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Islamic character education faces dual challenges: declining moral values among students and conventional teaching methods inadequate for developing higher-order thinking skills. This study examines the implementation of a smart learning environment (SLE) model to enhance metacognitive understanding in Aqidah Akhlak (Islamic Creed and Ethics) instruction among eighth-grade students at MTs Salafiyah Merakurak. Employing a mixed-methods action research design, involved 16 eighth-grade students divided into two groups. Data collection utilized classroom observations, semi-structured interviews, and learning documentation. The SLE model integrated Google Classroom, interactive video content, WhatsApp Group discussions, and Google Forms assessments to create a technology-enhanced learning ecosystem. Findings revealed substantial improvements in students' metacognitive capacities: planning skills increased from 25% to 75%, monitoring abilities rose from 31% to 81%, and evaluation competencies grew from 19% to 69%. Students demonstrated enhanced learning autonomy, active participation in collaborative discussions, and improved self-reflection on content comprehension. The SLE approach successfully fostered engaging learning experiences while facilitating deeper internalization of Islamic ethical values. However, implementation encountered constraints including limited technological infrastructure and varied digital literacy levels among students. This research underscores the critical need for developing teachers' digital competencies and strengthening madrasah technological infrastructure to optimize technology-integrated Islamic education.

The rapid advancement of technology has significantly impacted the field of education, making learning more interactive and engaging. This study aims to investigate the implementation of Google Sites in enhancing the learning motivation of eighth-grade students at SMPN 1 Polongbangkeng Utara in science subjects. The research employed a Classroom Action Research (PTK) approach with a quantitative descriptive method, involving 32 students as participants. Data were collected through observations, questionnaires, and documentation over two cycles of learning interventions. The results showed that students’ learning motivation increased progressively from the pre-cycle, with a low average of 38%, to cycle I with 55% (moderate), and reached 78% (high) in cycle II. Indicators such as diligence, perseverance, attention, achievement, and independence showed significant improvement after utilizing Google Sites. These findings suggest that Google Sites, as an interactive and easily accessible digital learning media, can effectively stimulate student engagement, facilitate understanding of complex concepts, and foster independent learning. The study highlights the potential of integrating technology-based media to enhance motivation in science education.

The digital era and the development of information technology have brought significant changes in the world of education, encouraging the adaptation of learning and guidance methods in a more flexible and efficient direction. One of the relevant and widely used platforms in the context of distance learning is Google Classroom. This PKM implementation method uses an interactive training and mentoring approach involving supervisors and students. Google Classroom optimization changes the paradigm of thesis guidance to a more structured, transparent, and adaptive process to the needs of the digital era. By making the most of its features, the quality and efficiency of the mentoring process can be significantly improved. In addition, the use of Google Classroom allows documentation of the guidance process to be carried out systematically, making it easier to monitor thesis progress and communication between lecturers and students. However, there are a number of challenges, especially related to limited access to technology, digital literacy, and limited direct interaction. Effective solutions include digital literacy training, the provision of additional communication channels, the use of features in a structured manner, and increased technology support so that the mentoring process

The digital era and the development of information technology have brought significant changes in the world of education, encouraging the adaptation of learning and guidance methods in a more flexible and efficient direction. One of the relevant and widely used platforms in the context of distance learning is Google Classroom. This PKM implementation method uses an interactive training and mentoring approach involving supervisors and students. Google Classroom optimization changes the paradigm of thesis guidance to a more structured, transparent, and adaptive process to the needs of the digital era. By making the most of its features, the quality and efficiency of the mentoring process can be significantly improved. In addition, the use of Google Classroom allows documentation of the guidance process to be carried out systematically, making it easier to monitor thesis progress and communication between lecturers and students. However, there are a number of challenges, especially related to limited access to technology, digital literacy, and limited direct interaction. Effective solutions include digital literacy training, the provision of additional communication channels, the use of features in a structured manner, and increased technology support so that the mentoring process

