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Classroom management is an important aspect of creating a conducive learning environment and supporting the achievement of learning objectives. This study aims to analyze the permissive approach and the cookbook approach in classroom management based on the results of an interview with a teacher. The research employed a descriptive qualitative method, with interviews used as the primary data collection technique. The findings indicate that the teacher does not fully implement either the permissive approach or the cookbook approach. The teacher provides students with freedom within limits that support the learning process while still enforcing agreed-upon classroom rules. In addition, the teacher does not rely on rigid procedures but instead adapts classroom management strategies to students' characteristics and the situations encountered in the classroom. The study reveals that the teacher tends to adopt an adaptive classroom management approach by combining firmness, empathy, and flexibility, thereby creating an orderly, comfortable, and effective learning environment that supports the achievement of educational objectives.

The practice of buying and selling rubber commodities in Gurun Tuo Village has not fully aligned with Islamic business ethics principles, particularly regarding honesty (ṣidq), gharar (uncertainty), and justice (‘adl). This condition has the potential to disadvantage one of the parties, especially farmers as the main producers. Therefore, this study aims to analyze the practice of rubber trading and assess its conformity with the principles of Islamic business ethics. This research employed a qualitative approach using observation, interviews, and documentation as data collection techniques. Rubber farmers, collectors, and other related parties in Gurun Tuo Village were selected as informants. The collected data were analyzed descriptively to describe the actual conditions in the field. The results showed that several practices were still inconsistent with Islamic business ethics principles, such as the lack of transparency in determining quality and prices, the presence of gharar elements in the weighing process, and inequality in price determination that affected fairness for farmers. Nevertheless, some business actors had attempted to implement honesty in transactions. This study concludes that the practice of rubber commodity trading in Gurun Tuo Village has not fully complied with Islamic business ethics principles, especially in terms of honesty (ṣidq), justice (‘adl), and the prohibition of gharar. Factors influencing these conditions include internal factors such as socio-cultural, economic, and educational aspects, as well as external factors in the form of weak village institutions. However, the implementation of Islamic business ethics can be improved through transparency, education, and strengthening institutions such as cooperatives.

The era of globalization has brought significant changes to the world of education, particularly to the role and function of teachers in the learning process. Advances in information technology and easy access to knowledge require teachers to reorient their roles from mere transmitters of material to facilitators, motivators, curators of information, and mentors of student character. This study aims to examine the nature of the reorientation of the role and function of teachers in the era of globalization, the reasons for the need for such changes, the ideal form of teacher roles, and the challenges and strategies in their implementation. The research method used is a qualitative approach with a literature study through analysis of various books, journals, and relevant scientific sources. The results show that the reorientation of teacher roles is necessary due to changes in learning paradigms, technological developments, and the demand for 21st-century skills. However, the process still faces various challenges such as low digital literacy, conventional mindsets, limited training, and a lack of infrastructure support and parental participation. Therefore, strategies are needed such as improving teacher professional development, strengthening digital literacy, simplifying administrative burdens, and strengthening cooperation between schools, parents, and the community. With this reorientation, it is hoped that teachers will be able to play an optimal role in improving the quality of education and developing a generation that is intelligent, has character, and is ready to face global challenges.

Strengthening literacy in secondary education is essential in responding to the demands of 21st-century learning. Teachers play a crucial role in integrating literacy into classroom practices; however, their understanding and skills in implementing literacy-based learning are often still limited. This community service program aims to enhance teachers’ competencies in developing literacy-based instruction at State Senior High School 5 Purworejo through a participatory and sustainable training and mentoring approach. The program involved 30 teachers and was conducted in three stages: preparation and planning, implementation, and mentoring and evaluation. The results show a significant improvement in teachers’ understanding of literacy, with the average score increasing from 62.4 to 84.7. A total of 87% of teachers were able to design literacy-based lesson plans effectively, while 73% successfully implemented them in classroom practice. Positive impacts were also observed among students, who became more active in discussions and more confident in expressing their ideas. Qualitatively, the program revealed a shift in teachers’ perspectives, where literacy is no longer seen as an additional activity but as an integral part of meaningful learning that fosters critical and reflective thinking. Overall, this program not only improved teachers’ technical competencies but also strengthened their professional awareness in creating more meaningful learning experiences. The mentoring process played a key role in supporting this transformation by providing a reflective and supportive space for continuous learning and growth.

