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This study was motivated by the importance of using digital technology-based learning media in Catholic Religious Education learning to improve students’ learning achievement. The development of digital technology requires teachers to use interesting and interactive learning media that are suitable for students’ needs. This study aimed to determine the use of digital technology-based learning media in Catholic religious education learning and its impact on students’ learning achievement at SMPK Swadaya Tuakepa. This study used a qualitative method with a descriptive approach. The research subjects consisted of the principal, the Catholic religious education teacher, and five students. Data were collected through interviews, observations, and documentation. The data were analyzed through data reduction, data presentation, and conclusion drawing. The results showed that digital technology-based learning media such as PowerPoint, learning videos, Canva, Kahoot, and Quizizz had been utilized well in the learning process. The use of digital media helped teachers explain learning materials more clearly and attractively so that students became more active, focused, and motivated in learning. In addition, the use of digital media also improved students’ intellectual abilities, cognitive strategies, attitudes, and skills. Therefore, digital technology-based learning media can improve the quality of Catholic religious education learning and students’ learning achievement at SMPK Swadaya Tuakepa.

Background:The digital transformation in education requires teachers to possess adequate competencies in utilizing technology to support innovative, interactive, and student-centered learning. However, the integration of digital platforms into classroom practices remains limited due to teachers’ varying levels of digital competence and experience. This community service program aimed to improve teachers’ competencies in utilizing digital platforms to support innovative learning implementation at SMAN 8 Banda Aceh. Methods:The program employed a participatory approach consisting of needs assessment, workshops, hands-on practice, mentoring, evaluation, and reflection activities. A total of 40 teachers from various subject areas participated in the program. The training materials included the use of Canva for developing digital learning media, Quizizz for gamified assessments, Google Workspace for collaborative learning, and Artificial Intelligence (AI) technologies to assist in instructional material development and creative learning activities. Program evaluation was conducted through participant observation, assessment of digital learning products, satisfaction questionnaires, and reflective discussions. Results: The results showed that participants successfully produced 18 interactive presentations using Canva, 10 digital modules, 8 Quizizz-based quizzes, and 4 evaluation instruments using Google Forms. Furthermore, teachers demonstrated improved competencies in designing digital learning media, developing technology-based assessments, integrating digital platforms into instructional practices, and utilizing AI as a learning support tool. The high level of participation and enthusiasm among participants indicated the effectiveness of the program in strengthening teachers’ digital literacy and technological competencies. Conclusion: In conclusion, the community service program successfully enhanced teachers’ competencies in utilizing digital platforms to support innovative learning in schools.

Kesehatan mental mahasiswa merupakan aspek penting yang dapat memengaruhi prestasi akademik dan kualitas hidup secara keseluruhan. Tingginya tekanan akademis yang dialami mahasiswa berpotensi menambah tingkat stres serta berbagai masalah kesehatan mental. Oleh karena itu, sangat penting untuk melaksanakan upaya pencegahan dan promosi melalui pendidikan mengenai kesehatan. Penelitian ini bertujuan untuk menilai efek pendidikan kesehatan mental dalam meningkatkan pemahaman mahasiswa di Universitas Halu Oleo, Kendari, tentang kesehatan mental dan stres yang berkaitan dengan akademik. Metodologi yang digunakan dalam penelitian ini adalah desain pre-eksperimental yang melibatkan pendekatan pre-test dan post-test dalam satu kelompok dengan partisipasi sebanyak 76 mahasiswa. Data dikumpulkan dengan menggunakan kuesioner melalui aplikasi Quizizz, baik sebelum maupun setelah sesi edukasi kesehatan mental yang dilakukan secara online melalui Zoom Meeting, dengan dukungan materi dari PowerPoint dan diskusi interaktif. Hasil penelitian menunjukkan adanya peningkatan rata-rata skor pengetahuan, dari 6,83 pada pre-test menjadi 8,71 pada post-test. Analisis menggunakan uji t berpasangan mengindikasikan bahwa terdapat perbedaan signifikan antara skor yang diperoleh sebelum dan sesudah intervensi (p<0,05). Hasil penelitian ini mengindikasikan bahwa pembelajaran kesehatan mental melalui platform daring efektif dalam meningkatkan pemahaman mahasiswa tentang kesehatan mental serta tekanan akademik. Pembelajaran kesehatan mental bisa berfungsi sebagai salah satu pendekatan pendorong dan pencegahan yang mendukung pengembangan literasi kesehatan mental di kalangan mahasiswa, dan dapat diperluas sebagai program yang berkelanjutan dalam konteks perguruan tinggi.

