Publication Search

Vocational high school graduates are expected to master not only technical competencies but also interpersonal skills that support their readiness for the workplace. Field observations at SMK Pasundan 1 Bandung indicate that students in the Online Business and Retail (Bisnis Daring dan Ritel) program still show a low level of assertive communication, evidenced by their difficulty in expressing opinions confidently, refusing requests politely, and handling direct interaction with customers. This community service program (Program Kemitraan Masyarakat/PKM) was designed to develop students' assertive communication skills through the role-play method. The program consists of five stages: needs analysis, development of training materials and role-play scenarios, training and practice, evaluation and feedback, and continued mentoring. Students are placed in simulated roles such as seller, buyer, and observer in scenarios involving customer service, complaint handling, price negotiation, and teamwork. The information-dissemination approach combines material delivery, discussion, hands-on practice, and technical guidance. The program is expected to increase students' understanding of assertive communication concepts, strengthen their interpersonal communication skills, and provide an applied learning experience relevant to the demands of the retail and customer-service industry. The expected output of this activity is a scientific article published in a nationally accredited (Sinta) journal.

This study aims to describe the implementation of the group discussion model as a strategy to strengthen students' collaboration in Indonesian procedural text learning in Grade IV of SDN 8 Selat Penuguan. The study focuses on the implementation of group discussion, the forms of students' collaboration, the teacher's role in guiding collaboration, and the supporting and inhibiting factors in the learning process. This research employed a descriptive qualitative approach. The primary data were obtained from the teacher and Grade IV students, while supporting data were collected from learning documents. Data were gathered through observation, interviews, and documentation, and were analyzed through data reduction, data display, and conclusion drawing. Data validity was strengthened through source and technique triangulation. The findings indicate that group discussion was implemented through planning, small-group formation, procedural-text-based tasks, discussion, presentation, feedback, and reflection. The model strengthened students' collaboration through task sharing, mutual assistance, expressing opinions, listening to peers, and taking responsibility for group outcomes. The teacher acted as a learning designer, facilitator, guide, communication mediator, and evaluator of collaborative processes. Supporting factors included teacher readiness, the suitability of procedural text material, the use of worksheets, and a conducive classroom climate, while inhibiting factors included uneven student participation, limited time, differences in language competence, and the dominance of particular students in group work. The study concludes that the group discussion model is relevant for procedural text learning because it integrates material comprehension with the development of elementary students' social skills.

This community engagement program aimed to strengthen entrepreneurial capacity and digital literacy among santri at Asy-Syifa Al-Islami Islamic Boarding School, Parung Bogor, Indonesia. The program was designed in response to the growing importance of entrepreneurship and digital competencies in supporting youth empowerment, economic participation, and sustainable community development. The activities involved Islamic boarding school students who had limited access to entrepreneurship education, digital business training, and practical technology-based learning opportunities. To address these challenges, participatory workshops, mentoring sessions, collaborative discussions, and practical digital entrepreneurship training were implemented over a three-month period involving 55 participants. The program focused on entrepreneurial mindset development, digital marketing, financial literacy, social media utilization, and small business management skills. The findings demonstrated significant improvements in entrepreneurial awareness, digital literacy, communication skills, creativity, teamwork, and self-confidence among participants. Qualitative results also revealed increased motivation among santri to develop small businesses and utilize digital platforms productively. Participants showed greater readiness to engage in entrepreneurship activities and adapt to technological developments after completing the program. The integration of entrepreneurship education and digital skills training proved effective in promoting youth empowerment and sustainable community participation. Overall, the program highlights the importance of community-based entrepreneurship and digital literacy initiatives in strengthening the socio-economic capacity of Islamic boarding school students

