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The International Community Service Seminar on the Application of Artificial Intelligence (AI) for students of SMA Muhammadiyah Program Khusus Kotabarat Surakarta was conducted to enhance digital literacy and provide practical understanding of AI utilization in daily life and learning activities. The program aimed to introduce basic concepts of artificial intelligence, its functions, benefits, and challenges in modern education. Through presentations, interactive discussions, and quizzes, participants were exposed to real-life applications of AI such as digital assistants, personalized learning systems, and time management tools. The seminar involved participants from Indonesia and Malaysia, creating a cross-cultural learning environment that enriched the discussion. Both students and teachers gained improved understanding of how AI can support adaptive and effective learning processes. The activity highlighted the importance of responsible technology use in education. Integrating AI into learning environments was found to improve creativity, efficiency, and engagement among participants while also supporting teachers in administrative and instructional tasks.

This study aims to analyze the strategic management evaluation of the Sundanese Language Subject Teacher Forum (MGMP) in improving teacher performance at public senior high schools in Tasikmalaya City. The study focuses on leadership management, member participation, institutional support, and program relevance to teachers’ professional development needs. This research employed a qualitative descriptive approach. Data were collected through observations, in-depth interviews, and documentation involving MGMP administrators, member teachers, school principals, and supervisors. Data analysis used the Miles and Huberman interactive model, including data reduction, data presentation, and conclusion drawing. The findings revealed that the MGMP management has generally functioned effectively as a professional learning community. Participatory leadership patterns encouraged collaboration among teachers in designing learning tools and solving classroom problems. However, several challenges were identified, including inconsistent program evaluation, limited technological integration, unequal member participation, and insufficient funding support. The study also found that MGMP programs significantly contributed to improving teachers’ pedagogical competence, especially in lesson planning and instructional implementation. Nevertheless, assessment and evaluation competencies still require further strengthening. This study concludes that strategic management, sustainable evaluation, and institutional support are essential in optimizing MGMP functions to improve teacher performance and the quality of Sundanese language learning.

This study aims to analyze the effectiveness of play-based methods in Physical Education, Sports, and Health (PJOK) learning for sixth-grade students at Pelangi Elementary School. The background of this study is the decline in movement motivation in upper-grade students due to excessive focus on academic workload. The research method used is descriptive qualitative with data collection techniques in the form of participatory observation and in-depth interviews with key informants. The results of the study indicate that the integration of structured games in the Lesson Implementation Plan (RPP) can improve motor coordination and students' social values. In addition, modifications to game tools and rules provide creative solutions to overcome the limitations of existing facilities. The conclusion of the study confirms that the play-based approach functions not only as a recreational activity but also as an effective formal instructional method to achieve curriculum targets holistically, supporting students' physical and social development simultaneously. This approach is expected to be implemented more widely in schools to improve the quality of PJOK learning.

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.

This quasi-experimental study examines the effectiveness of Artificial Intelligence (AI)-assisted learning in enhancing critical thinking skills among undergraduate history students. The study involved 60 students divided into experimental and control groups. The experimental group received AI-supported instruction integrating adaptive learning modules, scaffolded source-analysis prompts, and guided argumentative discussions facilitated by conversational AI tools, while the control group followed conventional lecture-based instruction. Data were collected using a validated critical thinking test, classroom observation protocols, and semi-structured interviews. Quantitative data were analyzed using paired and independent sample t-tests, while qualitative data were examined through Miles and Huberman’s interactive analysis model. Results indicate statistically significant improvements in critical thinking scores in the experimental group compared to the control group. Thematic findings reveal enhanced sourcing, contextualization, corroboration, and evidence-based argumentation skills. However, minor risks of over-reliance on AI highlight the need for instructional scaffolding and ethical guidance. The findings suggest that AI can function as a cognitive scaffold that strengthens historical thinking and metacognitive awareness when implemented within a structured pedagogical framework.