This study aimed to improve students’ learning motivation and Indonesian language learning outcomes in Class IVA of SD Negeri Kradenan through the use of Quizizz as a learning medium. The research employed both qualitative and quantitative approaches using a Classroom Action Research (CAR) design developed by Suharsimi Arikunto. The participants consisted of Class IVA students and the Indonesian language teacher at SD Negeri Kradenan. The study was conducted in two cycles, each consisting of planning, action implementation, observation, and reflection stages. Data were collected through interviews, observations, documentation, and achievement tests. The research instruments included interview guidelines, observation sheets, and learning outcome tests. The results indicated a significant improvement in students’ learning motivation across several indicators, including enthusiasm for learning, willingness to listen to the teacher’s explanations, confidence in answering questions, and willingness to complete practice exercises. The average achievement of all learning motivation indicators reached 88% by the end of the second cycle. Furthermore, students’ learning outcomes also improved substantially. Learning mastery increased from 37.5% in the pre-cycle stage to 58.3% in Cycle I and reached 83.3% in Cycle II. These findings demonstrate that the use of Quizizz in Indonesian language learning effectively enhances students’ learning motivation, which subsequently contributes to improved learning outcomes.

This study aims to describe the implementation of innovative learning strategies through the Game-Based Learning (GBL) model to enhance the active participation of tenth-grade students in Islamic Religious Education (PAI) at MA Hasyimiyah. The research is motivated by the prevalence of conventional teacher-centered learning, which results in low student engagement and enthusiasm. Employing a descriptive qualitative approach with a case study design, the research subjects included tenth-grade students at MA Hasyimiyah and Field Experience Practice (PPL) students as key informants who conducted the lessons directly. Data collection techniques included classroom observations, semi-structured interviews with PPL students, and documentation gathered during a one-month PPL period. The results indicate that the application of the GBL model utilizing digital media such as Quizizz, Wordwall, Zep Quiz, and Spinner, as well as manual media like question-and-answer cards, significantly increased learning motivation, classroom interaction, and active participation. This improvement was evidenced by students' increased confidence in expressing opinions and intensive involvement in group discussions. Although challenges such as limited infrastructure, unstable internet connections, and restricted student device access were identified, these obstacles were effectively overcome through adaptive strategies by PPL students, who modified digital games into manual formats. This study confirms that innovative and adaptive learning strategies play a crucial role in enhancing student participation levels, particularly within the context of schools with limited facilities.

This study was motivated by the low levels of student motivation and cognitive learning outcomes in the Islamic Education (PAI) subject at SMK Pasundan 1 and SMK Bunga Persada Cianjur. The phenomenon was identified through preliminary observations showing that 45% of students scored below the Minimum Mastery Criteria (KKM) and demonstrated low engagement during the learning process. The school’s efforts to improve student motivation and learning outcomes have not been optimal, as teaching methods and media are still largely limited to conventional approaches. Therefore, innovation in learning through the use of technology-based interactive multimedia such as Google Classroom, YouTube, and Quizizz is needed to create more engaging and effective learning experiences. The objectives of this study were to identify: (1) the implementation of Google Classroom, YouTube, and Quizizz multimedia in PAI learning; (2) students’ learning motivation; (3) students’ cognitive learning outcomes; (4) the influence of multimedia implementation on students’ learning motivation; (5) the influence of multimedia implementation on students’ cognitive learning outcomes; and (6-8) the qualitative findings that expand and deepen the quantitative results regarding multimedia implementation, learning motivation, and cognitive learning outcomes at SMK Pasundan 1 and SMK Bunga Persada Cianjur. This research employed a Mixed Methods approach using a sequential explanatory design, combining quantitative and qualitative methods in sequence. Data were collected through questionnaires, interviews, observations, and document analysis.