The development of digital technology in the Society 5.0 era presents both challenges and opportunities in history teaching, particularly regarding teachers’ ability to integrate technology and adapt to changes in students’ learning styles. This study aims to analyse the challenges faced by teachers and the strategies employed in digital-based history teaching. The method used is a Systematic Literature Review (SLR) employing the PRISMA approach, involving the stages of identification, screening, eligibility assessment, and inclusion of scientific articles published between 2020 and 2025. From the selection process, 25 relevant articles were identified for qualitative descriptive analysis. The findings indicate that teachers’ digital literacy levels remain at a moderate level and are unevenly distributed, thereby affecting the sub-optimal integration of technology into teaching. Furthermore, changes in students’ learning styles which are increasingly technology-oriented require more interactive and contextual pedagogical innovations. On the other hand, the use of digital media has proven capable of enhancing student motivation and learning outcomes, although this is still hindered by limitations in infrastructure and teachers’ technical competencies. The abundance of historical information on the internet also poses challenges regarding the validity of sources, thus necessitating the strengthening of digital literacy and critical thinking. The implications of this research underscore the importance of the ongoing development of teachers’ digital skills, the improvement of educational facilities, and the implementation of innovative teaching models to ensure that history teaching becomes more relevant and effective, and is capable of fostering critical thinking skills in pupils in the digital age.

The food and beverage industry in Indonesia is growing rapidly through digital marketing, particularly through the role of influencers in influencing consumer preferences and purchase intentions. Several influencers are no longer merely collaborating with brands, but are also becoming business owners by leveraging their personal branding and follower base. However, when promoting their own products, the effectiveness of these strategies on purchase intentions is not always consistent. This study aims to examine the influence of the Theory of Planned Behaviour on purchase intention and analyse the role of Parasocial Relationship through influencer authenticity and influencer trustworthiness in regional cuisine at RM Padang Payakumbuah. The research uses a quantitative approach with data from 182 respondents in the Special Region of Yogyakarta, analysed using PLS-SEM. The results show that attitude and influencer authenticity do not have a significant effect on purchase intention, while subjective norm and perceived behavioural control have a significant effect. Furthermore, influencer trustworthiness strengthens the relationship between perceived behavioural control and purchase intention. These findings emphasise the importance of social recommendations, ease of purchase access, and building trust towards influencers.

In the digital era, teachers are required to be creative in integrating technology with learning to make the learning process more engaging and effective. This study explores how the Wordwall application can bridge the gap between Islamic Religious Education (PAI) material, which is rich in moral values, and Physical Education, Sports, and Health (PJOK), which emphasizes the importance of physical health. This application provides interactive games that allow students to learn while playing, so that they not only understand religious teachings and physical skills but also experience a fun learning experience. Through various types of games such as puzzles and quizzes, students can more easily remember the lesson material and apply that knowledge in their daily lives. In addition, the use of Wordwall encourages active student participation in each learning session. This strengthens their engagement in the learning process and increases motivation to learn. The research findings show that Wordwall can transform the classroom atmosphere to be more lively, interactive, and collaborative, creating an environment that supports active and enjoyable learning for students.

Transformasi digital menuntut tenaga pendidik menjadi fasilitator yang adaptif terhadap teknologi. Menghadapi tuntutan tersebut, guru di SMPIP Nihadul Qulub mengalami hambatan kompetensi dalam menciptakan media pembelajaran berbasis digital. Selain itu, kurangnya sumber referensi praktis yang dapat diakses secara mandiri membuat guru kesulitan untuk meningkatkan kompetensi digitalnya di tengah padatnya aktivitas mengajar. Pengabdian ini bertujuan untuk meningkatkan kompetensi digital melalui pelatihan Canva guna merancang media interaktif berbasis web. Diikuti sebanyak 20 guru, kegiatan pengabdian berupa pelatihan ini dilaksanakan secara langsung dan luar jaringan (luring) di SMPIP Nihadul Qulub, Ungaran. Metode pelaksanaan pengabdian meliputi perencanaan, analisis kebutuhan mitra, implementasi workshop praktik langsung, serta evaluasi. Hasil pengabdian menunjukkan peningkatan signifikan, di mana 90% guru berhasil mempublikasikan modul ajar interaktif dalam format situs web tanpa keahlian pemrograman. Pelatihan ini terbukti efektif meningkatkan peran guru menjadi desainer pengalaman belajar yang kreatif, sejalan dengan tuntutan pendidikan abad ke-21.