This study examines the readiness of elementary school teachers to implement AI-based learning in the era of artificial intelligence, as technological advancements increasingly influence instructional practices in basic education. Despite the growing potential of artificial intelligence to support teaching and learning processes, empirical evidence regarding teachers’ preparedness at the elementary level remains limited. This study employed a descriptive quantitative research design involving 18 elementary school teachers. Data were collected using a structured questionnaire consisting of 15 Likert-scale items measuring technological skills, knowledge of artificial intelligence, attitudes toward AI, pedagogical readiness, and infrastructure support. Descriptive statistical analysis revealed that the overall mean score of teachers’ readiness was 4.08, indicating that teachers are generally ready to adopt AI-based learning. Technological skills emerged as the strongest aspect of readiness, reflecting teachers’ familiarity with digital tools and instructional technologies, while infrastructure and institutional support obtained the lowest mean score, highlighting challenges related to facilities, access to technology, and policy support. These findings suggest that although elementary school teachers demonstrate positive readiness and attitudes toward AI-based learning, effective and sustainable implementation requires strengthened institutional support, improved infrastructure, and continuous professional development to maximize the educational benefits of artificial intelligence in elementary education.

This study examines how data-informed professional development can strengthen teacher assessment literacy amid the growing demands of the digital era. Using a qualitative design, the research combines library investigation and content analysis of scholarly literature published over the past decade related to digital assessment, teacher data literacy, and technology-supported instructional decision-making. Findings reveal that digital transformation in education requires teachers to master data interpretation skills, utilize technology-enhanced assessment tools, and develop ethical awareness regarding privacy and algorithmic bias. However, many teachers continue to face competency gaps, inadequate professional development, and challenges in integrating digital assessment practices effectively. The study highlights that meaningful professional development must be continuous, collaborative, evidence-based, and incorporate data literacy, AI literacy, and reflective pedagogical practice. Such an approach equips teachers to interpret complex data, design valid digital assessments, and make ethically responsible, evidence-driven instructional decisions. This research provides conceptual clarity and a foundation for designing comprehensive professional development frameworks aimed at enhancing teacher assessment literacy within rapidly evolving digital learning environments.

In today's digital era, the dance learning process is no longer limited to conventional studios. Various technologies, ranging from instructional videos and interactive media to virtual reality, are increasingly being utilized in dance education. Through a systematic literature review (SLR), this study examines the effectiveness of various dance learning tools based on empirical findings and development studies. This study compiles, compares, and summarizes research findings on the use of various media (such as video, VR, interactive PowerPoint, and augmented reality) and their impact on several aspects, including material comprehension, movement skills, aesthetic appreciation, and student engagement. The analysis shows that digital technology can improve dance learning outcomes across the cognitive, psychomotor, and motivational domains. However, challenges such as limited technological facilities and the need for teacher training still need to be addressed. This study also provides recommendations for educators and dance learning developers to integrate technology in harmony with appropriate pedagogical approaches.

This study analyzes pronunciation learning activities in the English class at SDN 060877 through direct classroom observation techniques. The research aims to understand how teachers organize pronunciation instruction, the strategies applied during learning sessions, and the level of student participation in practicing correct sounds, stress patterns, and intonation. Using a qualitative descriptive approach, data were collected through on-site observations focusing on teaching procedures, interaction patterns, learning media, and students’ responses. The findings indicate that pronunciation learning is integrated into reading and speaking activities, where the teacher models sound, guides repetition drills, and provides corrective feedback. Students demonstrate varied levels of confidence, with some actively engaging in pronunciation tasks while others rely heavily on teacher prompts. Environmental factors, such as limited audio-media tools and large class size, affect the intensity and effectiveness of practice sessions. Despite these challenges, classroom interactions show that learners gradually improve their sound accuracy and rhythm through continuous modeling and peer practice. This study concludes that direct observation provides comprehensive insights into real classroom dynamics, revealing both the strengths and areas needing improvement in pronunciation teaching. Recommendations are offered to enhance instructional techniques, learning materials, and student engagement.