Background:The digital transformation in education requires teachers to possess adequate competencies in utilizing technology to support innovative, interactive, and student-centered learning. However, the integration of digital platforms into classroom practices remains limited due to teachers’ varying levels of digital competence and experience. This community service program aimed to improve teachers’ competencies in utilizing digital platforms to support innovative learning implementation at SMAN 8 Banda Aceh. Methods:The program employed a participatory approach consisting of needs assessment, workshops, hands-on practice, mentoring, evaluation, and reflection activities. A total of 40 teachers from various subject areas participated in the program. The training materials included the use of Canva for developing digital learning media, Quizizz for gamified assessments, Google Workspace for collaborative learning, and Artificial Intelligence (AI) technologies to assist in instructional material development and creative learning activities. Program evaluation was conducted through participant observation, assessment of digital learning products, satisfaction questionnaires, and reflective discussions. Results: The results showed that participants successfully produced 18 interactive presentations using Canva, 10 digital modules, 8 Quizizz-based quizzes, and 4 evaluation instruments using Google Forms. Furthermore, teachers demonstrated improved competencies in designing digital learning media, developing technology-based assessments, integrating digital platforms into instructional practices, and utilizing AI as a learning support tool. The high level of participation and enthusiasm among participants indicated the effectiveness of the program in strengthening teachers’ digital literacy and technological competencies. Conclusion: In conclusion, the community service program successfully enhanced teachers’ competencies in utilizing digital platforms to support innovative learning in schools.

This research aims to develop audio-visual learning media based on the Discovery Learning model to improve the ability to write news texts in grade XI students of SMK Mutiara Qolbu Cianjur. The Research and Development (R&D) method is used by referring to the development model which includes the stages of identification of potentials and problems, data collection, product development, product validation, limited scale trials, product revisions, large-scale trials, final revisions, and final products. The research subjects consisted of 103 students in grade XI of SMK Mutiara Qolbu Cianjur which were divided into three classes. Data collection techniques were carried out through observation, interviews, questionnaires, expert validation, and news text writing tests. Data were analyzed using quantitative and qualitative descriptive techniques. The results of the study show that audio-visual learning media based on the Discovery Learning model obtained a very good feasibility level based on the results of the validation of material experts with a percentage of 91% and the validation of media experts of 89%. The results of the trial showed that the learning media received a positive response from students with an average percentage of 87.25%. In addition, the use of Discovery Learning-based audio-visual learning media has proven to be effective in improving students' ability to write news texts. This is shown by the increase in the average score of students from 64.21 in the pre-test to 84.37 in the post-test. The use of audio-visual media also improves students' learning activities, such as active questioning, discussion participation, and the ability to identify news elements.

The purpose of this study was to analyze the implementation of Al-Qur’an and Hadith teaching at MAN 2 Karawang, including the challenges faced and approaches to resolving them. The method used was qualitative with a descriptive approach. Information was collected through interviews and documentation with the principal, Al-Qur’an and Hadith teachers, and eleventh-grade students. The research findings indicate that teaching is conducted in accordance with the madrasah curriculum, using a thematic and contextual approach that focuses on moral development and the application of Islamic values in daily life. Teachers use various methods, such as lectures, discussions, questions and answers, and hadith memorization. However, the teaching and learning process still faces several obstacles, such as a lack of infrastructure, including projectors, limited availability of textbooks, and unsupportive classroom conditions, which affect students’ concentration. Several solutions implemented include the gradual provision of facilities, the use of digital technology through students’ mobile phones and e-books, and the implementation of more interactive teaching methods to increase student motivation.

This study aims to analyze in-depth cognitive learning theory and its implications for improving the effectiveness of Islamic Religious Education (PAI) teaching at the elementary school level. The adopted methodological approach is qualitative through library research, with the application of content analysis and theoretical synthesis techniques. Primary data sources were obtained from academic literature including textbooks, scientific journals, and the latest empirical research relevant within the last decade. The results of the analysis indicate that cognitive learning theory positions cognitive processes as the core of learning activities, allowing students to function as active agents in constructing knowledge through understanding, analysis, memory representation, and integration with pre-existing cognitive schemas. In the context of PAI, this approach enables meaningful learning through interactive pedagogical strategies such as collaborative discussions, problem-solving, case studies, and metacognitive reflection, which are empirically adapted to the stages of students' cognitive development. The implementation of cognitive theory significantly contributes to strengthening conceptual understanding, increasing learning engagement, developing critical thinking skills, transferring knowledge, and internalizing Islamic values. Thus, cognitive learning theory makes a substantial contribution to optimizing the effectiveness of PAI teaching in elementary schools through an interactive, systematic, and understanding-oriented approach.

