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Digital transformation in higher education has created a new paradigm in instructional interACTION, especially in the use of synchronous learning platforms. This study evaluates the strategy of choosing learning media between Zoom Meeting, Google Meet dan Microsoft Teams using the ACTION framework (Access, Cost, Technology, Interactivity, Organization, Novelty). This study is set against the background of academic adjustment policies at UIN Syarif Hidayatullah Jakarta, where lectures were moved to a full online format during the Ramadan period to support learning effectiveness and the solemnity of worship. The main focus of the research is to analyze the level of media inclusivity based on the burden of quota costs (cost) and the technological readiness of devices (technology) owned by students. The method used is a comparative study with a descriptive survey approach to active students. The results of the study are expected to provide recommendations for educators in choosing the most efficient and supportive platform for the economic and technical conditions of students in the digital transition period.

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.

Higher education management at the master's level currently faces urgent challenges, namely learning fatigue and low engagement among professional students, especially in Prior Learning Recognition (RPL) classes. Currently, lecturers still tend to apply conventional learning methods based on static presentations that fail to accommodate andragogical characteristics due to a lack of dynamic interaction. Therefore, this study aims to evaluate the effectiveness of the “Humanistic Digital Andragogy” approach through the integration of gamification (Kahoot) and visual thinking (Whimsical) in the Strategic Human Resource Management course. The researchers used a descriptive qualitative design with thematic analysis and collected data through feedback from students in the Master of Management Program (Semarang and Sorong classes). The results revealed that technology served as a double catalyst: Whimsical visualization effectively reduced the cognitive load of complex strategy material, while competition in Kahoot triggered positive adrenaline (eustress) that increased attention. These findings confirm that the success of technology is highly dependent on the role of lecturers as humanistic facilitators (high-touch). This synergy has been proven to change students' perceptions of HRM from merely administrative to strategic partners, as well as creating learning satisfaction that is relevant to the world of work.

English speaking skill is a crucial competence for university students, particularly those involved in student organizations focusing on language development. Members of English clubs are expected to actively use English in academic and organizational contexts; however, many still face challenges related to pronunciation accuracy, fluency, limited active vocabulary, and low confidence. These challenges are often caused by limited structured speaking practice and insufficient integration between digital learning tools and communicative pedagogy.This community service program aimed to enhance the English-speaking skills of members of the Bhamada English Club at Universitas Bhamada Slawi through the utilization of the Duolingo application integrated with a Task-Based Learning (TBL) approach. The program was implemented through three stages: preparation, implementation, and evaluation. Activities included needs analysis, speaking pre-test, guided Duolingo practice focusing on pronunciation and speaking features, task-based speaking activities, and post-test evaluation.The results demonstrated improvements in pronunciation accuracy, speaking fluency, and participants’ confidence in using English orally. The integration of Duolingo as a source of comprehensible input and Task-Based Learning as a communicative output strategy proved effective in enhancing speaking skills. This program indicates that technology-supported task-based instruction can serve as an effective and sustainable model for improving English speaking skills among university students.

Digital transformation and advances in artificial intelligence (AI) have fundamentally changed the demands of the workplace, creating a gap between graduate competencies and industry needs. This study aims to evaluate the effectiveness of AI Agent-based career adaptability psychoeducation as a community empowerment strategy to improve the work readiness of high school/vocational school and university graduates. The study design used a descriptive-interventional approach with 27 participants who participated in a four-week online training. Data were collected through a pre-post survey using the Career Adapt-Abilities Scale (CAAS) and qualitative observations during the training. The results of the Wilcoxon Signed-Rank test showed a significant increase in career adaptability scores (Z = –4.543, p < .001), with all participants experiencing increased career adaptability. Observations showed that participants became more confident, reflective, and proactive in designing their career directions after interacting with the AI ​​Agent. These findings indicate that psychoeducational interventions integrated with intelligent technology can strengthen the adaptive capacity and work readiness of the younger generation. Theoretically, this study expands the application of the career adaptability concept in the context of AI-based learning; In practice, the results provide a relevant community empowerment model for educational and employment institutions in the era of digital disruption.