This study aims to evaluate the effectiveness of the Christian Religious Education (CRE) program in enhancing the quality of classroom learning through a qualitative approach. The main focus of this research includes the planning, implementation, and evaluation of the CRE program, as well as its contribution to improving students' understanding of Christian values, character formation, and active participation in the learning process. Data were collected through direct classroom observation, in-depth interviews with teachers and students, and document analysis of learning tools and the curriculum used. The findings indicate that a contextually designed CRE program that aligns with students' needs can create a more reflective and participatory learning environment. Teachers with both pedagogical and spiritual competence play a crucial role in effectively communicating Christian values through teaching methods, exemplary behavior, and daily interactions with students. Furthermore, the integration of learning content with real-life situations encourages students to internalize Christian teachings in their attitudes and behaviors, both in school and in their daily lives. However, the study also identified several challenges, such as limited instructional time, a lack of value-based learning media development, and difficulties in motivating students with weak spiritual backgrounds. Therefore, strengthening teacher capacity, developing more creative teaching methods, and institutional support from schools are essential to optimize the role of CRE in fostering a holistic and transformative learning experience.

The rapid development of Artificial Intelligence (AI) has opened new opportunities for teachers in designing instructional materials. This study aims to describe the effectiveness of using Perplexity AI in designing Natural and Social Science Knowledge (IPAS) materials in elementary schools. Using a quantitative descriptive approach, data was collected through questionnaires from three elementary school teachers as a preliminary study (pilot study). The indicators measured included ease of use, time efficiency, material quality, and usefulness. The research results indicate that Perplexity AI is highly effective, with an overall average score of 4.29, falling into the "Good" category. These findings demonstrate that Perplexity AI significantly supports teachers in organizing systematic lesson plans and improving teaching material preparation. This research provides a foundation for the broader implementation of AI tools in the education sector, suggesting that AI can be an effective aid in the development of educational content, ultimately enhancing the teaching and learning experience in schools.

This study aims to describe the professional competence of Early Childhood Education (ECE) teachers in implementing technology-based learning at PAUD “X”. Teacher professionalism plays a crucial role in determining the quality of early childhood learning, particularly in the digital era where educators are expected to adapt to technological advancements. This research employs a descriptive qualitative approach, utilizing observations and semi-structured interviews to obtain an in-depth understanding of teachers’ abilities in managing learning processes, mastering instructional content, and integrating appropriate learning media. The findings indicate that teachers demonstrate strong pedagogical, social, and personal competencies. They successfully create an engaging and  developmentally appropriate learning environment, use language that is easily understood by young children, and exhibit patience, discipline, and effective communication skills. Positive interaction among teachers, children, and parents contributes to a supportive and collaborative learning atmosphere. Teachers also incorporate simple learning materials, such as origami and visual aids, to enhance student engagement. Nevertheless, the study reveals that teachers’ professional competence in utilizing digital technology remains limited. Although technological tools are available, several teachers lack confidence and technical skills in operating digital devices, such as projectors and interactive media. Insufficient training and mentoring are identified as primary barriers. The study concludes that strengthening teachers’ technological competence should be prioritized through continuous professional development programs, including structured training and peer mentoring. Enhanced technological skills will enable teachers to design learning experiences that are more interactive, innovative, and responsive to the developmental needs of young children.

This study highlights the crucial role of learning interest as a key determinant of success in the educational process. The research was conducted through interviews with teachers and direct observations in the learning environment, aiming to explore how various factors influence students’ interest, particularly in religious education. The findings indicate that teachers play an essential role by adopting creative approaches in their teaching methods. For instance, the integration of digital tools, such as instructional videos, was found to be highly effective in capturing students’ attention and enhancing their engagement during lessons. Furthermore, parental support emerged as a significant factor, as parents act as the first educators at home by instilling fundamental religious values and attitudes that shape students’ motivation. The results also suggest that a positive classroom atmosphere, where students feel appreciated and supported by their teachers, contributes to higher levels of interest and participation in religious studies. In addition, the study emphasizes the importance of differentiated instruction, where tasks are adjusted to match students’ abilities and learning needs. By connecting lesson materials with real-life experiences, teachers can further foster students’ intrinsic motivation, making learning more meaningful and relevant. Overall, the research demonstrates that cultivating interest in learning requires collaboration between teachers, parents, and supportive learning environments.

