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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.

English literacy at early childhood is a crucial foundation for language development, cognitive growth, and academic readiness. TK Desa Bagi 01, despite its high academic achievements, faces several challenges in teaching English, including a busy daily schedule, limited learning time, and restricted access to interactive learning media. This community service program was designed to address these challenges by introducing English literacy to young learners in a creative and engaging manner while simultaneously enhancing teachers’ skills in employing interactive and contextually relevant teaching media. The program employed several methods: observation of current teaching practices, planning and development of creative learning media such as flashcards, posters, storybooks, and puppets, implementation of learning activities through play-based approaches, and evaluation of student and teacher outcomes. The results indicate a significant increase in student enthusiasm, active participation, and comprehension of basic English vocabulary. Teachers also demonstrated improved creativity and confidence in using various teaching media to support literacy learning. This program shows that English literacy can be effectively fostered in early childhood using simple, locally relevant, and sustainable media. Furthermore, it highlights the importance of teacher development in enhancing the quality of English learning in rural school contexts. Overall, the initiative provides a practical model for integrating interactive English literacy education in early childhood settings with long-term potential for rural education improvement.

This community service program is designed to enhance the competence of English teachers at SMP N 33 Purworejo in utilizing Artificial Intelligence (AI)-based learning media, particularly deep learning technology. In the digital era, many teachers still face limitations in integrating intelligent technology into classroom activities, which affects the effectiveness of learning. The program was carried out in four stages: the provision of basic materials on AI and deep learning, technical training on the use of AI applications, practical development of learning media, and mentoring combined with evaluation. The results of this activity show an increase in teachers’ understanding and skills in operating AI tools, with each participant producing at least one AI-based learning media product. Through workshops, teachers learned to use applications such as chatbots, speech-to-text, text-to-speech, and AI-assisted language tools to enrich students’ learning experiences. In addition, teachers were guided to design contextual media tailored to curriculum goals and student needs. Mentoring ensured that the products created were tested, improved, and ready to be applied in the classroom. The novelty of this activity lies in its focus on practical implementation of deep learning in junior high school English teaching, positioning teachers not only as users but also as creators of innovative media. Beyond technical competence, this program fosters collaboration among teachers to sustain innovation. In the long term, the outcomes are expected to improve students’ engagement, motivation, and communication skills, and contribute to the establishment of a digital learning ecosystem that supports interactive, effective, and future-oriented education.

This community service program is designed to enhance the competence of English teachers at SMP N 33 Purworejo in utilizing Artificial Intelligence (AI)-based learning media, particularly deep learning technology. In the digital era, many teachers still face limitations in integrating intelligent technology into classroom activities, which affects the effectiveness of learning. The program was carried out in four stages: the provision of basic materials on AI and deep learning, technical training on the use of AI applications, practical development of learning media, and mentoring combined with evaluation. The results of this activity show an increase in teachers’ understanding and skills in operating AI tools, with each participant producing at least one AI-based learning media product. Through workshops, teachers learned to use applications such as chatbots, speech-to-text, text-to-speech, and AI-assisted language tools to enrich students’ learning experiences. In addition, teachers were guided to design contextual media tailored to curriculum goals and student needs. Mentoring ensured that the products created were tested, improved, and ready to be applied in the classroom. The novelty of this activity lies in its focus on practical implementation of deep learning in junior high school English teaching, positioning teachers not only as users but also as creators of innovative media. Beyond technical competence, this program fosters collaboration among teachers to sustain innovation. In the long term, the outcomes are expected to improve students’ engagement, motivation, and communication skills, and contribute to the establishment of a digital learning ecosystem that supports interactive, effective, and future-oriented education.

A mentoring activity on the use of the interactive media ZEP Quiz was conducted at SDN Palrejo with the primary goal of improving teachers' skills in utilizing gamification-based learning technology. The background to this activity stems from the fact that most teachers at the school are not yet familiar with or use ZEP Quiz, despite the availability of adequate digital facilities. This minimal use of technology leads to a monotonous learning process and does not facilitate active student engagement. However, in today's digital era, the implementation of innovative learning media is crucial for improving the quality of education. The methods used in this activity included initial observations, interviews with teachers, direct mentoring, and practical use of ZEP Quiz with students in class. The mentoring was designed in the form of structured training that included an introduction to the features, the creation of questions based on Bloom's Taxonomy, and strategies for integrating ZEP Quiz into learning scenarios. The results of the activity showed a significant increase in teachers' knowledge and skills. Teachers were able to operate ZEP Quiz independently, develop questions according to cognitive level, and apply them to the teaching and learning process. The implementation in the classroom received a positive response from students, characterized by high enthusiasm, active participation, and a fun, competitive atmosphere. These findings support previous research on the effectiveness of gamification in improving student motivation, engagement, and learning outcomes. In conclusion, mentoring the use of ZEP Quiz has proven effective in strengthening teacher competency while creating interactive learning that motivates students. Going forward, innovative and sustainable efforts are needed, including varying question content, developing gamification strategies, and integrating with other digital platforms, to avoid declining motivation due to the novelty effect and ensure the sustainability of technology-based learning in schools.