Digital transformation and advances in artificial intelligence (AI) have fundamentally changed the demands of the workplace, creating a gap between graduate competencies and industry needs. This study aims to evaluate the effectiveness of AI Agent-based career adaptability psychoeducation as a community empowerment strategy to improve the work readiness of high school/vocational school and university graduates. The study design used a descriptive-interventional approach with 27 participants who participated in a four-week online training. Data were collected through a pre-post survey using the Career Adapt-Abilities Scale (CAAS) and qualitative observations during the training. The results of the Wilcoxon Signed-Rank test showed a significant increase in career adaptability scores (Z = –4.543, p < .001), with all participants experiencing increased career adaptability. Observations showed that participants became more confident, reflective, and proactive in designing their career directions after interacting with the AI ​​Agent. These findings indicate that psychoeducational interventions integrated with intelligent technology can strengthen the adaptive capacity and work readiness of the younger generation. Theoretically, this study expands the application of the career adaptability concept in the context of AI-based learning; In practice, the results provide a relevant community empowerment model for educational and employment institutions in the era of digital disruption.

The digital era demands that organizations be fast-moving, adaptable, and innovative. With the advancement of information technology, changes in work methods, global competition, and stakeholder demands are becoming increasingly complex. Knowledge Management (KM) plays an important role as a strategic mechanism for identifying, acquiring, storing, sharing, and utilizing knowledge to improve organizational effectiveness and efficiency. In this context, knowledge management becomes one of the important elements for organizations to enhance performance. Knowledge management is not just about collecting data or information, but how organizations can store, share, create, and utilize knowledge to gain a competitive advantage. This article aims to analyze the importance of knowledge management for organizational performance in the digital age, including how the digital era changes the dimensions of knowledge management, how knowledge management contributes to organizational performance, the challenges faced, and their implications. The data obtained for this study were gathered from observations thru interviews with relevant parties and a literature review study by examining the results of empirical research from the past five years (2020–2025). The method used was descriptive literature analysis of 15 scientific articles from accredited national journals. The analysis focuses on the relationship between knowledge management dimensions (knowledge creation, storage, sharing, and application) and organizational performance indicators (financial performance, innovation, productivity, and customer satisfaction). The study results show that the implementation of knowledge management significantly contributes to improving organizational performance, both directly thru increased efficiency and effectiveness of work processes, and indirectly thru strengthening a culture of innovation and organizational learning. This article asserts that an organization's success in the digital age is not solely determined by its ability to adopt technology, but also by its ability to manage and leverage knowledge as a strategic resource. Therefore, knowledge management needs to be systematically integrated into the organization's digital strategy, accompanied by strengthening a learning culture, human resource training, and adaptive information technology systems.

The rapid development of the digital economy and technology transformation requires the workforce to possess adaptive and sustainable skills. Life Long Learning (LLL) has become an essential strategy to maintain relevance, competitiveness, and the sustainability of workforce competencies in the digital era. This article aims to conceptualize the urgency of LLL in enhancing workforce competitiveness amidst the challenges and opportunities of the digital economy. The method used is a literature study, analyzing various journals, scholarly articles, and relevant documents. The findings show that LLL not only improves technical competencies but also strengthens soft skills and fosters a growth mindset, which is crucial in facing technological changes. LLL also enables the workforce to continuously develop, adapt to changes, and seize opportunities in the digital economy. To create a sustainable learning ecosystem, proactive government policies, cross-sector collaboration, and a workplace culture that supports continuous learning are essential. Therefore, LLL is key in preparing a competitive workforce capable of innovating in the ever-evolving digital era.