The digital era demands a fundamental transformation in the role of early childhood educators, shifting from passive technology consumers to active architects of digital literacy. However, the dominance of technocentric views often acts as a substantial psychological and pedagogical barrier for teachers in regional areas. This collaborative community service project aims to reconstruct the paradigm of 50 kindergarten teachers in Bulukumba Regency by integrating "unplugged coding" logic and deep learning into play-based learning. Utilizing a Product-Based Intensive Training method with a "Logic over Laptop" strategy, the program focused on deconstructing technology-related stigmas and reconstructing teachers' ability to transform abstract concepts into safe, concrete media for children. Data analysis revealed a significant shift in teacher paradigms; while the majority were initially in the "less successful" category, 100% of participants reached positive categories (successful and very successful) post-intervention. Statistically, the program's effectiveness was evidenced by a dramatic increase in mean scores from 18.04 to 31.24 (p < 0.05) and an N-Gain score of 0.778, classified as highly effective. Furthermore, the partner satisfaction index reached 4.82 (very satisfied), confirming that the tri-campus collaboration model (STAI Al-Gazali, UNM, and Unismuh) is highly relevant to the implementation of the Merdeka Belajar curriculum. This project concludes that strengthening digital literacy through non-digital algorithmic reasoning effectively dismantles technical barriers for teachers while ensuring the safety of child development in the digital age.

Emotional intelligence (EI) is an essential competency for early childhood education (ECE) teachers in fostering supportive and emotionally responsive learning environments. However, many ECE teachers in Indonesia have limited access to structured EI training. This community service program aimed to strengthen the emotional intelligence of non-formal ECE teachers from HIMPAUDI Cipayung, East Jakarta, through interactive lectures and reflective practice using Points of You (Flow) cards. The training focused on four EI domains: self-awareness, self-management, social awareness, and relationship management. Results showed a substantial improvement in participants’ understanding, with average scores increasing from 30.5 (pre-test) to 90.9 (post-test). Most participants (85%) reported that the training was beneficial and expressed readiness to apply the strategies in classroom practice. Observations also indicated improved teacher confidence in managing children’s emotions and building positive interactions. These findings demonstrate that reflective and experiential EI training effectively enhances ECE teachers’ emotional competencies and supports the creation of a positive social-emotional learning environment.

The objective of this community service program is to empower teachers in using AI technology to create visual and audio learning media that can strengthen contextual learning in the classroom. The methods applied include intensive training for teachers on how to use AI-based tools to design interactive learning media that are relevant to the learning context of students. The findings from this community service show that teachers are able to create teaching materials that are more interesting and tailored to students' needs, as well as increase student engagement in the learning process. The contribution of this community service is an increase in teachers' skills in utilizing AI technology to create learning media that supports contextual learning, which in turn can improve the quality of education in schools.

The rapid development of Artificial Intelligence (AI) technology presents significant opportunities to improve the quality of learning; however, its utilization in school settings is still constrained by teachers’ limited competencies. This community service program aims to enhance teachers’ competencies in utilizing AI-based learning technologies in a pedagogical, ethical, and practical manner. The implementation method consisted of preparation, implementation, and evaluation stages. The activities were carried out through interactive workshops, demonstrations of AI-based educational tools, hands-on practice with mentoring, and evaluation using pre-tests and post-tests. The results indicate a significant improvement in teachers’ understanding and skills in using AI for lesson planning, instructional media development, and learning assessment. Teachers also demonstrated more positive attitudes and greater confidence in integrating AI into classroom practices. Nevertheless, challenges such as varying levels of digital literacy and limited technological infrastructure were still identified. Overall, this community service activity proved effective in improving teachers’ competencies and has the potential to support more innovative and adaptive learning transformation in the digital era.

