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The professional competence of Islamic Education (PAI) teachers plays a decisive role in determining the quality of learning at the elementary school level. In practice, many teachers still encounter challenges in mastering subject content, developing systematic teaching materials, applying innovative learning strategies, and integrating educational technology into classroom activities. These conditions indicate the need for structured professional development efforts through collaborative forums. This study aims to analyze the role of the Islamic Education Teachers Working Group (KKG PAI) in maximizing the professional competence of PAI teachers in public elementary schools in Panti District, Pasaman Regency, and to identify the supporting and inhibiting factors influencing its implementation. This research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, participatory observation, and documentation involving the KKG supervisor, the head of KKG PAI, and member teachers. Data analysis was conducted using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings reveal that KKG PAI functions as a strategic platform for collaborative lesson planning, subject-matter enrichment, peer reflection, and technology-based instructional training. Supporting factors include strong teacher commitment and collaborative culture, while limitations in facilities and technological disparities remain challenges. Strengthening the sustainability and management of KKG programs is essential to enhance teachers’ professional competence and improve the overall quality of Islamic education learning.

Teacher competency development is an important aspect in improving the quality of learning. The program of Kemahiran Mengajar Aplikasi Lapangan (KEMAL) is designed to provide hands-on teaching experience for students of Universitas Muslim Maros at MAS Darussalam Maros, South Sulawesi. The aim of this activity is to improve pedagogical competence, creativity in learning methods, and classroom management of students through participatory interactions with supervising teachers, principals, and students. The methods used include field observation, preparation of action plans, teaching practice, intensive mentoring, evaluation, and reflection. The results of this community service show an increase in students’ competence in compiling teaching materials, managing classes, and implementing creative learning strategies that are adaptive to students’ character. The active involvement of the school community encourages the creation of a participatory and conducive learning atmosphere. The implications of this activity show that the integration of field practice with a collaborative and reflective approach is effective in shaping the professionalism of prospective teachers and improving the quality of learning in partner schools. The novelty of this program lies in its sustainable and contextual participatory mentoring model.

In the academic world, proper and efficient reference management is essential to ensure the quality and credibility of scientific writing. However, many lecturers and education practitioners, particularly early childhood education teachers, still encounter difficulties in managing references according to established academic standards such as APA and MLA citation styles. This challenge often hinders the process of academic writing and decreases the quality of scholarly outputs. To address this issue, a structured training program was conducted focusing on the use of Mendeley, a digital reference management tool designed to simplify citation and bibliography management automatically. The objective of this training was to enhance participants’ technical competence, digital literacy, and their ability to integrate Mendeley into the process of preparing scientific papers. The training activities were carried out using a series of steps, including needs assessment of participants, collaborative planning, hybrid training implementation (both online and offline), and continuous assistance through follow-up forums. Throughout the program, participants were guided step-by-step on how to install, use, and integrate Mendeley into word processing applications for academic writing. The results of the evaluation showed a significant increase in participants' knowledge and practical skills, with an N-Gain score of 0.70, which falls into the high effectiveness category. The training not only improved the quality of reference management in scientific papers but also promoted greater professionalism and academic accountability. Moreover, it supported the broader goal of integrating technology into educational development. Overall, this initiative is expected to encourage more systematic, efficient, and digitally literate practices in academic writing among educators, ultimately contributing to improved educational quality in higher education settings.

This study aims to explore daily activities that can improve ecological moral awareness among students of the Primary School Teacher Education Study Program (PGSD). Using a descriptive qualitative approach, the study focuses on students' daily behaviors such as waste management, energy conservation, and participation in environmental programs. The results show that consistent small habits can shape strong ecological awareness and impact students' character and pedagogical competence. The development of ecological moral awareness is not only essential for students’ personal identity formation but also forms the foundation for instilling character education in elementary school students.

Principal management plays a crucial role in the development of teachers, significantly influencing their professional competence and performance in carrying out educational responsibilities. This study aims to describe and analyze (1) principal management strategies in teacher development, (2) obstacles encountered during the implementation of these strategies, and (3) solutions to overcome the identified obstacles. The research was conducted at SMA Muhammadiyah 8 Palembang using a qualitative descriptive method. Data collection techniques included interviews with school leaders and teachers, direct observations of school activities, and document analysis related to teacher development programs. Data were analyzed using an interactive model consisting of data collection, data reduction, data presentation, and conclusion drawing. The findings show that principal management in teacher development involves structured planning, implementation of professional training, performance evaluation, mentoring programs, and the establishment of collaborative work teams aligned with the school's vision and mission. However, several obstacles were identified in the implementation process, such as limited human and financial resources, differences in teacher readiness and motivation, resistance to new policies or changes, and difficulties in maintaining consistent monitoring and supervision. To address these challenges, school leaders have adopted various strategies, including intensifying teacher training and mentoring, promoting teamwork among staff, utilizing digital technology to support learning and supervision, and building partnerships with external education stakeholders. Additionally, regular evaluations and feedback mechanisms are conducted to ensure that teacher development programs remain responsive to current needs. This research emphasizes the importance of effective leadership and adaptive strategies in fostering continuous professional growth for teachers within the school environment.