The purpose of this study is to describe and analyze solutions in the role of information technology-based teaching and learning in improving the quality of learning at SDN 3 Koba Bangka Tengah. This research was conducted at SDN 3 Koba Bangka Tengah, Bangka Belitung Islands Province. The research period was from June to September 2024. The object of this study was the entire learning process that utilizes information technology as a means and media to support teaching and learning activities. This study used a qualitative descriptive method. The data sources used consisted of primary data obtained through direct observation in the classroom and interviews with teachers, principals, and students; and secondary data in the form of learning administration documents, teaching tools, and learning outcome reports. Data collection techniques included participatory observation, in-depth interviews, and documentation studies. Data validity was tested by triangulation of sources to ensure the accuracy and consistency of information. The results showed that the use of information technology, such as the use of projectors, learning videos, and digital-based educational applications, significantly helped improve student motivation and understanding of the material. In addition, teachers showed quite good adaptation in using technological devices to support the learning process. However, several obstacles remain, such as limited internet network facilities, a lack of technology training for teachers, and inadequate school infrastructure. Nevertheless, the implementation of information technology has been proven to improve the quality of learning when supported by visionary school policies, ongoing teacher training, and active parental involvement in students' learning processes. These findings reinforce the importance of technology integration as a 21st-century learning strategy. Overall, information technology-based learning is an innovative solution for creating a more interactive, effective, and relevant learning environment.

The low scientific literacy of elementary school students, influenced by the use of conventional learning methods and lack of interactivity, encourages the need for new innovations based on digital technology. This study aims to test the optimization of the use of digital technology as a strategy to improve scientific literacy through a quasi-experimental method with a pretest-posttest control group design. The research subjects consisted of 60 fifth-grade students from one elementary school, namely SDN Pondok Labu 03, taken from 2 classes, each consisting of 30 students (30 students in the experimental group and 30 students in the control group). The experimental group was given a digital technology-based science learning treatment, namely a virtual laboratory (Labster), and an educational application (Quizizz), for 8 weeks, while the control group used conventional methods. The research instruments included a scientific literacy test (HOTS questions) and student activity observation sheets. Data were analyzed quantitatively using t-test and ANOVA to compare the increase in scientific literacy scores between the two groups. The results showed that the experimental group experienced a significant increase in scientific literacy scores (N-Gain 0.72) compared to the control group (N-Gain 0.32). The research conclusion proves that the systematic integration of digital technology is effective in improving the scientific literacy of elementary school students at Pondok Labu 03.

This service activity aims to improve the digital literacy of students and teachers through training in making interactive teaching materials based on the Thunkable application. The activity was carried out in Malibela Complex, Klawalu Village, Sorong City, Southwest Papua Province, with a participatory and hands-on approach. The training was carried out in three stages, namely introduction to the concept of mobile learning and Thunkable application, assistance in the practice of making digital teaching materials, as well as presentation of results and evaluation. The results showed that all participants, both students and teachers, were able to understand and implement the main features of Thunkable, and successfully create prototypes of interactive teaching materials, such as local history applications, junior high school quizzes, and Indonesian teaching materials. In addition to improving technology skills, this activity also encouraged creativity, collaboration and confidence in utilizing digital media for learning. Technical challenges such as limited devices and internet networks were successfully overcome through cooperation between participants. This program proves that no-code-based technology training such as Thunkable can be an effective strategy to encourage digital education transformation, especially in areas with limited access to technology. This program is recommended to be replicated in similar contexts to expand the impact and shape a more adaptive and inclusive learning ecosystem.

Artificial Intelligence (AI) is quickly becoming a game changer in the way businesses build and manage their strategies. This article explores how AI is helping organizations make faster and smarter decisions, streamline operations, and spark innovation across various industries. With the ability to process massive amounts of data, AI tools can uncover valuable insights about market trends and customer behavior, allowing companies to respond more accurately and stay ahead of the competition. From machine learning and generative AI to natural language processing and digital twins, these technologies are transforming everything from internal workflows to how businesses connect with customers. The article also offers a practical roadmap for adopting AI in a business setting, covering steps like evaluating readiness, running pilot projects, and measuring success through return on investment (ROI). It emphasizes the need for strong data infrastructure, skilled teams, and a culture that supports innovation and data-driven thinking. Challenges such as algorithmic bias, data privacy, and internal resistance to change are also addressed. Real-world examples from banking, retail, and manufacturing show how AI can deliver real impact improving efficiency, increasing customer satisfaction, and driving business growth. Ultimately, embracing AI isn’t just about keeping up with technology it’s about shaping the future of smart, strategic, and ethical business.

