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Background: Digital transformation in arts education has introduced new paradigms in pedagogical tools, yet the specific role of artificial intelligence in fostering creativity within dance education remains under-explored. Objective: This study aims to analyze the contribution of AI Motion technology to enhancing the creative thinking skills of junior high school students in dance learning. Method: A systematic literature review was conducted following the PRISMA 2020 guidelines. A total of 30 peer-reviewed articles published between 2023 and 2025 were selected from databases including Scopus, ScienceDirect, ERIC, Google Scholar, and Garuda. Data were analyzed using the qualitative descriptive framework of Miles and Huberman. Results: The findings demonstrate that AI Motion technology significantly improves movement accuracy by up to 41% and fosters four key dimensions of creativity: fluency, flexibility, originality, and elaboration. The technology provides real-time feedback and visualization, enabling students to transition from passive imitation to autonomous movement exploration. Conclusion: The integration of AI Motion is strategically aligned with the Indonesian Merdeka Curriculum, which emphasizes differentiated learning and 21st-century skills. However, successful implementation is contingent upon overcoming challenges related to teacher digital competency and infrastructure accessibility. This study provides a conceptual framework for modernizing arts pedagogy through AI-assisted creative exploration.

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.

The rapid advancement of digital technology has transformed educational practices while simultaneously posing challenges to the preservation of local cultural values. This study aims to develop and evaluate a digital ethnopedagogical reconstruction model that integrates local historical narratives of North Sumatra into the Merdeka Curriculum within the Primary School Teacher Education (PGSD) program. Employing a Research and Development (R&D) approach with the 4D model, this study utilized a mixed-methods design involving document analysis, interviews, observations, expert validation, and field trials. The findings reveal that local historical narratives—comprising folkloric legends, educational acculturation, and the heritage of local sultanates—possess strong ethnopedagogical potential when reconstructed through interactive digital media. Quantitative results demonstrate a significant 38% increase in students’ ethnopedagogical understanding, supported by high content validity (89%) and media feasibility (92%) scores. Qualitative findings further indicate enhanced cultural awareness, historical empathy, and learner engagement. The study concludes that the effectiveness of digital ethnopedagogical innovation is primarily determined by its pedagogical integration within the learner-centered framework of the Merdeka Curriculum. This research contributes a sustainable model for culturally grounded digital pedagogy in teacher education.

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 community service activity was implemented at SDN 3 Tangkiling to cultivate an entrepreneurial mindset among elementary school students by integrating financial literacy and exploring creative professions. The program emphasized enhancing students' comprehension of fundamental financial principles through socialization activities and rudimentary buying and selling simulations using play money. The “Mini Shop” activity was implemented to facilitate students' learning about the value of money, the distinction between needs and wants, and the importance of saving. This activity was designed using an active and contextual learning approach, which aligns with the characteristics of elementary school students and the principles of the Merdeka Curriculum, emphasizing character building, independence, and creativity. Additionally, the exploration of creative professions was undertaken through the implementation of role-playing and interactive discussions, thereby introducing a variety of occupations and cultivating an interest in entrepreneurship from an early age. The outcomes of the activity indicated that students exhibited increased enthusiasm and comprehension of fundamental financial concepts and demonstrated an interest in elementary entrepreneurial activities. It is anticipated that this program will evolve into an inspirational learning model for instilling financial literacy and entrepreneurial spirit at the elementary school level.

This community service activity was implemented at SDN 3 Tangkiling to cultivate an entrepreneurial mindset among elementary school students by integrating financial literacy and exploring creative professions. The program emphasized enhancing students' comprehension of fundamental financial principles through socialization activities and rudimentary buying and selling simulations using play money. The “Mini Shop” activity was implemented to facilitate students' learning about the value of money, the distinction between needs and wants, and the importance of saving. This activity was designed using an active and contextual learning approach, which aligns with the characteristics of elementary school students and the principles of the Merdeka Curriculum, emphasizing character building, independence, and creativity. Additionally, the exploration of creative professions was undertaken through the implementation of role-playing and interactive discussions, thereby introducing a variety of occupations and cultivating an interest in entrepreneurship from an early age. The outcomes of the activity indicated that students exhibited increased enthusiasm and comprehension of fundamental financial concepts and demonstrated an interest in elementary entrepreneurial activities. It is anticipated that this program will evolve into an inspirational learning model for instilling financial literacy and entrepreneurial spirit at the elementary school level.

