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This community engagement initiative was prompted by students’ limited understanding of how to package local content into educational products with economic value, as well as the suboptimal integration of entrepreneurial values into teaching. The aim of this initiative is to foster an entrepreneurial spirit among students through edupreneurship, developed in the form of an exhibition based on local product. The method employed was the Participatory Action Research (PAR) approach, which involved students as active participants in the training, production, and marketing of local products, as well as in the organisation of the exhibition. The activity began with training on the basic concepts of edupreneurship, product packaging, and marketing strategies. The exhibition showcased various creative products such as food & beverage, eco bodycare, eco living style, and fashion accesories featuring local product motifs. This activity successfully enhanced students’ capacity for critical thinking, innovation, and productive collaboration. An entrepreneurship talk show held concurrently further strengthened students’ motivation and entrepreneurial insights. The results of the activity demonstrated that the management  exhibition effectively served as a medium for transforming local product such as food & beverage, eco bodycare, ecoliving style, fashion accesories learning into a contextual, practical, and economically valuable experience through the edupreneurship approach.

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.

Group-based learning in the classroom plays a vital role in enhancing social interaction, individual responsibility, as well as students' critical thinking and collaborative skills. However, its implementation often faces challenges such as the dominance of certain members, social loafing, low participation, and interpersonal conflicts that hinder group effectiveness. This study aims to comprehensively examine the dynamics of learning groups by integrating four key aspects: the concept of group dynamics based on the Tuckman model, the characteristics of effective groups in cooperative learning, group formation techniques, and conflict management strategies. The research utilizes a qualitative approach with a literature study method, analyzing 25 sources including nationally accredited journals, academic books, and theses published between 2020 and 2024. Data analysis was conducted through reduction, thematic classification, content analysis, and conceptual synthesis. The results indicate that effective group dynamics can be achieved through the Tuckman stages, the application of the five elements of cooperative learning, the selection of appropriate group formation techniques with risk mitigation, and the implementation of the Thomas-Kilmann conflict management styles.The scientific contribution of this research is the development of an integrative model based on these four aspects, which serves as a conceptual framework to strengthen collaborative learning practices in the classroom. Practical implications include the formation of ideal groups consisting of 4–5 students, the establishment of initial group contracts, the use of dual assessment rubrics (individual and group), and peer evaluation mechanisms to enhance accountability and reflection.

The purpose of this study is to analyze the synergy of humanistic and transformational leadership in building adaptability and digital competence of civil servants in the era of digital transformation. The research uses a narrative literature review approach by analyzing various literature from leading academic databases. The findings indicate that humanistic leadership creates a psychological foundation through empathy, respect for individual dignity, and psychological safety that facilitates civil servants to adapt to change without fear of failure. Meanwhile, transformational leadership acts as a catalyst by providing inspirational vision, intellectual stimulation, and motivation to master digital competencies. The synergy of these two leadership styles creates a holistic development ecosystem: humanistic leadership provides psychological safety to take learning risks, while transformational leadership provides energy and direction for continuous innovation. The theoretical implications of this research enrich the treasury of leadership theory in the context of public bureaucracy by identifying the complementary mechanisms of both leadership styles. Practical implications provide guidance for agency leaders to integrate humanistic values and transformational approaches in HR development programs to prepare civil servants who are resilient, adaptive, and digitally competent in facing the challenges of technological disruption and increasingly complex public service demands in the Society 5.0 era.

This community service activity aims to improve the understanding and readiness of Elementary School Teacher Education (PGSD) students in taking the Learning Strategy course. The activity focused on introducing the basic concepts of learning strategies, the use of various innovative learning methods, and the integration of technology in the learning process. The target of the activity was PGSD students who were about to start the Learning Strategy course. The implementation method of the activity included material delivery, interactive discussions, and filling out a questionnaire to identify students' perceptions, initial experiences, and expectations of the Learning Strategy course. This activity was attended by 84 students at the beginning of the lecture. The data obtained were analyzed descriptively to describe the level of understanding and needs of students. The results of the activity showed that students generally had a basic understanding of learning strategies, but there were still variations in learning method preferences and levels of readiness in using technology. Problem-Based Learning and Project-Based Learning were perceived as effective and engaging methods, although students still faced obstacles in time management and differences in learning styles. This activity made a positive contribution in raising students' awareness of the importance of selecting appropriate learning strategies. This community service activity recommended the need to strengthen more adaptive, innovative, and inclusive learning through technology integration and attention to the diversity of student learning styles in the implementation of the Learning Strategy course.