The rapid advancement of digital technology has not been followed by equal digital literacy among elementary school students, especially in areas with limited access. This community service activity focused on increasing students' literacy skills through digital literacy understanding at SD Satu Atap Kelurahan Layana Indah, Mantikulore Sub-District. The objective was to enhance students' ability to access, analyze, and utilize digital information responsibly. The strategy used was participatory learning through socialization, workshops, and direct practice involving both students and teachers. This activity was carried out through classroom action and mentoring. The results show that students gained a better understanding of how to use digital platforms for learning purposes, and teachers improved their ability to integrate technology into their teaching. This program successfully increased students’ enthusiasm and skills in digital learning environments.

This community service activityto aims to implement the Computer Applications course to enhance information technology literacy among the children of Hidayatullah Orphanage in Palembang. The program comprehensively introduces both hardware and software components of computers. Furthermore, the activities focus on knowledge transfer through interactive education to ensure participants acquire a solid understanding of technology and its effective utilization. The strategy employed to impart knowledge on computer applications includes socialization and hands-on practice with computer devices and relevant applications for the children at the orphanage. Through this initiative, the children, particularly students, gain valuable opportunities to build a strong foundation in digital skills, equipping them to navigate the rapid advancements of information technology in the modern era.

The abstract of this research aims to explore the strategies implemented by Madrasah Ibtidaiyah (MI) teachers in forming digital ethics in students in the era of social media. With the increasing use of social media among children and teenagers, digital ethics education has become crucial to ensure that students can use technology wisely and responsibly. This research uses a qualitative approach with data collection methods through in-depth interviews, direct observation, and analysis of curriculum documents. The research results show that MI teachers integrate character values ​​into digital ethics learning, utilize group discussions, and use technology as a learning tool. Apart from that, collaboration with parents has also proven important in supporting digital ethics education. Despite challenges such as limited technological infrastructure and differences in student backgrounds, suggestions for increasing the effectiveness of digital ethics education include increasing teacher capacity, systematic curriculum development, and parental involvement. Thus, this research provides insight into the importance of digital ethics education in MI and the strategies that can be implemented to form an intelligent and characterful young generation in the era of social media. without any references or formulas.

This article discusses the urgency of effective multimedia-based teaching materials in improving students' learning experience as a solution to the challenges of the times. By looking at the challenges of stagnant traditional education and the lack of utilization of technology in developing teaching materials. By utilizing various multimedia elements such as text, images, audio, and video, this research explores the use of multimedia on student motivation and understanding in the learning process. This article uses the Systematic Literature Review (SLR) method to explore various studies related to the use of Multimedia in the preparation of teaching materials. The results show that the use of multimedia-based teaching materials not only increases students' interest in learning but also significantly improves learning outcomes. Feedback from users shows that interactive and visual elements in learning materials are very helpful in understanding complex concepts. This study concludes that the integration of multimedia in education can be an effective strategy to improve the quality of learning in the digital era.

This journal discusses learning strategies and the definition of Islamic religious education, as well as education in the era of revolution 4.0. Learning strategies include choosing appropriate methods for delivering religious material, taking into account teaching principles and student characteristics. Islamic religious education aims to form religious individuals by wisely inviting and developing affective attitudes. The era of revolution 4.0 demands changes in education by integrating 21st century competencies and digital technology. Islamic education also faces challenges such as cultural backwardness, negative stigma, and political dualism, which require solutions in the form of reform and renewal. Teachers in this era need to have various competencies to face changing times, such as comprehensive assessments, 21st century skills, online modules, and authentic and innovative learning. Overall, Islamic education needs to continue to adapt to technological developments and the needs of the times to produce quality human resources ready to face the future.