This research aims to determine the extent to which interactive quizzes can help improve students' understanding of Economics lessons in the Merdeka Curriculum, which focuses on a Deep Learning approach implemented at SMA Negeri 4 Surakarta. The results show that quite a few students have difficulty grasping economic concepts. The lack of participation and learning motivation, combined with the dominance of the lecture method, makes the learning process tend to be one-way. Conversely, the application of digital technology by educators is still very limited. This research uses a descriptive qualitative approach, collecting data thru observation, interviews, and documentation. A total of five students from the eleventh grade were selected based on purposive sampling techniques who had already taken economics lessons. The results show that the quiz format contributes to increasing students' interest, attention, and participation due to the presence of visual elements, screen animation, and a game-like atmosphere. However, obstacles such as slow internet connectivity or a slightly longer completion time than estimated did arise, although they did not hinder overall learning activities. Essentially, implementing this type of quiz aligns with the direction of the Merdeka Curriculum, which emphasizes in-depth conceptual understanding while also encouraging self-study habits, training the ability to reflect on the material, and creating a classroom atmosphere that tends to be more dynamic.

This study aims to analyze the implementation of artificial intelligence in economics learning within the context of the Merdeka Curriculum and to examine its alignment with deep learning principles. The study employed a qualitative approach using a case study design conducted at SMAN 1 Boyolali. The research participants included economics teachers and eleventh grade students. Data were collected through classroom observations, in depth interviews, and document analysis. Data analysis was carried out interactively through data reduction, data display, and conclusion drawing and verification. The findings indicate that the use of artificial intelligence in economics learning remains limited and has not been systematically integrated into pedagogical design. AI is primarily utilized as a supporting tool for lesson preparation and concept clarification rather than for adaptive learning, data driven assessment, or the enhancement of students’ critical thinking skills. Although students demonstrated positive responses toward AI assisted learning, several constraints were identified, including teachers’ limited pedagogical competence in AI integration, the absence of deep learning based instructional design, and infrastructural challenges. These findings suggest that the effectiveness of artificial intelligence in economics education depends not merely on technological availability, but on the alignment between pedagogy, curriculum policy, and human resource readiness.

Critical thinking skills are crucial in preparing students to face global challenges, particularly in economics, which utilizes the Merdeka curriculum based on a deep learning approach. The purpose of this study was to determine students’ critical thinking skills through the implementation of the ALBICI (Active Learning Based Interactive Conceptual) learning model within the Merdeka curriculum based on a deep learning approach. This study employed a qualitative approach with a case study design, conducted through reviews and observations at SMA Islam 1 Surakarta. The results indicate that the implementation of the ALBICI interactive learning model can improve critical thinking skills within the Merdeka curriculum based on deep learning. This study also provides valuable guidance for educators seeking to implement effective teaching practices to enhance student interest and motivation, thus optimizing classroom activities.

The research intends to formulate an integrative approach for designing the Merdeka Curriculum based on Deep Learning in the Economics subject at SMA N 1 Boyolali. The rapid advancement of digital technology demands more adaptive, contextual, and student-centered learning models aligned with 21st- century competencies. Using a an exploratory research approach supported by a structured assessment of prior studies (SLR), this research synthesizes theoretical perspectives and previous studies related to curriculum design, deep learning, and educational innovation. The results reveal that the incorporation of Deep Learning into the Merdeka Curriculum offers a more responsive and data-driven framework, enabling deeper conceptual understanding, critical thinking, and problem-solving skills in Economics learning. However, several challenges were identified, including teachers limited digital competence, insufficient infrastructure, and minimal curriculum innovation training. The study emphasizes the significance of combining technological and pedagogical innovation to strengthen learning quality. The results provide a conceptual model that educators can adopt to design an adaptive curriculum aligned with students’ characteristics and contemporary educational demands.

This study aims to compare the Merdeka Curriculum in Indonesia and the National Curriculum in Japan from both conceptual and practical perspectives. The analysis focuses on the fundamental principles, educational goals, learning approaches, and classroom implementation. Indonesia’s Merdeka Curriculum emphasizes flexibility and autonomy for teachers and students, highlighting competency development, character building, and the Profil Pelajar Pancasila (Pancasila Student Profile). Meanwhile, Japan’s National Curriculum centers on fostering a well-balanced personality through integrated moral, social, and academic education. Conceptually, both curricula share similarities in promoting holistic learning and character education, yet they differ in implementation and assessment systems. In Indonesia, project-based and differentiated learning approaches are key features, whereas Japan emphasizes collaborative learning, discipline, and hands-on experience in daily life. Practically, Indonesia faces challenges in ensuring equal access to resources and teacher readiness, while Japan has established a stable and standardized national education system. This comparative analysis reveals that Indonesia can learn from Japan in terms of consistency, learning culture, and the integration of moral and social values. Thus, the study provides valuable insights for enhancing Indonesia’s curriculum to become more globally responsive while preserving national identity and character.