  The rapid advancement of technology has significantly impacted the field of education, making learning more interactive and engaging. This study aims to investigate the implementation of Google Sites in enhancing the learning motivation of eighth-grade students at SMPN 1 Polongbangkeng Utara in science subjects. The research employed a Classroom Action Research (PTK) approach with a quantitative descriptive method, involving 32 students as participants. Data were collected through observations, questionnaires, and documentation over two cycles of learning interventions. The results showed that students’ learning motivation increased progressively from the pre-cycle, with a low average of 38%, to cycle I with 55% (moderate), and reached 78% (high) in cycle II. Indicators such as diligence, perseverance, attention, achievement, and independence showed significant improvement after utilizing Google Sites. These findings suggest that Google Sites, as an interactive and easily accessible digital learning media, can effectively stimulate student engagement, facilitate understanding of complex concepts, and foster independent learning. The study highlights the potential of integrating technology-based media to enhance motivation in science education.

Digital storytelling (DST) refers to the merging of storytelling with digital media to address educational needs, such as communication, self-expression, and language acquisition, particularly writing skills. Writing has a significant role in students’ lifelong learning. Hence, teachers constantly seek novel ways to enhance students’ writing skills. To address the research question on describing the role of digital storytelling (DST) as an effective strategy in enhancing students’ writing skills and its opportunities and challenges, this paper provides a systematic review of several studies on Google Scholar and ERIC. The methodology employed in this paper was a Systematic Literature Review (SLR) with a qualitative approach, commonly referred to as meta-synthesis. The findings demonstrate that digital storytelling (DST) can be used as an effective strategy by teachers in enhancing students’ writing skills. Most of the authors of these research papers have presented empirical evidence supporting the benefits of integrating digital storytelling (DST) in the classroom to enhance students' writing more effectively.

The use of technological resources, especially the internet, has a very important role in supporting the effectiveness of the implementation of the flipped classroom model. Through internet access, students can prepare before face-to-face learning by watching learning videos, reading materials, or doing exercises independently. This allows the classroom teaching and learning process to be more interactive, where face-to-face time can be focused on discussion, problem-solving, and application of concepts. Based on survey data collected from students of SMK Dewata Bali Denpasar, it is known that optimal use of the internet helps increase students' understanding and interest in learning science subjects. However, as time went by, it was found that some of the material was still difficult for students to understand and remember. Therefore, educators need to choose the learning platform that is most effective in supporting the implementation of this model. Using the ELECTRE (Elimination and Choice Expressing Reality) method, this study assessed various platforms such as features, price, ease of use, and user survey results. The results show that Google Classroom is the most suitable and efficient platform to support reverse learning because of its ability to integrate various learning media, ease of access, and support for interaction between teachers and students.

The development of information technology (IT) has made a significant contribution to the field of education, including at the junior high school level. This study aims to examine the implementation of information technology in the learning process of seventh-grade students at SMP Katolik St. Aloysius. The research method applied was descriptive qualitative, employing observation, teacher interviews, and student questionnaires. The findings indicate that the use of IT tools such as computers, LCD projectors, and online learning applications, particularly Google Classroom and WhatsApp Groups, has enhanced student learning motivation, facilitated easier access to learning materials, and strengthened interaction between teachers and students. Moreover, technology integration enables teachers to deliver more engaging and varied learning experiences, encouraging students to participate more actively in the classroom. Nevertheless, several challenges were identified, including limited school infrastructure, varying levels of digital literacy among students, and unequal internet access. These obstacles may hinder the effectiveness of IT implementation in the learning process. Therefore, continuous mentoring strategies, infrastructure improvement, and digital literacy training for both students and teachers are necessary. In conclusion, the implementation of information technology at SMP Katolik St. Aloysius has had a significant positive impact on the learning process but requires sustainable support and improvements to achieve optimal outcomes