This study aims to analyze Paul as an educator through an epistemological and methodological examination of his letters, as well as an examination of his teaching style within the context of the early church. This research approach is qualitative theological, employing exegetical and hermeneutic analysis of New Testament texts, particularly Paul's letters. This analysis reveals that Paul's educational epistemology is rooted in his encounter with Christ as the source of all truth and spiritual knowledge. According to Paul, knowledge of faith is not the result of human rationality, but rather God's revelation, understood through the work of the Holy Spirit (1 Corinthians 2:10–13). Methodologically, Paul demonstrates a dialogical, argumentative, relational, and transformative teaching approach. He uses logical and communicative rhetoric to guide the congregation in a reflective understanding of the Gospel and emphasizes the importance of living examples as a means of learning faith (1 Corinthians 11:1). Paul also developed a Christocentric and communitarian teaching style, where the church is seen as a living, mutually edifying space for learning about faith, centered on the love of Christ (Colossians 1:28; Ephesians 4:11–16). The results of this study indicate that education, from Paul's perspective, aims for life transformation, not merely the transfer of knowledge. Paul views education as a process of discipleship that produces new life in Christ (Romans 12:2; Galatians 2:20). Thus, Paul's educational model provides theological and practical contributions to contemporary Christian education, placing Christ at the center of epistemology and love as the primary method of teaching.

This community service was carried out at SMAS PGRI 1 Mojokerto City with the main goal of improving student discipline through the application of Japanese-style discipline culture. This activity is designed in a structured manner to have a real and sustainable impact on student behavior and the integrity of educational institutions. The method used is a participatory and applicative approach, so that students not only passively receive information, but also actively engage in the process of learning, reflection, and discipline practice. This approach emphasizes the direct involvement of students in activities that foster awareness, responsibility, and positive habits that support the creation of a conducive learning environment. The results of the implementation of activities are divided into three main categories. First, the short-term results seen immediately after the activity are increased students' motivation and understanding of the importance of discipline. Second, the medium-term results that appear within 1-3 months are in the form of real behavioral changes, such as punctuality, neatness, and compliance with school rules. Third, long-term results that contribute to strengthening the integrity of the institution as a school with a high discipline image. Thus, this community service is expected to be able to become a model for implementing a discipline culture that is effective, sustainable, and relevant to the needs of education in Indonesia.

This community service program aims to strengthen the developmental aspects of students at Madrasah Tsanawiyah Ihamul Hasan Rcek Tiris, covering physical, cognitive, social, and emotional development holistically. The program was implemented through a collaborative participatory model involving teachers, students, and a university mentoring team. The activities consisted of an initial assessment, training sessions, consultations, counseling, character building, and a qualitative evaluation conducted over three months. The results show significant improvements in students’ learning motivation, active learning styles, self-confidence, social interaction skills, emotional stability, and healthy lifestyle habits. This strengthening program contributed to shaping students who are more independent, well-charactered, and adaptive to contemporary educational challenges. These findings align with holistic development theories emphasizing the integration of physical, cognitive, social, and emotional aspects to support optimal student growth. Overall, the program produced positive impacts and offers a sustainable model for student development within the madrasah setting.

This study aims to describe the implementation of the Problem Based Learning (PBL) model in teaching personal and official letter writing, and to examine its impact on improving the writing skills of Grade VII B students at SMP Negeri 2 Banjarmasin. The study is motivated by students’ difficulties in distinguishing the structure and language style of personal and official letters, as well as their low engagement in the learning process. This research employed a descriptive quantitative approach using a One Group Pretest-Posttest design. The instruments included writing tests (pre-test and post-test) and observation sheets to assess students’ activities and attitudes. The results indicate that PBL positively influences students' writing abilities. This is evidenced by a significant increase in the average post-test scores compared to the pre-test, along with improvements in critical thinking, collaboration, and independence. Students also demonstrated better understanding of the structural and linguistic features of both types of letters. Thus, the PBL model is recommended as an effective instructional strategy to enhance the quality of writing instruction, particularly within the framework of the Kurikulum Merdeka.