The limited competence of Junior High School (SMP) teachers in Magelang City in developing contextual textbooks is a key issue hindering the achievement of locally relevant learning. Teachers primarily rely on commercial textbooks that often lack accommodation for specific regional issues and lack guidelines for independent writing. This community service aimed to enhance the knowledge and skills of SMP teachers in Magelang City in compiling textbooks that meet the standards of the Merdeka Curriculum and include local content. The method employed was participatory training combined with blended mentoring over six weeks, involving 30 teachers from five schools representing various general subjects. The implementation began with a theoretical workshop on standard textbook structure, followed by intensive mentoring sessions. The results indicate a significant increase in participants' understanding of the textbook framework, with 90% of teachers independently capable of creating concept maps and chapter outlines. Crucially, 75% of participants successfully produced at least one draft chapter of a textbook rich in local content (history, culture, and geography of Magelang). This success not only increases the professional capacity of teachers but also directly impacts the availability of more relevant and specific learning resources for students, supporting the contextual implementation of the Merdeka Curriculum.

This study investigates the simultaneous and individual effects of School-Based Management (SBM), principal supervision, transformational leadership, and work culture on the performance of junior high school teachers in Serang City, Indonesia. Against the backdrop of the Merdeka Curriculum and the shift to hybrid learning in the post-pandemic era, the research addresses persistent challenges such as hierarchical school cultures and technological disparities. Employing a quantitative ex post facto approach, data were collected from 316 teachers across public and private schools through structured questionnaires, classroom observations, and document analysis. Multiple linear regression analysis reveals that SBM, principal supervision, transformational leadership, and work culture each have significant and positive impacts on teacher performance, with transformational leadership and work culture exerting the most substantial influence. The results demonstrate that 74% of the variance in teacher performance can be explained by these four organizational factors, underscoring their critical role in shaping pedagogical competence, classroom management, and professional development. The study further highlights the necessity for comprehensive managerial training, the integration of technology in supervisory practices, and the cultivation of collaborative and innovative work cultures. Practical recommendations include enhancing principal leadership capacity, fostering instructional supervision, and investing in digital infrastructure to support sustainable improvements in teacher performance. The findings contribute to the body of knowledge on educational management in Indonesia and offer actionable insights for policymakers, school leaders, and educators aiming to strengthen teacher effectiveness amidst ongoing educational reforms and digital transformation.

The Strengthening the Pancasila Learner Profile (P5) project is one of the government decisions No. 56/M/2022 related to implementing the Merdeka Curriculum. The P5 programme is structured with a project-based learning approach. SMP Negeri 10 Banjarbaru is one of the schools that actively supports implementing the P5 Programme. This research covers the evaluation of the P5 programme at SMP Negeri 10 Banjarbaru which takes the theme "Entrepreneurship" with the name "Market Day" and the creative dimension as a reference. Evaluation is needed to determine the success of programme implementation. The success of the P5 programme is not sufficiently measured only by the reflection stage but requires a systematic and comprehensive evaluation. This study aimed to determine the programme evaluation process and the success of P5 implementation based on the four aspects of the CIPP evaluation model (Context, Input, Process, Product). A qualitative descriptive approach was used in the research process. The results showed that the P5 programme at SMP Negeri 10 Banjarbaru had been implemented well and was successful overall, and could be continued. However, there are still obstacles such as the lack of participation of students. Therefore, it is suggested that the school provide an understanding of the importance of the P5 programme to students as well as cooperate in establishing communication with parents to support the implementation of the programme in the future. Keywords: Evaluation, Pancasila Students, CIPP Model.

The purpose of this community service is to improve the understanding and competence of teachers at MTs in Teluk Lake District  Jambi City in compiling HOTS questions based on the independent learning curriculum. The implementation method of this community service uses participatory training, with stages of providing a pretest on the HOTS concept, providing training materials and practice in compiling HOTS questions, providing a posttest, and providing an evaluation sheet for the implementation of the training. The data analysis technique uses descriptive statistical techniques using a percentage approach and graphics in presenting data. The partners of this community service are teachers at MTs Muhammadiyah Tajurhalang Bogor. The results of this community service show that MTs in Teluk Lake District  Jambi City teachers have a good conceptual understanding of HOTS questions and increased skills in compiling HOTS questions based on the Independent Learning curriculum, so that they can be practiced in every learning evaluation in the classroom.