This research is motivated by the use of conventional learning models that still dominate Indonesian language learning at the high school level, causing learning to become monotonous and less actively involving students. This study aims to determine the effectiveness of implementing the Quizizz-based Game Based Learning (GBL) model in improving learning outcomes, motivation, and participation of grade XII Social Science students at SMA BIMA Ambulu. The research method used is quantitative experimental with a one-group design (one-group pretest-posttest design). Research subjects consisted of 70 students divided into two classes, namely XII IPS 2 and XII IPS 5, with 35 students each. Data were collected through tests (pretest and posttest), learning motivation questionnaires using a 5-level Likert scale, student activity observation sheets, and documentation of learning activities. Research instruments have been tested for validity using Pearson Product Moment correlation and reliability using Cronbach's Alpha. Data analysis included validity tests, reliability tests, normality tests, and hypothesis testing using Independent Sample t-Test. The research results show that all test items are declared valid (r calculated > r table 0.334) and the instrument is reliable with a Cronbach's Alpha value of 0.812. The average N-Gain for class XII IPS 2 is 0.668 and class XII IPS 5 is 0.679, both in the medium-high category indicating the effectiveness of the GBL model. The t-test results show no significant difference between the two classes (mean difference 0.011), indicating consistency in the effectiveness of the GBL model in both groups. This study concludes that the Quizizz-based Game Based Learning model is proven effective in improving Indonesian language learning outcomes for grade XII Social Science students at SMA BIMA Ambulu. The implementation of GBL creates more interactive, enjoyable, healthy competitive learning, and is able to increase motivation and active student participation in learning.

This study aims to describe the implementation of digital-based learning evaluation in elementary schools, including the types of media, methods of implementation, advantages, obstacles, and its relevance to evaluation theory. The research method used a descriptive qualitative approach with non-participant observation, semi-structured interviews, and documentation at five elementary schools in Jakarta and Bandung, namely Narada School, Bakti Mulya 400, Cendekia Leadership School, Binekas, and Bandung Alliance Intercultural School. The results showed variations in the implementation of digital evaluation, ranging from project-based authentic assessment and teacher observation to integrated digital systems using LMS, Google Classroom, Quizizz, and Kahoot. Digital evaluation was found to improve efficiency, motivation, student engagement, transparency, and documentation of learning outcomes. The challenges faced included technological readiness, digital literacy, technical glitches, student distractions, and the risk of cheating. These findings are in line with the theories of authentic assessment, constructivism, and formative and summative evaluation. The research conclusion emphasizes the importance of developing teachers' digital competencies, strengthening school technology infrastructure, and adjusting evaluation methods to be able to optimally assess students' cognitive, affective, and psychomotor aspects, thereby supporting the improvement of learning quality in elementary schools.

This study aims to describe and compare the implementation of digital platform-based learning assessments at two elementary schools, namely Temasek Independent School Bandung and Binekas Elementary School Bandung. Advances in information and communication technology have encouraged educational institutions to adopt digital assessment systems to improve efficiency, objectivity, and student participation. This study uses a qualitative descriptive approach through field observation. Data was collected through direct observation of learning activities, presentations from the school, interviews with educators, and documentation. The findings show that both schools have utilized various digital assessment media, such as Learning Management System (LMS), Google Form, Quizizz, Canva, and digital reporting systems. Temasek Independent School emphasizes the use of interactive assessment platforms that support learner-centered learning, while Binekas Bandung Elementary School focuses on systematic monitoring of learning achievements through LMS and digital reporting. Digital platform assessments offer advantages in terms of efficiency, transparency, flexibility, and increased learner motivation, however, there are still obstacles in the form of limited internet access and disparities in digital literacy levels. Overall, the implementation of digital assessment in both schools supports effective learning assessment that is relevant to the demands of 21st-century education.

Rapid progress in information and communication technology has significantly influenced education, particularly in the assessment of student learning. This research aims to explore the use of digital assessment methods at SD Binekas Bandung and their role in improving educational standards. A qualitative descriptive methodology was utilized, which involved direct observation, interviews with the school’s administrators and teachers, and the collection of relevant documentation. The study was conducted on October 21, 2025. The findings indicate that SD Binekas has effectively integrated digital assessment instruments such as Google Forms, Quizizz, Wordwall, and smart boards. Teachers actively utilize these tools for both formative and summative assessments. Students showed a favorable response, reflecting heightened motivation and involvement. The identified advantages include more streamlined assessment processes, instant feedback, the ability to conduct statistical analyses, and enhanced digital skills among learners. However, several challenges remain, including dependence on internet connectivity, varying degrees of digital literacy among users, and obstacles in evaluating psychomotor skills. The implementation of digital assessments at SD Binekas has successfully improved the quality of teaching and learning through more efficient, engaging, and transparent assessment strategies.

