cycle II. For the process of student answers from cycle I with an average presentation of 50 students' answer processes, 31% increased to 70.67% in cycle II. Based on the results of the study it can be concluded that the Problem Based Learning model assisted by Geogebra media can improve students' creative thinking skills.

This community service project aims to train students of SMK Darussalam Karangpucung in writing short stories that contain local culture. This project recognizes the challenges students face in writing short stories, including difficulties in generating ideas and a lack of interest and motivation. Traditional teaching methods focus on lectures and analyzing existing stories, leading to a lack of hands-on experience and boredom. The project implements a five-step approach: preparation, pre-activity surveys, material delivery, writing practice, and question and answer sessions. The material presented includes the essence of short stories, their components (intrinsic and extrinsic elements), imagination techniques, writing tips, and the integration of cultural elements. The students enthusiastically participated in a short story writing practice session with the theme "Personal Experience" and blended local culture. Question and answer sessions allow for open discussion and problem-solving, which further increases student engagement. The project successfully achieved its goal, improving students' writing skills and interest in literature. The active participation of students, especially during writing practice, shows a renewed enthusiasm for the subject. The project also highlights the need for ongoing support and follow-up activities to strengthen the skills acquired. The success of this project is further evidenced by the full participation of the 30 target students, the successful completion of the planned curriculum, the students' real understanding of the material, and their high level of enthusiasm throughout the activity. Although time constraints limited the question and answer sessions, students' willingness to ask questions and their ability to generate creative stories during the practice sessions clearly demonstrated the positive impact of the project.