This study was conducted to examine the integration of spiritual intelligence into Islamic Religious Education (PAI) learning as an effort to strengthen students’ character. At MA Al-Amien Bugih Pamekasan, some students still demonstrate a lack of discipline, responsibility, and honesty in the learning process. To address these issues, PAI teachers integrate spiritual values through religious activities and the cultivation of positive habits during classroom instruction. This study aims to describe the implementation of spiritual intelligence integration, the strategies used by teachers, and its implications for students’ character development. This research employed a descriptive qualitative approach. Data were collected through observations, interviews, and documentation involving purposively selected informants, namely PAI teachers and students. Data analysis followed the Miles, Huberman, and Saldana model, including data reduction, data display, and conclusion drawing. The validity of the findings was ensured through source and technique triangulation. The results indicate that the integration of spiritual intelligence in PAI learning has been implemented systematically through planning, implementation, and evaluation stages. Teachers incorporate spiritual values through religious practices, role modeling, learning reflections, discussions of moral values, and character assessments. These strategies contribute positively to the development of students’ character, particularly in fostering discipline, responsibility, honesty, cooperation, empathy, and independence. Although several challenges remain, including differences in students’ backgrounds, limited instructional time, and external environmental influences, the integration of spiritual values continues to support sustainable character development among students. The findings highlight the important role of spiritual intelligence in creating meaningful learning experiences and promoting positive character formation in Islamic educational settings.

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.

Educational philosophy plays a significant role in developing students’ thinking abilities, especially in improving critical thinking competence and creativity. Through learning strategies that encourage students to actively ask questions, analyze, and evaluate information, students can develop into more rational, critical, and independent individuals in making decisions. This study aims to explore the role of educational philosophy in developing students’ critical reasoning competence and creativity. The research employed a qualitative method using a literature study approach. Data were obtained from various sources, including books, scientific journals, and articles relevant to the research topic. The findings show that the implementation of educational philosophy through discussions, question-and-answer methods, and experience-based learning (learning by doing) can improve students’ analytical skills while encouraging the emergence of creative and innovative ideas. In addition, a learning environment that provides students with opportunities to express their opinions can support the optimal development of their potential. Thus, educational philosophy not only functions as a theoretical foundation in education but also has practical applications in creating creative, active, and progressive learning environments. Therefore, the implementation of educational philosophy is important in producing a generation that is creative, analytical, and capable of facing the challenges of the modern era.

This study endeavors to elucidate the application of educational videos pertaining to Heroes' Day in fostering the social communication competencies of early childhood learners at Kindergarten 001 Bunguran Timur Laut. Social communication skills are essential for young children as they support language development, social interaction, emotional expression, and the ability to build positive relationships with others. Therefore, educators are encouraged to utilize innovative and engaging learning media that can effectively stimulate children's communication abilities. The methodological framework employed in this investigation was qualitative in nature, utilizing a descriptive approach. The participant cohort comprised 15 children from Group B, aged between 5–6 years. Data were gathered through systematic observation, structured interviews, and comprehensive documentation to obtain a thorough understanding of the learning process and its outcomes. The findings revealed that the integration of educational videos concerning Heroes' Day facilitated the development of social communication skills among children, including verbal expression, responsive inquiry, collaborative engagement, and interactive discourse with peers and educators. The participants demonstrated heightened enthusiasm, greater confidence in expressing their opinions, and increased active participation throughout the instructional sequence. Moreover, the visual and auditory elements of the videos helped children better understand the learning material and encouraged meaningful discussions. Consequently, educational videos pertaining to Heroes' Day may serve as an effective pedagogical medium for nurturing the social communication competencies of early childhood learners at Kindergarten 001 Bunguran Timur Laut.

Development of digital technology has brought very big change in the world of education especially in the teaching and learning process which is then expected to become more flexible, interactive and easy to access. but in reality digitalization progress also creates challenges in the form of the influence of algorithms low digital literacy and use Artificial Intelligence (AI) which is excessive in the learning process. Community Service Activities (PKM) carried out in order celebration National Education Day (Hardiknas) with a theme Digital Education; Key Opens the Gate Future Unlocked Algorithm. Activities are carried out and implemented via a webinar held and broadcast live via the Islamic Center of East Kalimantan YouTube channel on May 5, 2026. Methods of implementing activities using guided interactive discussions by a moderator and presenting competent speakers in their fields. Results of the discussion shows that technology is increasingly developing able to provide convenience in the process learning and increasing understanding participant regarding the importance of digital education, digital literacy influence of algorithms and usage Artificial Intelligence (AI) wiser in teaching and learning activities.