This study aims to analyze and optimize the use of Chromebook devices as a medium for formative and summative assessment, especially with the help of the Quizizz gamification platform, for sixth-grade students of Kemawi State Elementary School. The study population was 69 sixth-grade students from three academic years, namely 2023/2024, 2024/2025, and 2025/2026. The research method used was a quasi-experimental design with a One-Group Pretest-Posttest Design. Data were collected through questionnaires in the form of student and teacher responses, interviews with students, teachers, and principals, as well as pre-test and post-test learning outcome tests. The results showed a significant increase in student learning outcomes after the implementation of Chromebook and Quizizz-based assessments, as indicated by an increase in the average post-test score higher than the pre-test. Student assessment using Chromebooks with the aid of Quizizz was also effective, as evidenced by the results of the t-test, which yielded a mean difference of 34.24 and a mean difference of 1.668, indicating a significant difference between pretest and posttest learning outcomes. The optimal use of Chromebooks for sixth-grade student assessment using Quizizz was demonstrated by the average pretest and posttest scores obtained using the N-Gain test of 0.80, a high criterion. Furthermore, questionnaires and interviews confirmed that the use of this technology combination increased learning motivation, active participation, and the effectiveness of the assessment process. Optimization efforts included ongoing digital literacy training for teachers and adapting Quizizz content to suit the school's characteristics and curriculum. This study concluded that Chromebooks and Quizizz are effective and worthy of optimization as innovative assessment tools at the elementary school level.

The purpose of this study was to evaluate the application of the Deep Learning approach in teaching mathematics in the first grade of addition and subtraction of numbers 1 to 20 in a story problem through the concrete media Si PONPEL and the educational game Quizizz Paper Mode. This technology-based learning is intended to make learning more interactive and enjoyable, but does not require personal digital devices. Qualitative and quantitative data were collected through a mixed-method research design to measure student understanding the result show that the Si PONPEL and Quizizz Paper Mode methods successfully improved students’ understanding of basic mathematical concepts, with an average increase in student scores of 38.33%. In addition, findings from interviews conducted with teachers and students showed that the Si PONPEL concrete media and this technology made students more engaged and motivated to learn. It is hoped that this research will make a significant contribution to creating more inclusive and interactive mathematics kearning in elementary schools.

This study examines how the use of Quizizz as a digital learning media has great potential to enhance the learning interest of senior high school students. Quizizz provides an interactive learning experience through game-based quizzes that are engaging, easy to use, and accessible online. Features such as appealing visual design, point systems, gamification elements, and instant feedback help students become more active and motivated during the learning process. The purpose of this study is to analyze the effectiveness of using Quizizz in increasing students’ learning interest across various subjects at the senior high school level. The research methods include observation, the implementation of interactive quizzes, and the distribution of learning-interest questionnaires administered before and after using the media. The results indicate that Quizizz creates a more enjoyable, competitive, and participatory learning atmosphere, contributing significantly to the improvement of students’ learning interest. Therefore, Quizizz can be considered an effective digital learning alternative to support the teaching and learning process in senior high schools.

The educational transformation driven by Industry 4.0 and Society 5.0 requires teachers’ digital pedagogical competence. Preliminary observations at SMP Negeri 2 Galesong Selatan, Takalar Regency, South Sulawesi, Indonesia, revealed a skills gap: conventional practices dominate while digital platforms remain underutilized. This community engagement program sought to bridge the gap through intensive training on Canva for visual learning media and Quizizz for gamified assessment. Conducted in August 2025 with 10 teachers across subjects, the program employed a participatory, four-stage procedure: preparation; socialization and pretest; training and coaching; and evaluation and posttest. Data were collected via observation, questionnaires, and knowledge tests, and analyzed descriptively and comparatively. Results indicate a marked improvement in teachers’ digital competence: the average score increased from 45 (pretest) to 85 (posttest), an 88.9% gain. By indicator, improvements reached 112.5% for understanding Canva features, 95.5% for digital learning media creation, and 64% for using Quizizz. Qualitatively, teachers produced engaging posters/infographics and slide presentations and designed interactive quizzes with instant feedback, fostering more varied and participatory classroom dynamics. The training effectively enhanced teachers’ digital literacy and confidence and supported a role shift from content deliverers to creative facilitators within student-centered learning. Replication and sustained coaching are recommended to consolidate a school-wide digital learning ecosystem.  