This study aims to analyze the variation skills possessed by students of the Religious Arts Education program in the Microteaching course at the State Christian Institute of Theology (IAKN) Kupang in 2025. This research is descriptive qualitative, aimed at exploring and understanding the basic skills of applying variations implemented by students as prospective teachers. The analysis not only provides a general overview but also reveals the complexity of the basic skills applied in teaching practice. The results of the study show that out of seventeen students who conducted microteaching practices, 90% of them understand and master the skills of applying variations, particularly in teaching style variations such as the use of voice variation, attention focusing, and silence. This study also found that a dynamic teaching style can enhance student engagement. Furthermore, variations in the use of media and teaching materials, including those that can be seen, heard, and touched, provide a more comprehensive learning experience for students. This research is expected to contribute to the development of students' teaching skills in the future.

This study explores the alignment between science learning practices and children’s cognitive development stages based on Jean Piaget’s theory. Ten academic publications were systematically reviewed to examine how Piaget’s framework can be applied in science education. The findings highlight that integrating cognitive development theory is highly relevant for improving the quality of teaching and learning in schools. At the concrete operational stage (approximately 7–11 years), children learn best through direct experiences, manipulation of real objects, contextual media, and experiments that connect concepts with daily life. These methods help foster curiosity and reinforce conceptual understanding. As learners progress to the formal operational stage (around 11 years and above), they begin to think abstractly, reason logically, and analyze critically. At this level, student-centered approaches, inquiry-based methods, and constructivist learning become more effective in enhancing problem-solving, creativity, and higher-order thinking skills. The review also indicates that adapting instruction to developmental stages supports more meaningful and sustainable learning outcomes. In the Indonesian educational context, this approach can address challenges such as limited classroom facilities, diverse student learning styles, and a curriculum that is often overloaded. By applying Piaget’s insights, teachers can design learning strategies that bridge abstract concepts with concrete understanding, thus increasing student motivation and engagement. In conclusion, aligning science education with Piaget’s cognitive stages is an effective way to improve student performance and ensure long-term academic growth. The study provides valuable input for teachers, researchers, and policymakers in developing innovative, student-centered science and mathematics education.

The " Toddler Family Class " program provided an opportunity for parents to actively engage in learning about the importance of appropriate parenting for toddlers. Recognizing the critical window of early childhood, the program focused on equipping parents with the knowledge and tools to promote their children’s cognitive, emotional, and social development. Parenting practices in early childhood significantly influence a child’s future academic success, emotional well-being, and ability to form healthy relationships. Therefore, it is essential to ensure that parents are well-informed about the best approaches to child-rearing during these formative years. The interactive discussions offered parents a platform to share their personal experiences, concerns, and challenges regarding parenting. Case studies presented real-life scenarios that allowed participants to apply theoretical knowledge to practical situations. This approach facilitated a deeper understanding of the various parenting styles, including authoritarian, permissive, and democratic parenting, and their respective effects on child behavior and development. Furthermore, the program emphasized the importance of nurturing a secure attachment between parents and toddlers. Participants were introduced to strategies that encourage positive reinforcement, empathy, and effective communication with their children. These strategies are key to fostering a supportive and loving environment in which children can thrive emotionally and socially. The collaborative nature of the program also helped to build a supportive network among parents. They were encouraged to form lasting relationships that could provide ongoing mutual support in their parenting journey. This communal learning environment reinforced the importance of family-centered child development practices, ensuring that parents felt empowered to make informed decisions that would benefit their children’s long-term growth and well-being.