The development of digital media and innovative learning models in Junior High School Science education reflects a sustained commitment to meeting the demands of 21st-century skills and improving the quality of science instruction. A comprehensive literature review (2019–2024) reveals the dominance of the Research and Development (R&D) approach, which consistently yields highly valid, practical, and effective digital resources, such as Augmented Reality (AR), Android-based applications, and interactive educational games. These digital tools are synergistically integrated with modern instructional models, including Problem-Based Learning (PBL), Inquiry-Based Learning (IBL), and Predict-Observe-Explain (POE), which are proven effective in increasing student engagement, enhancing cognitive outcomes, and honing essential competencies such as Science Process Skills (SPS) and Higher-Order Thinking Skills (HOTS). Ultimately, this integration contributes significantly to overcoming learning difficulties in complex and abstract Science topics (e.g., the human digestive system) while also effectively addressing contemporary educational challenges, fostering meaningful learning experiences, and supporting long-term academic success for students.

This study investigates the use of experimental statistical analysis as an instructional approach to enhance students’ understanding of variable relationships in science learning. Many students tend to memorize experimental results without comprehending the underlying relationships between variables, resulting in limited analytical reasoning and superficial understanding. To address this issue, the present study explores how integrating basic statistical tools-such as mean, correlation, and regression-into experimental activities can strengthen conceptual comprehension, analytical reasoning, and scientific literacy. Grounded in constructivist and inquiry-based learning frameworks, the research emphasizes active engagement, where students participate in data collection, analysis, and interpretation to draw evidence-based conclusions. The study employed a quasi-experimental design involving science students divided into experimental and control groups. Both groups conducted similar laboratory experiments, but only the experimental group received explicit instruction in statistical analysis. Data were collected through pre-tests and post-tests to measure changes in students’ understanding of variable relationships. The results indicated a 25% improvement in the experimental group’s comprehension and reasoning ability compared to the control group. Students who applied statistical analysis demonstrated greater proficiency in interpreting data, identifying causal patterns, and connecting theoretical knowledge to experimental findings. In contrast, students taught through traditional narrative-based instruction showed minimal gains and relied heavily on memorization. The findings highlight the effectiveness of integrating statistical reasoning in promoting critical thinking, problem-solving, and scientific reasoning skills.

In the digital era, the erosion of moral values among young people has become a pressing challenge for Islamic Religious Education (PAI). Folktales, as part of Indonesia’s cultural heritage, offer universal moral lessons that resonate with Islamic principles. This study investigates the potential of folktales as instructional media for instilling Islamic values while addressing the demands of digital-based learning. A qualitative descriptive method was applied, involving textual analysis of folktales, classroom observations, and interviews with teachers and students. The selected stories Malin Kundang, Bawang Merah Bawang Putih, Timun Mas, and Lake Toba were examined to identify moral values consistent with Qur’anic and prophetic teachings. Data were analyzed using reduction, presentation, and conclusion drawing, supported by triangulation to enhance validity. The results reveal that folktales embody key Islamic values such as filial piety, honesty, patience, courage, and loyalty to promises. Their integration into PAI classes not only increased student attention and emotional engagement but also encouraged deeper moral reflection. Moreover, digital adaptations through animations, videos, and digital storytelling expanded their relevance to contemporary learners, although challenges remain in teachers’ digital literacy and the need for contextual reinterpretation. This study concludes that folktales are more than cultural narratives; they are strategic tools for moral education. By leveraging digital innovation, folktales can reinforce character formation, sustain the relevance of PAI, and prepare Muslim students to be adaptive and value-driven in navigating modern society.

Creative thinking skills are fundamental competencies to be nurtured in 21st-century learning, especially within science education. One promising approach to developing these skills is the use of an Etno-STEM integrated E-Module implemented through the Project-Based Learning (PjBL) model. The Etno-STEM integration seeks to link local wisdom and culture with the domains of science, technology, engineering, and mathematics, thereby creating meaningful, contextualized learning experiences. This study aims to investigate the impact of implementing an Etno-STEM integrated E-Module through PjBL on students’ creative thinking skills. The research employed a quasi-experimental design with two classes: an experimental group using the Etno-STEM integrated E-Module and a control group using cooperative learning strategies. Research instruments comprised both test and non-test tools. The test instrument included objective-reasoned questions aligned with four creative thinking indicators—fluency, flexibility, originality, and elaboration—while the non-test instrument involved structured observation sheets to monitor learning implementation. Data analysis demonstrated that the Etno-STEM integrated E-Module using the PjBL model significantly improved students’ creative thinking skills compared to conventional approaches. This finding highlights the potential of combining local wisdom with innovative instructional models as an effective and culturally responsive strategy for advancing science learning aligned with 21st-century educational demands.