This community service activity aims to provide insight and training to teachers and lecturers who are members of the Multimedia and Information Technology Professional Association (PPMULTINDO) regarding the use of the Quizizz application as a learning evaluation medium. The background of this activity is that there is a challenge for educators to continue to innovate in the digital era, but there are still obstacles in the form of a lack of introduction and insight into Quizizz, as well as the assumption that the development of technology-based evaluation media is complicated. This training was carried out online through the Zoom application with tutorial, guidance, and consultation methods. The results achieved are that the trainees gain basic understanding and skills in using Quizizz to support a more effective and interactive learning process. This activity is expected to motivate teachers and lecturers to develop technology-based evaluation media and contribute to the advancement of education in the future.

This study aims to examine the impact of using the Quizizz application on students’ learning interest in the Information Technology subject at SMK Negeri 3 Salatiga. The research employed a quantitative approach with a quasi-experimental design, involving an experimental class that utilized Quizizz as a learning medium and a control class that used conventional teaching methods. Data on students’ learning interest were collected through questionnaires and analyzed using the Independent Sample T-Test to determine significant differences between the two groups. The findings revealed that students in the experimental class who learned through Quizizz achieved a mean score of 68.96, while those in the control class obtained a mean score of 57.30. The statistical analysis indicated a significant difference between the two groups, suggesting that the use of Quizizz had a positive and measurable effect on enhancing students’ learning interest. The interactive features of Quizizz, such as real-time feedback, gamification elements, and visual engagement, likely contributed to students’ higher motivation and active participation during the learning process. Based on these results, it can be concluded that Quizizz serves as an effective and engaging digital tool to increase students’ enthusiasm for learning Information Technology. It is therefore recommended that educators integrate Quizizz into classroom activities as a complementary interactive learning medium. Future research is encouraged to investigate the application of other digital platforms or compare the effectiveness of different gamified learning tools across various subjects and educational levels.

This study aims to analyze the application of SSPBLS (Socio-Scientific Problem based Learning with Spiritual Value) on digestive system materials at SMA Muhammadiyah 1 Sragen for the academic year 2024/2025 and to find out whether this model can improve student learning outcomes. The type of research used is quantitative with experimental design. Data collection was carried out through learning outcome tests, observations, and interviews. Based on the results of the t-test, a significance value (sig.) of 0.22 was obtained, which was more than 0.05, which showed that there was no significant difference between the experimental group using the SSPBLS model and the control group using conventional learning methods. The results of this study show that the application of the SSPBLS model to the digestive system material in terms of final average scores can improve student learning outcomes. These results show that SSPBLS has the potential to improve student understanding through a problem-based approach that connects scientific phenomena with social issues, and its application in the field has met expectations. This research contributes to enriching contextual learning approaches through the application of the SSPBLS model which is proven to improve student learning outcomes by integrating social issues, critical thinking skills, and character values and provides alternative effective learning strategies to improve learning outcomes, with an emphasis on students' active involvement in solving problems based on social issues.

The integration of digital technology in primary education holds transformative potential for enhancing student engagement, comprehension, and autonomy. This study investigates the implementation of digital learning tools at SD Kanisius Wonogiri, a rural Indonesian elementary school, using a qualitative case study approach. Data were collected through participatory classroom observations, semi-structured interviews with teachers and students, and document analysis, and analyzed thematically. Findings reveal that gamified platforms and interactive digital content significantly improve students’ understanding of abstract concepts and foster active learning. Teachers reported increased student motivation and participation when using tools such as Quizizz and Kahoot!, while students expressed enthusiasm for the interactive nature of lessons. The research also identified critical barriers, including unreliable internet access, limited device availability, and insufficient teacher training factors that hinder the optimal use of educational technology. The study underscores the importance of aligning digital integration with pedagogical frameworks like constructivism and connectivism, as well as the need for systemic support through infrastructure investment and continuous professional development. It concludes that while technology alone cannot transform education, it can serve as a powerful enabler of pedagogical innovation when supported by a sustainable, collaborative ecosystem

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 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.