E-learning has become a vital pillar in higher education, especially since the COVID-19 pandemic forced a sudden shift towards digital learning methods. This article examines the effectiveness of e-learning platforms through a comparative literature review (2020–2025), focusing on Moodle, Google Classroom, Microsoft Teams, Zoom, and CIDOS 4.0 as the local platform. The study evaluates aspects of student engagement, accessibility, assessment, and technological innovation. Findings reveal that although e-learning enhances flexibility, challenges remain in terms of the digital divide, system usability, and reliability of assessment. This review highlights that Moodle provides strong interactive and assessment features, while Google Classroom offers simplicity and accessibility but lacks advanced analytics. Microsoft Teams supports collaboration and integration with Office 365, yet requires stable internet. Zoom is highly effective for synchronous interaction but less suitable for task management. CIDOS 4.0 addresses Malaysia’s TVET context but continues to face issues with server stability and user interface design. Beyond platform-specific strengths and weaknesses, the analysis emphasizes that student engagement, fair access, and reliable evaluation methods are central to e-learning effectiveness. Hybrid approaches that combine face-to-face and online learning are identified as the most effective strategy within the Malaysian higher education context. The study concludes that institutions must not only choose appropriate platforms but also enhance digital literacy, invest in infrastructure, and explore innovations such as AI and gamification. These measures can maximize e-learning’s potential to improve teaching, learning quality, and the broader digital transformation of higher education.

The development of digital technology and the impact of the pandemic have shifted the learning paradigm in elementary schools from traditional face-to-face models to technology-based online systems. However, the limited mastery of teachers in utilizing digital learning media, particularly Google Classroom, has become a major obstacle in implementing effective online learning. This community service activity aims to improve the competence of teachers at SD Negeri Gollu Sapi in managing technology-based learning through the use of Google Classroom. The implementation method consists of four stages: preparation, workshop implementation, practice mentoring, and evaluation. The workshop was designed interactively by combining material presentation, demonstration, discussion, and hands-on practice, covering the creation of virtual classes, uploading teaching materials, assigning tasks, and conducting online assessments. The results of the activity showed a significant improvement in teachers’ skills, both in independently managing online classes and in applying the main functions of Google Classroom. Teachers were able to create digital teaching materials, set assignment schedules, provide feedback, and prepare technology-based assessments. In addition, this activity also produced an online article publication and video documentation as additional outputs. The teachers’ enthusiasm during the implementation indicates that this activity is useful and relevant to the needs of 21st-century learning. With this training, teachers are expected to become more adaptive to the digital transformation in education, thereby supporting the achievement of a more interactive, effective, and sustainable learning process in the digital era.

In the digital era, teachers must not only master technology but also develop strong strong information literacy to support thoughtful, responsible, and contextually relevant pedagogical practices. This study aims to identify comprehensive strategies to enhance teachers’ information literacy as part of their professional development. Using a Systematic Literature Review (SLR), ten empirical studies published within the past five years were selected from Scopus, Web of Science, and Google Scholar, employing the PRISMA protocol and Boolean search techniques. Thematic analysis revealed five key strategies: integrating digital media into teaching, providing professional development programs, fostering collaborative learning communities, promoting innovative and reflective information use, and strengthening policy support. These strategies collectively foster teachers’ ability to think reflectively, act responsibly in information use, and apply contextually grounded pedagogical approaches in their classrooms. The study concludes that improving teachers’ information literacy requires a multidimensional approach that combines pedagogical innovation, continuous digital training, and institutional backing. The proposed framework offers practical insights for schools, policymakers, and teacher educators in designing adaptive, sustainable, and context-sensitive models for teacher professional growth in the digital age.