This research aims to analyze and develop a competency model for the Indonesian Navy Technical Officers thru the education of Naval Academy Cadets (AAL) in supporting the operational readiness of main weapon system equipment (alutsista) in the naval domain. The research uses a mixed methods approach with a Sequential Exploratory design, starting with qualitative studies thru interviews, observations, documentation studies, and Focus Group Discussions (FGD), followed by quantitative testing using Structural Equation Modeling-Partial Least Squares (SEM-PLS). The research results show that the education curriculum, teaching quality, mentoring system, field practice, and mastery of weapon system technology have a positive and significant impact on the development of the competencies of the Indonesian Navy Technical Officers. The most dominant factor is the mastery of weapon system technology, followed by field practice and the education curriculum. This research resulted in the Integrated Naval Technical Officer Competency Development (INTOCD) Model, which integrates a competency-based curriculum, academic learning, technical training, field practice, technology mastery, as well as character and leadership development. The model is expected to serve as a reference in the development of the competencies of the Indonesian Navy Technical Officers to enhance personnel professionalism and support the operational readiness of naval defense equipment sustainably.

Rapid developments in digital technology have had a significant impact on students’ lives, particularly in the use of social media and excessive consumption of digital content. The phenomenon known as Brain rot has become a growing concern because it can affect students’ concentration, learning motivation, and quality of thinking. This study aims to provide education regarding the impact of brain rot on students’ concentration and learning motivation in the digital era. The activities were carried out through counseling methods, interactive discussions, and mentoring for junior high school students. The materials presented included the definition of brain rot, the effects of excessive digital media use, the importance of learning time management, and strategies to improve learning focus. The results of the activity showed that students gained a better understanding of the negative impacts of uncontrolled digital media use. In addition, students began to realize the importance of limiting gadget use and increasing productive learning activities. This educational program also helped raise students’ awareness of the importance of maintaining mental health and cognitive abilities amid the rapid development of digital technology. Through this educational activity, students are expected to use technology wisely so that their concentration and learning motivation can improve optimally. Educational programs regarding brain rot need to be carried out continuously as part of strengthening digital literacy within the school environment.

The rapid transformation of education driven by globalization and technological advancement demands adaptive learning approaches that align with the characteristics of Generation Z learners. This generation is known for its curiosity, independence in thinking, and openness to diverse perspectives, yet it is also vulnerable to misinformation and negative online influences. Within the context of Islamic education, learning is not solely oriented toward cognitive development but also emphasizes the cultivation of moral values, particularly tolerance. This study aims to explore how contextual teaching methods can contribute to fostering tolerant attitudes among Generation Z students in Islamic educational settings. The research employs a qualitative approach through library research, utilizing a descriptive-analytical framework. Data were collected from various sources, including academic journals, books, and previous studies related to contextual learning, multicultural education, and Generation Z characteristics. The data collection technique involved document analysis, followed by content analysis procedures such as data reduction, categorization, and conclusion drawing. The findings indicate that contextual learning effectively promotes tolerance by engaging students in discussion, problem-solving, reflection, and real-life experiences. The integration of multicultural values and the role of teachers as facilitators and role models further strengthen this process. However, challenges remain, including limited teacher understanding, the persistence of conventional methods, inadequate supporting facilities, and the influence of social media. Overall, contextual learning presents a relevant strategy for developing open-minded, balanced, and socially adaptive Generation Z learners.

This study aims to investigate the professional development needs of Islamic Education teachers in enhancing their pedagogical competence in the digital age. Employing a qualitative approach with a case study design, data were collected through in-depth interviews and classroom observations of Islamic Education teachers in various urban schools. Thematic analysis revealed four major themes: the dual struggle of technological adaptation and value preservation, the gap between digital access and meaningful pedagogical integration, the transformative potential of collaborative learning communities such as the Subject Teacher Discussion Group (MGMP), and the emergence of a new professional identity as spiritual-digital facilitators. The findings indicate that Islamic Education teachers are not resistant to technology but are actively reflecting on how to integrate digital tools in ways that serve the holistic goals of Islamic education, including spiritual and character formation. The primary gap lies not in technical skills, but in the pedagogical wisdom to use technology contextually and in alignment with Islamic values. The study concludes that effective professional development must be sustained, collaborative, and specifically address the intersection of Islamic pedagogy and digital technology, recognizing teachers as the primary agents of educational transformation.