This study aims to examine the influence of three main factors—Campus Environment (X1), Learning Media (X2), and Campus Facilities (X3)—on Student Learning Motivation (Y) at the Faculty of Economics and Business, Budi Luhur University, South Jakarta. The research employed a quantitative design with a probability sampling approach using simple random sampling to ensure each student had an equal chance of being selected. Data were collected through structured questionnaires distributed to regular students of the Class of 2023, with a total sample size of 85 respondents. Descriptive analysis was conducted to summarize the primary data, while multiple linear regression analysis using SPSS version 22 served as the main analytical tool. The regression equation obtained was Y = 28.218 + 0.580X1 + 0.656X2 + 0.147X3 + €, indicating that each independent variable contributes differently to student learning motivation. The results demonstrate that the Campus Environment has a significant partial effect on Student Learning Motivation, highlighting the importance of a conducive academic and social atmosphere. Learning Media also shows a significant partial effect, suggesting that effective and innovative instructional tools can enhance student engagement and drive. Meanwhile, Campus Facilities have a positive but not significant partial effect, implying that while facilities support learning, other factors may play a stronger role. These findings underscore the need for universities to optimize both environmental and pedagogical aspects to boost student motivation and performance.

This community service program focuses on training teachers at SMKN 1 Malingping in developing formative assessment instruments using the Quizizz and Wordwall platforms. The main objective is to enhance teachers’ competencies in integrating technology into classroom assessment practices, thereby improving the quality of teaching and learning. Formative assessment plays a crucial role in the learning process as it allows teachers to continuously monitor student progress, identify learning gaps, and provide timely feedback that supports both remediation and enrichment. By mastering digital tools such as Quizizz and Wordwall, teachers can design engaging, interactive, and effective assessment activities that align with curriculum objectives while also increasing student motivation and participation. The training was conducted through a workshop model, combining theoretical sessions on formative assessment principles with hands-on practice in creating and implementing online quizzes, interactive games, and customized learning activities. Teachers were guided step-by-step in account creation, content development, and analyzing assessment results for instructional decision-making. Feedback sessions were also integrated to address challenges and share best practices. The results of the training indicated a significant improvement in teachers’ skills and confidence in utilizing Quizizz and Wordwall for formative assessment. Participants demonstrated the ability to design varied assessment formats, adapt content to students’ needs, and effectively interpret assessment data to inform teaching strategies. Moreover, teachers reported increased student engagement when these platforms were implemented in classroom settings. This program highlights the importance of equipping educators with digital literacy skills that are relevant to 21st-century learning demands. The integration of Quizizz and Wordwall not only streamlines the assessment process but also fosters a more dynamic and student-centered learning environment. The experience from SMKN 1 Malingping suggests that similar training initiatives can be replicated in other schools to promote effective, technology-based formative assessment practices.

The problem in this research is formulated into three main questions: (1) How to develop "PAPIN" (Smart Board) learning media on ethnic and cultural diversity for Grade IV students at SD Negeri 101767 Tembung? (2) How to validate the "PAPIN" learning media to ensure its appropriateness and quality for use in the classroom? (3) How effective is the use of the "PAPIN" (Smart Board) learning media in improving students' understanding of ethnic and cultural diversity in a primary school setting? The main objectives of this research are: (1) To develop feasible and relevant "PAPIN" learning media that supports the learning of ethnic and cultural diversity in accordance with the needs of Grade IV students at SD Negeri 101767 Tembung. (2) To produce a practical and user-friendly digital learning tool that can be integrated into classroom activities. (3) To evaluate the effectiveness of the media in improving learning outcomes, particularly students' knowledge, engagement, and appreciation of cultural diversity. This research adopts the 4D (Define, Design, Develop, and Disseminate) development model, a systematic method for creating and validating educational products. The research subjects are fourth-grade students from SD Negeri 101767 Tembung, selected as they represent the target users of the media. Data were collected through classroom observations, documentation, expert validation sheets, student response questionnaires, and evaluation instruments to measure the learning outcomes. The findings of this research are expected to contribute to the development of innovative, technology-based instructional tools in elementary education, particularly in promoting multicultural awareness and inclusive learning environments.