This study aims to conduct an in-depth study of various effective classroom management strategies at the elementary school level. Classroom management plays a crucial role in supporting the smooth running of the teaching and learning process, as a successful learning process is greatly influenced by a conducive, orderly, and enjoyable classroom environment. Teachers serve not only as transmitters of material but also as classroom managers tasked with creating a learning climate that supports active student engagement. Good classroom management is believed to minimize disruptions, improve discipline, and foster student motivation. The research method used is library research, reviewing various academic sources such as books, scientific articles, research journals, and relevant previous studies. This approach was chosen to obtain a comprehensive overview of classroom management strategies that have been proven effective in educational practice in elementary schools. The results of the study indicate that effective classroom management strategies encompass several key aspects. First, the development of clear and mutually agreed-upon classroom rules so that students understand the boundaries of expected behavior. Second, the use of varied learning methods to accommodate different student learning styles. Third, the provision of positive reinforcement as a form of appreciation for student behavior and achievement. Fourth, establish good communication between teachers and students to build mutual trust and increase active participation. Implementing these strategies has been proven to improve discipline, reduce learning barriers, and create a classroom environment conducive to the optimal development of children's potential. These findings are expected to serve as a practical reference for teachers, schools, and related parties in designing more effective, innovative, and sustainable classroom management.

Education plays a vital role in improving human resource quality, making it essential for addressing challenges in developing countries, such as inequality, poverty, and cultural instability. Teachers, as key facilitators in the learning process, are central to achieving educational goals, with performance influenced by internal factors like self-efficacy and external factors like organizational climate and leadership style. This study examines the influence of organizational climate and transformational leadership on teacher performance at SMK 3 Sukawati, with self-efficacy as a mediating variable. The population and sample include all 55 teachers, selected through purposive sampling. Data were collected via questionnaires, interviews, and documentation, then analyzed using path analysis. Results show that organizational climate and transformational leadership positively and significantly affect both teacher performance and self-efficacy. Self-efficacy also positively and significantly influences performance. Additionally, organizational climate and transformational leadership indirectly impact teacher performance through self-efficacy.

The use of technology in education is essential, particularly in creating digital teaching materials. This Community Service (PKM) activity aimed to introduce teachers and educators to the process of creating e-modules using Canva, a user-friendly tool with templates, graphics, and features for designing interactive and visually engaging teaching materials. The training provided hands-on experience, enabling participants to create curriculum-aligned e-modules, enhancing both their teaching materials and student engagement. The goal was to equip educators with the skills to develop innovative, digital-friendly materials that cater to various learning styles. During the training, participants integrated multimedia elements like images, videos, and text to make the learning experience more interactive. Emphasis was placed on incorporating technology in both physical classrooms and online learning environments, improving the overall dynamic of lessons. The training also helped educators gain a deeper understanding of Canva as a versatile tool for educational purposes. Results showed significant improvement in participants' confidence and ability to use Canva effectively to create engaging and pedagogically sound materials. Many expressed that the skills gained would help them incorporate creative and interactive elements into their lessons, fostering a more dynamic learning environment. This PKM activity successfully empowered participants to enhance their digital competencies and adapt to the evolving educational landscape. It contributed to improving the quality of education, ensuring educators are better prepared to navigate the digital age and meet the needs of modern learners. Furthermore, the training emphasized continuous learning and adapting to new technological tools to improve teaching strategies and learning outcomes

In today's era of rapid globalization and modernization, each generation in Indonesia has distinct characteristics, particularly in their ways of thinking, interacting, and facing life's challenges. Generation Y (millennials) and Generation Z, who are now entering the world of education, have very different mindsets and adaptation methods compared to previous generations. One of the major challenges faced by educators is how to address these differences, particularly in teaching Islamic religious values and shaping students' religious character amidst the rapid development of technology and social dynamics. The transition from Generation Y to Generation Z brings significant changes in the world of education, particularly for Islamic Religious Education (PAI) teachers. Generation Z, more familiar with digital technology and the internet, often has a more interactive and visual learning style. They tend to prioritize fast and easily accessible information, and are more open to global cultural influences. This phenomenon presents new challenges for PAI teachers in delivering Islamic religious learning materials that are contextual, relevant, and easily understood by students. The transformation of PAI teachers in shaping students' religious character in this transitional era requires a deep understanding of existing social, technological, and cultural changes. Islamic Religious Education teachers are not only required to possess in-depth knowledge of religious teachings but also to be able to adapt teaching methods to suit the needs of today's students. For example, the use of digital technology in Islamic religious education can facilitate students' access to various relevant information sources, such as Islamic preaching videos, Islamic learning apps, or e-books that can enhance their understanding.  