This study starts from the observation that Christian education is still often delivered in a one-way, top-down manner. As a result, learners are less actively engaged in understanding their faith and social lives. Paulo Freire’s ideas on critical education offer an approach that emphasizes dialogue, participation, and social change. This study aims to examine Christian educational theology through Freire’s perspective and to explore how his ideas can be applied in learning processes. A qualitative approach was used, employing library research methods—reading, note-taking, and analyzing written sources related to Freire’s thought and Christian educational theology. The findings indicate that Freire’s approach can shift education from teacher-centered to learner-centered. Learning becomes more dialogical, encouraging critical thinking and deeper understanding of reality. Christian education then focuses not only on knowledge of faith but also on character development and spiritual life. Consequently, Christian education should be developed to be more open, participatory, and dialogical through activities such as group discussions, open Q&A sessions, and faith reflection. This enables learners to grow in faith while developing stronger social awareness. Future research is recommended to study the direct application of Freire’s ideas in Christian educational institutions.

This study aims to examine the application of artificial intelligence (AI) in learning to write scientific papers and its impact on the level of originality of students in the Indonesian Language and Literature Education Study Program (PBSI) Semester VI at Bina Bangsa University. This study uses a qualitative method with a descriptive approach, which was conducted through reference searches and interviews with 30 of the total 35 students. The results of the study indicate that AI is utilized functionally as an aid in the writing process, such as compiling outlines, paraphrasing, developing ideas, and reviewing writing. Based on the interview results, the use of AI platforms is dominated by Chat GPT at 50%, followed by Perplexity at 27%, and Gemini.ai at 23%. These findings indicate that students do not rely on a single platform, but rather utilize various technologies adaptively according to their needs. In terms of discussion, the use of AI has a positive impact in the form of improved writing quality, time efficiency, development of creative ideas, increased digital literacy, and the provision of instant feedback. However, there are also challenges that arise, such as the potential for decreased originality, dependence on AI, the risk of violating academic ethics, information bias, and data privacy issues. Therefore, AI should be used as a tool, not a substitute for students' critical thinking skills. This research emphasizes the importance of using AI wisely, critically, and responsibly so that students can produce original, high-quality, and integrated scientific work in the digital age.

Globalization brings complex challenges to Islamic education, ranging from secularization to a moral identity crisis among the younger generation. This study aims to formulate a reconstruction of Islamic education to ensure its relevance and adaptability in addressing current issues in the global era. The research method used is library research with a descriptive-analytical approach to various educational literature and contemporary phenomena. The results of the discussion indicate that current Islamic education still suffers from weaknesses in its normative-textual curriculum, conventional learning methods, and limited technological adaptation. Therefore, reconstruction efforts are needed, including a reorientation of educational goals toward the formation of perfect human beings, the development of an integrative curriculum that eliminates the dichotomy of knowledge, and the transformation of student-centered learning methods and digital literacy. The implications of this study emphasize that an adaptive Islamic education model must be able to align the values ​​of monotheism with 21st-century competencies. By integrating science and Islamic values, Islamic education is expected to produce a generation that excels intellectually while possessing strong spiritual and moral resilience in the face of global change.

This community service program aims to strengthen students' business skills through digital-based entrepreneurship training. The initiative responds to rapid technological development, requiring students to develop adaptive skills for building businesses in the digital realm to compete globally. Activities were designed using a participatory approach encompassing four stages: planning, training implementation, mentoring, and evaluation. The training combined material delivery, interactive discussions, case analysis, and hands-on practice based on the learning by doing principle, with practical sessions focused on creating digital business accounts and developing online marketing strategies. Results indicate a significant improvement in participants' knowledge and skills in digital entrepreneurship, as reflected in pre- and post-training evaluation scores and participants' ability to apply the learned material. The program also positively impacted students' motivation, creativity, and confidence in starting digital businesses. Throughout the activities, participants demonstrated active involvement and high enthusiasm, ultimately producing a simple business plan as a final achievement. Overall, this program contributes meaningfully to improving students' business competencies while fostering an independent and innovative entrepreneurial mindset. Continuous follow-up through mentoring programs and advanced training is recommended to ensure the benefits obtained can develop optimally.