The advancement of Artificial Intelligence (AI) presents substantial potential for improving the quality of learning in elementary education, particularly through the application of AI prompts as instructional support in lesson planning and classroom implementation. Nevertheless, many teachers at Integrated Islamic Elementary Schools (Sekolah Dasar Islam Terpadu/SDIT) experience limited AI literacy and insufficient competence in designing pedagogically appropriate and effective AI prompts. This community service program aims to enhance AI literacy and strengthen the professional competence of teachers at SDIT Lukmanul Hakim Puring, Kebumen, in utilizing AI prompts to support instructional design, teaching materials development, and learning assessment. The program employed participatory methods, including socialization sessions, hands-on training, guided practice, and continuous mentoring. The results demonstrate a measurable improvement in teachers’ understanding and practical skills in constructing AI prompts aligned with pedagogical objectives. Furthermore, the integration of AI prompts contributes to increased instructional efficiency and pedagogical creativity. This program is expected to provide a sustainable model for supporting digital transformation in elementary school education.

Kinerja guru merupakan faktor kunci dalam peningkatan mutu pembelajaran di sekolah. Namun, masih terdapat keterbatasan pemahaman guru terhadap manajemen sekolah dan penerapan disiplin kerja yang berdampak pada optimalisasi kinerja. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kinerja guru melalui pelatihan manajemen sekolah dan pembinaan disiplin guru di SMP Negeri 03 Limboto Barat. Metode yang digunakan adalah pendekatan partisipatif melalui pelatihan, diskusi, praktik, dan pendampingan. Pengukuran kinerja guru dilakukan menggunakan angket sebelum dan sesudah pelatihan. Hasil kegiatan menunjukkan adanya peningkatan pemahaman manajemen sekolah dari 62% menjadi 82%, pengelolaan pembelajaran dari 65% menjadi 85%, serta disiplin kerja guru dari 60% menjadi 80%. Temuan ini menunjukkan bahwa integrasi pelatihan manajemen sekolah dan pembinaan disiplin guru efektif dalam meningkatkan kinerja guru secara berkelanjutan.

Digital transformation in education requires Early Childhood Education (ECE) teachers to develop competencies in utilizing digital-based learning media. However, in rural ECE contexts, the use of technology remains limited due to the lack of contextual and sustainable training. This community service program aims to enhance the digital learning media competencies of teachers at PAUD Ath-Thoyyibah in Pangadegan Village through the Asset-Based Community Development (ABCD) approach. The program was implemented through stages of community asset mapping, collaborative action planning, practice-based training, and post-training mentoring and reflection. The results indicate that ECE teachers were able to develop simple digital learning media based on images, videos, and audio tailored to early childhood characteristics. In addition to improving technical skills, the program increased teachers’ self-confidence and fostered collaborative networks within the educational community. These findings demonstrate that the ABCD approach is effective in strengthening ECE teacher capacity by emphasizing local asset utilization and active community participation. This program contributes to improving the quality of early childhood learning and strengthening adaptive educational communities in response to technological development.

This study explores the profound impact of teacher personality competence on student character formation through a descriptive narrative lens grounded in the sociology of education. Education is not merely a technical transfer of knowledge but a complex social process where the teacher acts as a pivotal moral agent and role model. By synthesizing classical sociological paradigms—Functionalism, Conflict Theory, and Symbolic Interactionism—with contemporary empirical evidence, this article argues that a teacher's personality is a dynamic social construct that shapes the "hidden curriculum" and the overall school climate. The narrative analysis reveals that traits such as empathy, integrity, and social justice are not just individual attributes but essential tools for moral socialization and the internalization of collective values. The study finds that teachers who embody these virtues foster a sense of social belonging and ethical responsibility in students, effectively bridging the gap between individual identity and societal expectations. The article concludes that strengthening teacher personality competence is a strategic imperative for developing a resilient and morally grounded generation, recommending integrated professional development that emphasizes the teacher's role as a moral authority in the 21st-century social landscape.