The use of technology in early childhood and elementary education is becoming increasingly important in the digital era. This study aims to evaluate the effectiveness of educational games as an interactive learning medium to increase the interest and motivation of elementary school students. This activity was carried out by the KKM group 95 team from Bina Bangsa University on 43 fourth-grade students at Bayak Public Elementary School. The research method used a descriptive quantitative approach through a pre-test and post-test using a Google Form questionnaire. The educational games were developed through the Educaplay platform, which provides various features such as interactive quizzes, crosswords, and picture-matching games. Prior to the intervention, observations were conducted on student learning behavior in the classroom. The results of the initial observations indicated that most students showed little interest in conventional, monotonous learning methods. Therefore, a more engaging approach involving active student participation was needed to rekindle their enthusiasm for learning. During the activity, students were very enthusiastic in participating in the educational games presented. The classroom atmosphere became more lively, and students were seen working together and showing a high curiosity about the material presented through the games. After using the educational games for several sessions, a post-test was conducted to measure changes in students' interest and motivation to learn. Preliminary data analysis results indicate an increase in student interest and motivation scores after participating in educational game-based learning. This indicates that interactive, technology-based approaches have strong potential to improve learning effectiveness at the elementary school level. This study recommends that teachers actively integrate interactive technology into the teaching and learning process. In addition to increasing student engagement, the use of media such as Educaplay can also adapt learning to the digital-native characteristics of today's generation of students.

Indonesia is undergoing a transformative era in vocational education, pushed by the integration of technology-driven, project-based learning (PJBL) methodologies and Learning Management Systems (LMS). This comprehensive study examines the implementation and effectiveness of technology-driven project-based learning at SMK Cut Nya' Dien, utilizing a quasi-experimental design with 35 students divided into experimental and control groups. Using SPSS statistical analysis, the research demonstrates significant improvements in student learning outcomes, creativity measures, and engagement levels in the experimental group that utilized Google Classroom LMS with project-based learning approaches. This study is contributing to the growing body of literature supporting the efficacy of technology-integrated pedagogical methods in vocational education settings, providing empirical evidence for policy makers and educational practitioners seeking to enhance graduate employability and industry alignment. Results revealed statistically significant differences between groups (t (33) = 4.852, p = 0.0003) with a very large effect size (Cohen's d = 1.67), indicating substantial practical significance for educational implementation.

The digital literacy program implemented at the As'ad Islamic Boarding School in Jambi City aims to improve the digital skills of teachers and students through the use of information and communication technology, specifically Google Workspace and artificial intelligence (AI). The program consists of four training sessions that include an introduction to Google Docs, Google Sheets, Google Classroom, and the use of ChatGPT as a learning tool. This training is designed to introduce digital technology to participants who previously had limitations in using technology-based applications. Evaluation was conducted through interviews and direct observations that showed a significant improvement in the digital skills of participants, although challenges related to limited devices and internet connectivity remained major obstacles. The positive impact of this program is expected to serve as a model for the development of digital literacy in other remote areas and support the transformation of technology-based education in Indonesia.

This study aims to explore and analyze pedagogical innovation practices and learning models at MTs Darul Musthofa, Probolinggo, within the context of contemporary Islamic education. The research focuses on the integration of digital technology, teacher collaboration, and the internalization of pesantren values in the learning process. Employing a qualitative approach with a case study design, data were collected through participatory observation, in-depth interviews, and documentation. The findings indicate that the madrasah successfully developed an innovative learning ecosystem that combines digital media with pesantren traditions, such as the use of Google Classroom, digital lesson plans, student blogs, and interactive Islamic content. These practices enhance students’ digital literacy while maintaining the religious character that underpins the institution. The implications suggest that Islamic educational institutions, even in rural areas, can adopt transformative learning models based on technology and local values synergistically. This research is expected to serve as a reference for the development of policies and Islamic education models that are adaptive to contemporary challenges.  