This study investigates the role of transformational leadership of school principals in enhancing the instructional quality of teachers at SMP Negeri 5 Satap Bungoro, Pangkep Regency, Indonesia. The research addresses three main problems: (1) how the principal's transformational leadership contributes to improving teacher performance in the classroom, (2) what strategies or actions the principal undertakes to elevate instructional practices, and (3) what supporting and inhibiting factors influence the process. Using a qualitative approach, data were collected through interviews, observation, and documentation involving the school principal and five teachers. The data were analyzed through data reduction, data display, conclusion drawing, and triangulation techniques. The findings reveal that the principal's transformational leadership plays a critical role in instructional improvement, marked by five key practices: presenting an inspiring leadership vision, encouraging professional growth, providing support and empowerment to teachers, fostering a collaborative and inclusive school culture, and delivering constructive feedback and evaluation. The strategies employed include the integration of the Merdeka Curriculum, mentoring and coaching of teachers, and fostering pedagogical understanding. Supporting factors include well-organized school and classroom environments and cleanliness, while the primary obstacles consist of limited funding, inadequate facilities and infrastructure, and a lack of strong teacher collaboration. In conclusion, transformational leadership contributes significantly to teacher development and improved instructional quality, especially in schools facing resource limitations. The study emphasizes the need for proactive leadership to overcome structural barriers and support effective teaching and learning.

This study aims to describe the implementation of Merdeka Belajar Curriculum through Amantyajana art performance activities as project-based learning at Presidential High School. Using a qualitative descriptive approach, this study examines in depth the process of planning, implementing, and evaluating art activities developed collaboratively between teachers, students, and school parties. The results show that this art performance is not only a forum for students' artistic expression, but also a medium for character building, strengthening mutual cooperation values, and cross-subject integration in accordance with the Pancasila Student Profile. Amantyajana activities are designed thematically and contextually, involving students in all stages of production, from theme exploration, rehearsals, to public performances. Despite facing obstacles such as limited time, human resources, and infrastructure, this activity is still able to encourage meaningful, creative, and adaptive learning. Evaluation is conducted holistically through process assessment, performance, and student engagement in teamwork. The art performance proved to be a superior practice in actualizing the Merdeka Curriculum, which focuses on the meaningfulness of learning, active student participation, and cross-disciplinary collaboration.

Education is a crucial process in shaping character and developing students' potential holistically, including the religious aspect, which is essential to instill from an early age. This study is motivated by the importance of educational management in systematically implementing religious character formation, particularly at Raudhatul Athfal Pesantren Ilmu Quran (PIQ) Sangatta Utara. The purpose of this research is to identify students' religious character, the implementation of educational management, and the challenges faced in forming religious character at RA PIQ. This study uses a descriptive qualitative approach with data collection techniques including observation, interviews, and documentation. The informants in this study were the principal and teachers at RA PIQ. The data analysis technique used is the Miles and Huberman model, which includes data reduction, data display, and verification. The findings indicate that religious character formation is carried out systematically through collaboration between the school and parents, using learning approaches, routine practices, and extracurricular programs. The implementation of management is based on the theories of Mazmanian and Sebastier as well as Nawawi's concept, integrated with the Merdeka Curriculum and the Pancasila Student Profile Strengthening Project (P5). Despite challenges, active parental involvement and teacher diversity serve as key supporting factors.

Economics education plays a crucial role in building students' understanding of managing limited resources, both on an individual and societal scale. However, isolated approaches to economics education often make it difficult for students to connect economic concepts with real life. This study aims to evaluate the effectiveness of integrating economics education with other subjects, such as mathematics, geography, and history, to create relevant and meaningful learning experiences. This approach aligns with the principles of the Kurikulum Merdeka, which emphasizes student-centered and life-relevant learning. This research employs the literature review method, involving the collection, analysis, and synthesis of information from various relevant sources, including books, journals, and scholarly articles. The findings indicate that integrating economics education can enhance students' conceptual understanding, analytical skills, and learning motivation. Moreover, this approach encourages students to recognize interdisciplinary connections, resulting in holistic comprehension. However, the implementation of such integration faces several challenges, including teacher readiness, time constraints, and limited supporting learning resources. Therefore, this study recommends the development of a more flexible curriculum, teacher training, and the creation of relevant teaching materials. The results are expected to provide insights for the development of innovative and holistic teaching methods in secondary education.

Mentoring and strengthening the Pancasila Student Profile Project (P5) in the Independent Curriculum is a strategic step to form a generation with character in accordance with Pancasila values. Mentoring is carried out through training, monitoring, and evaluation involving educators, students, and madrasa stakeholders. The results show a significant increase in teachers' understanding and ability in designing and implementing P5. In addition, students showed positive developments in aspects of independence, social responsibility, and critical thinking skills in accordance with the Pancasila student profile. This study recommends continued support to make P5 an integral part of the madrasah learning culture in order to realize national education goals. This collaborative approach is expected to strengthen the achievement of national education goals in the Independent Curriculum, especially in the area of religious-based education.