This study aims to examine the effectiveness of the demonstration method in improving the understanding of the concept of force in grade 1 elementary school students. The approach used is a literature study by reviewing various current scientific sources from 2021 to 2025. The results of the study show that the demonstration method is able to transform abstract concepts into concrete experiences that are easy for students to understand. Through demonstrations, students can see firsthand the application of force in everyday life, making it easier to understand. This method also increases students' active involvement, trains observation skills, and supports visual and kinesthetic learning styles. In its implementation, the success of the demonstration method is largely determined by the readiness of the teacher, the use of simple language, a variety of teaching aids, and repetition of activities to strengthen memory. Common obstacles faced include limited tools, time, and teacher skills in designing effective demonstrations. Therefore, school support and collaboration between teachers are key to optimizing the implementation of this method. In conclusion, the demonstration method is an effective learning strategy to improve the understanding of the concept of force, because it is in accordance with the cognitive development stage of early elementary school students who are in the concrete operational phase.   Keywords: demonstration method, concept of force, elementary school students, science learning, concrete activities  

Student learning engagement plays a crucial role in character development, especially at the elementary school level. To foster a positive learning environment and encourage active participation, active learning approaches based on games are considered effective. This study aims to analyze the relationship between the active learning model using word-building games and the learning engagement of third-grade students at SDN 3 Jepang, Kudus Regency. The research was motivated by the low level of student participation, which is still dominated by conventional teaching methods. A correlational quantitative approach was used, with a population consisting of all 20 third-grade students, who were also taken as the sample through total sampling technique. Data were collected using a questionnaire to measure learning engagement and observation of the implementation of the word-building game model. The Shapiro-Wilk test was used for normality testing, and since one of the variables was not normally distributed, the data were analyzed using the Spearman correlation test. The results showed a correlation coefficient of r = -0.097 with a significance value of 0.686 (> 0.05), indicating no significant relationship between the word-building game model and student engagement. Other factors such as individual learning styles or classroom atmosphere may influence student engagement. Nonetheless, this model still holds potential and should be further developed to align with elementary students' characteristics.

This study examines efforts to improve fourth-grade students' disciplinary character through the implementation of principal's democratic leadership style and teacher personality competence at SDK Riangwulu, East Flores. Using a descriptive qualitative approach, the research was conducted over two weeks involving the principal, fourth-grade homeroom teacher, and fourth-grade students as research subjects. Data were collected through participatory observation, in-depth interviews, and documentation studies, then analyzed using an interactive analysis model. The results show that students' disciplinary character is in a good category across four indicators: compliance with school rules, compliance with learning activities, compliance in completing assignments, and neatness in wearing uniforms. The principal's democratic leadership style is implemented through consensus-based policies, high tolerance, creating a family atmosphere, and good communication. Teacher personality competence is reflected in the ability to be a role model, build positive relationships with students, and create authority through personality consistency. The main finding shows a positive synergy between the principal's democratic leadership and teacher personality competence that creates a conducive environment for forming students' disciplinary character. This research contributes theoretically to understanding systemic approaches in character education and provides practical implications for developing character formation strategies at the elementary education level.

Early childhood education plays an important role in the formation of children's personality and development. This study aims to identify the application of transformational leadership in Early Childhood Education institutions to welcome 21st century education. The important key in creating an innovative, adaptive and creative learning environment lies in the transformational leadership style so as to increase children's potential to the fullest. The method used in this research is a literature review, by analyzing various relevant literature sources to assess the impact and importance of transformational leadership in the world of early childhood education. Transformational leadership has enormous potential, so the results of this study can help realize a generation that is not only intellectually intelligent, but also socially and emotionally developed, in accordance with the demands of an ever-evolving world.