Digital transformation in the world of education has encouraged the use of digital media, particularly Learning Management Systems (LMS), in the learning process. This study aims to analyze the influence and effectiveness of LMS use on improving learning quality, learning motivation, and student engagement. The method used in this study is a Systematic Literature Review (SLR), analyzing ten relevant national scientific articles published within the past five years. The findings indicate that the use of LMS such as Google Classroom, Moodle, and Schoology generally contributes positively to supporting more interactive, flexible, and structured learning. LMS has also proven to enhance learning independence and facilitate learning management by educators. However, its effectiveness is influenced by human resource readiness, digital competencies, and the availability of technological infrastructure. Therefore, continuous training for educators, the selection of LMS tailored to specific needs, and infrastructure support are necessary to achieve effective and sustainable digital learning.

The development of digital technology has brought significant changes to learning practices at various levels of education. This situation requires prospective teachers to have technology-based pedagogical competencies to be able to create innovative and interactive learning. Canva and Google Classroom are digital platforms that can be utilized as learning support media because they are easily accessible and have features relevant to educational needs. This article aims to describe the implementation and results of training on the use of Canva and Google Classroom for prospective teachers at STAIN Mandailing Natal. This activity uses a participatory training approach by actively involving prospective teachers. The training was carried out through interactive lectures, demonstrations, hands-on practice, and ongoing mentoring. The material covered technology-based interactive learning, the use of Canva as an educational visual medium, and the use of Google Classroom for digital classroom management. Participants were guided to produce digital teaching materials and virtual classes independently, accompanied by mentoring in overcoming technical and pedagogical obstacles. Evaluation was carried out through active observation, assessment of practical results, and reflection on the training experience. The results of the activity showed an increase in participants' understanding and skills in designing visual learning media and managing digital classrooms effectively. This training made a positive contribution in developing prospective teachers who are adaptive to technological developments and able to implement interactive learning according to the demands of 21st-century education.

Digital transformation has brought significant changes to education, revolutionizing the way knowledge is accessed, shared, and disseminated. It has provided a wealth of opportunities for innovation, convenience, and accessibility in learning. However, the rapid shift to digital platforms presents several challenges that may hinder the development of students’ critical thinking and exacerbate educational inequalities. Among these challenges are the digital divide, filter bubbles, and echo chambers, which can negatively impact students’ perspectives and deepen the educational gap between urban and rural areas. This research aims to analyze the effects of digital transformation on education, with a particular focus on Islamic education. It also explores the role of filter bubbles and echo chambers in shaping students' insights and understanding of various issues. The research method used is library research, involving the collection and analysis of literature from various scholarly sources such as Sinta, ResearchGate, and Google Scholar. The findings of the study highlight that digital transformation has facilitated the learning process through platforms like Google Classroom and Zoom, making education more accessible. However, it also introduces challenges, such as the spread of misinformation and hoaxes, which are amplified by filter bubbles and echo chambers. From an Islamic educational perspective, digital transformation aligns with the principles of seeking knowledge and justice. However, the digital divide contradicts the Islamic value of equal access to education for all. In conclusion, it is necessary to improve digital literacy, provide equitable infrastructure, and promote cross-perspective collaboration to create a more inclusive and equitable learning environment. The findings aim to guide policymakers and educators in shaping better educational strategies.

The issue faced in current learning is that it is still teacher-centered, which leads to low student interest and motivation in learning. Additionally, students' attention during lessons is lacking, and they tend to get bored, resulting in poor learning outcomes. This study aims to examine the application of the Guided Inquiry learning model assisted by the Google Lens application to improve the science learning outcomes of seventh-grade students at SMP PGRI POOPO. The subjects of this study were 39 seventh-grade students in the second semester of the 2023/2024 academic year. This research utilized a classroom action research method in two cycles, each consisting of planning, implementation, observation, and reflection stages. The results of the study showed a significant improvement in student learning achievement. The classical completeness percentage in Cycle I was 52.63%, while in Cycle II, it increased to 84.21%. Based on these findings, it can be concluded that implementing the Guided Inquiry learning model supported by the Google Lens application can improve science learning outcomes for seventh-grade students at SMP PGRI POOPO. This model is expected to make students more active, interested, and motivated in learning, leading to better learning outcomes.