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Microteaching is a simulation or training for prospective teachers to explore the ability of skills in teaching that combines the components of learning. The purpose of this study was to analyse the implementation of microteaching learning in terms of the use of various biology learning media with a touch of technology. The method used is descriptive quantitative with observation sheets and interviews. This research uses a squential explanatory design that combines quantitative and qualitative methods sequentially the first stage of collecting and analysing quantitative data followed by collecting and analysing qualitative data to help explain quantitative results. The results of the study regarding the pattern of using technology-based learning media showed that PowerPoint 92% and learning videos 78% were the most widely used media in microteaching practice. While the level of effectiveness of the media used varies. The 4.6% digital microscope showed a high level of effectiveness even though the frequency of use was still low. This indicates that high technology-based learning media has considerable potential in improving the quality of learning. Furthermore, the analysis of students' digital competence shows that 70% of students have good to very good mastery of technology. Furthermore, creativity in media development shows an even distribution while time management is still a challenge for 35% of students at a sufficient or insufficient level. The use of technology-based learning media in micro teaching has considerable potential, but still faces several challenges. A systematic and comprehensive approach is needed to optimise the use of technology in developing the teaching competence of prospective biology teachers.

In increasingly advanced digital era, the professionalism of Christian Religious Education (CRE) teachers has become extremely important. CRE teachers must not only possess strong academic abilities but also be prepared to face new challenges in the implementation of technology in the teaching and learning process. The Society 5.0 era demands integration between the virtual and real worlds, where advancements in information and communication technology have transformed the way education is delivered, including in CRE practices. The professionalism of CRE teachers in this era is determined by their mastery of 21st-century competencies, which include critical thinking, creativity, innovation, collaboration, and digital literacy. Therefore, CRE teachers must be able to develop innovative and engaging learning materials. This can be achieved by utilizing video tutorials, virtual simulations, and technology-based interactive games to enhance student engagement and the quality of learning. Thus, strengthening the professionalism of CRE teachers not only focuses on academic aspects but also on the application of Christian ethical values within a dynamic and digital learning environment.

Nowadays, the utilization of a Web-based Hospital Management Information System has been implemented in Raja Ahmad Tabib Hospital of Pulau Riau Province, which not only has an impact on patient services but can also have an impact on the effectiveness of employee work in serving patients in the hospital, in order of study aims to determine the effectiveness of work through Web-based HMIS (SIMRS) by determining the Quality of Information, Organizational Culture and Digital Competence. This study will conduct data analysis through SEM-PLS (Structural Equation Modeling-Partial Least Square) software, which the test conducted by the researcher uses path analysis to test the pattern of relationships that can reveal the influence of variables or a set of variables on other variables, both direct and indirect influences. Based on the results of the research that has been conducted, the researcher found that there is a positive influence between Organizational Culture both on HMIS and on work effectiveness and organizational culture has a significant determination of work effectiveness through the utilization of Web-based HMIS. On the other hand, the quality of information and digital competence are not significant to Web-Based HMIS, although both are significant to work effectiveness. However, the determination of information quality and digital competence does not have an indirect relationship to work effectiveness through Web-based HMIS.    

This study will analyze the influence of digital competence (E-Skills) as an important factor in improving the performance of educational staff through the moderating role of digital leadership or E-Leadership. This research uses the Structural Equation Modeling (SEM) method based on Partial Least Square which involves 120 respondents who work as Education Personnel at Pancasakti University Tegal as research samples using a questionnaire with a Likert scale of 1-5. Data analysis was processed using the SmartPLS v.4 program using the Second Order method approach. The research results show that 1) digital competence has a positive influence on the performance of educational staff, 2) The role of E-Leadership in moderating the influence of digital competence on employee performance is not statistically significant in this research. This is caused by variability in the application of E-Leadership, varying levels of digital competence among employees, as well as other contextual factors outside of the more dominant research. 3) The level of respondents' perception of Access, Use, Communication and Creation as dimensions of Digital Competence is in the medium category so efforts need to be made to increase it through developing digital competence.

This community service was to help the community utilize the internet as a means of promoting tourism or all the potential in the Pacitan area, East Java. The intended target was for students to be more productive in utilizing their time in this information and digital era. Research shows that students spend more time surfing cyberspace, fulfilling their entertainment needs than studying. Through journalism training, it was hoped that students who were still active members of society and had high curiosity could canalize it through positive activities. The way to do it was by making journalistic products that could be published in media. How to make journalistic products that could be suitable for publication in the media or were of interest to the public as a means of regional promotion was the goal of this activity. This activity was part of efforts to increase society's digital competence.

This study explores the relationship between teachers' digital pedagogical competency and student learning outcomes in both rural and urban schools. A descriptive survey design, utilizing correlational and regression analyses, was employed to examine this relationship. Data were collected from teachers using a structured questionnaire assessing their digital competence, while student learning outcomes were measured through academic performance records. The results revealed significant differences between urban and rural schools in terms of teachers’ digital competence, with urban teachers demonstrating higher levels of digital skills. A positive correlation was found between teachers' digital competence and student learning outcomes, particularly in urban schools, where digital tools were more readily available. The regression analysis further confirmed that digital competence was a significant predictor of student achievement, with urban schools outperforming rural ones even after controlling for teacher experience. The study suggests that infrastructure availability, teacher training, and institutional support play crucial roles in enhancing digital competence, particularly in rural schools, where such resources are often limited. These findings underscore the need for policy reforms that ensure equitable access to digital tools and professional development opportunities for teachers across both rural and urban settings. Recommendations include targeted interventions for rural schools to bridge the digital divide and improve student learning outcomes through enhanced teacher digital competencies.