The implementation of the Merdeka Curriculum requires teachers to possess adequate competence in developing contextual and meaningful Madrasah Lesson Plans (RPM). One of the main challenges lies in teachers’ ability to integrate deep learning approaches into instructional planning. This community service program aimed to enhance the competence of teachers at SD IT Al-Markazul Islami in developing deep learning–based Merdeka Curriculum lesson plans. The program employed a structured and participatory approach through training and mentoring activities, including conceptual presentations, group discussions, and hands-on practice in lesson plan development. Evaluation was conducted using a competence questionnaire administered to 20 participating teachers in the pretest and posttest stages. The data were analyzed descriptively. The results indicated that teachers’ competence scores in the pretest ranged from 54 to 63, with a mean score of 58.7, which fell into the moderate category. Following the intervention, posttest scores increased to a range of 89–97, with a mean score of 92.9, categorized as high. The improvement in scores ranged from 33 to 35 points for each participant. These findings demonstrate that the training and mentoring activities were effective in enhancing teachers’ competence in developing lesson plans aligned with the principles of the Merdeka Curriculum and deep learning approaches.

This study aims to determine the extent to which professional competence and personality competence influence teacher performance at SMAN 1 Sangatta Selatan. This research is categorized as field research using a quantitative approach. Data were collected through questionnaires to obtain responses from participants, observations to directly monitor activities, and documentation techniques to gather supporting data. The population in this study consisted of 33 teachers at SMAN 1 Sangatta Selatan. The sample was determined using the Slovin formula, resulting in 33 respondents, all of whom were teachers from the same school. To analyze the data, multiple linear regression analysis was employed. The results showed that professional competence significantly influences teacher performance. The influence of professional competence (X1) on teacher performance (Y) was 7.2%, while the influence of personality competence (X2) on teacher performance (Y) reached 4.5%. The coefficient of determination (R²) value was 0.807, indicating that 80.7% of teacher performance at SMAN 1 Sangatta Selatan is jointly influenced by professional competence (X1) and personality competence (X2), while the remaining 19.3% is influenced by other variables not examined in this study. Based on the analysis, personality competence was found to have a more significant simultaneous effect on teacher.    

Education in Indonesia continues to face significant challenges in transforming its curriculum to meet 21st-century competency demands, especially with the implementation of the Merdeka Curriculum, which emphasizes flexibility, contextual learning, and a student-centered approach. This study aims to analyze teachers’ roles in implementing student-centered learning, identify the challenges they encounter, and examine strategies used to address these obstacles. Using a qualitative library research method, the study reviews primary and secondary literature related to student-centered learning theory, learning experiences, authentic assessment, and the implementation of the Merdeka Curriculum. Findings show that teachers serve as the central factor in ensuring the success of active and student-centered learning. Those who are adaptive and innovative are able to design meaningful learning experiences even when confronted with limited facilities, diverse student needs, and classroom management constraints. Nevertheless, many teachers still struggle with differentiated instruction, authentic assessment, and the flexible learning management required by the Merdeka Curriculum. This study underscores the need to improve teachers’ pedagogical competence, provide sufficient learning resources, and develop responsive educational policies to strengthen the overall implementation of the Merdeka Curriculum in schools.

This study is grounded in the issue of low student discipline and learning motivation in elementary schools, which requires teachers to apply more effective and context-based instructional strategies. The purpose of this research is to describe how teachers utilize social learning theory to enhance students’ discipline and motivation, as well as to analyze the impact of these strategies on classroom behavior and student engagement. This research employed a descriptive qualitative approach, with data collected through observations, interviews, and documentation involving teachers and students. The findings show that teacher strategies integrating modeling, positive reinforcement, and collaborative learning successfully create a more conducive learning environment. The use of teacher and peer role models was found to increase compliance with classroom rules, while the provision of positive feedback encouraged students to participate more enthusiastically in learning activities. Moreover, socially interactive learning helped students develop confidence and active engagement. The implications of this study affirm that social learning theory can serve as a strong foundation for teachers to design strategies that promote positive behavior and intrinsic motivation, making it highly relevant for integration into daily classroom practice.