A mentoring activity on the use of the interactive media ZEP Quiz was conducted at SDN Palrejo with the primary goal of improving teachers' skills in utilizing gamification-based learning technology. The background to this activity stems from the fact that most teachers at the school are not yet familiar with or use ZEP Quiz, despite the availability of adequate digital facilities. This minimal use of technology leads to a monotonous learning process and does not facilitate active student engagement. However, in today's digital era, the implementation of innovative learning media is crucial for improving the quality of education. The methods used in this activity included initial observations, interviews with teachers, direct mentoring, and practical use of ZEP Quiz with students in class. The mentoring was designed in the form of structured training that included an introduction to the features, the creation of questions based on Bloom's Taxonomy, and strategies for integrating ZEP Quiz into learning scenarios. The results of the activity showed a significant increase in teachers' knowledge and skills. Teachers were able to operate ZEP Quiz independently, develop questions according to cognitive level, and apply them to the teaching and learning process. The implementation in the classroom received a positive response from students, characterized by high enthusiasm, active participation, and a fun, competitive atmosphere. These findings support previous research on the effectiveness of gamification in improving student motivation, engagement, and learning outcomes. In conclusion, mentoring the use of ZEP Quiz has proven effective in strengthening teacher competency while creating interactive learning that motivates students. Going forward, innovative and sustainable efforts are needed, including varying question content, developing gamification strategies, and integrating with other digital platforms, to avoid declining motivation due to the novelty effect and ensure the sustainability of technology-based learning in schools.

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

This study aims to explore the implementation of expository teaching strategies in enhancing students' communication competencies in the digital era. Using a qualitative research method with a library research approach, this study analyzes various literatures related to expository teaching, communication competencies, and the use of digital technology in education. The findings reveal that expository teaching supported by digital technology can enrich the learning experience by increasing interactivity, accessibility, and understanding of the material. However, challenges such as the digital divide, digital distractions, and the need for adequate digital literacy skills were also identified. In conclusion, while the implementation of expository teaching based on technology offers numerous benefits, proper management and adequate training support for both teachers and students are crucial to maximize learning outcomes.

Abstract, In recent years, there have been challenges faced by MTs Al Abraar in an effort to improve student learning outcomes, especially in creating creative and innovative learning. The partners involved in this program are teachers at the Al-Abraar Tandem Hilir Private Middle School, Hamparan Perak District, where the main problem experienced by partners is the lack of knowledge in using IT in creating creative teaching materials. Therefore, the solution offered is to provide training in creating creative teaching materials to improve teachers' knowledge and skills in creating, using and optimizing the use of Canva. The location for implementing this program has been discussed with partners, namely at the Al Abraar Tandem Hilir Private Middle School located at Jln. Listrik Emplasmen Tandam Hilir I, Hamparan Perak District, Deli Serdang Regency, North Sumatra. This program consists of stages of preparation, implementation, monitoring, and evaluation. In implementing this service, the team implemented the in-house training method. In the implementation of the training, the community service team provided tutorial materials on the use of Canva which would be carried out for 2 meetings (2 meetings per material) and carried out alternately with a duration of 120 minutes each. Training activities on this were carried out on August 8-9, 2024 offline with lecture methods, direct training, discussions and questions and answers. The results of this activity can be seen that the participants of the activity can recognize and can create creative teaching material designs using Canva and its supporting features and are used in teaching. The sustainability of this program can be measured by the existence of teaching materials made using Canva.

Learning motivation plays a significant role for students. This motivation increases students’ interest in completing learning activities. When students are motivated by their environment and themselves, their learning outcomes also improve. The methods used in community service activities (PKM) are influenced by various factors, such as monotonous teaching methods, lack of teacher support, and the influence of technology. PKM uses interactive lecture methods that utilize media, discussions, and Q&A sessions to increase students’ learning motivation. This highlights the importance of motivation to support oneself in achieving goals and becoming a better individual. This community service aims to increase the learning motivation of students at SMKN 6 Serang cities, as motivation is one of the factors that influence students’ success. When someone is motivated to learn, they will achieve the desired learning outcomes. Motivation acts as a driving force to achieve good results. People engage in activities because they have motives. High learning motivation will yield optimal results. This activity aims to prepare students as participants who, based on their respective skills, can face challenges in starting their careers.

Learning motivation plays a significant role for students. This motivation increases students’ interest in completing learning activities. When students are motivated by their environment and themselves, their learning outcomes also improve. The methods used in community service activities (PKM) are influenced by various factors, such as monotonous teaching methods, lack of teacher support, and the influence of technology. PKM uses interactive lecture methods that utilize media, discussions, and Q&A sessions to increase students’ learning motivation. This highlights the importance of motivation to support oneself in achieving goals and becoming a better individual. This community service aims to increase the learning motivation of students at SMKN 6 Serang cities, as motivation is one of the factors that influence students’ success. When someone is motivated to learn, they will achieve the desired learning outcomes. Motivation acts as a driving force to achieve good results. People engage in activities because they have motives. High learning motivation will yield optimal results. This activity aims to prepare students as participants who, based on their respective skills, can face challenges in starting their careers.

The MBKM internship program for IAIN Palangka Raya students at MIS Fathul Iman aims to enhance the educational experience and practical teaching skills. This qualitative descriptive study investigates teachers' responses about the internship's impact over four months. Through interviews, the research reveals that teachers perceive the program as beneficial for fostering collaboration, improving student engagement, and enhancing teaching methodologies. Teachers noted that the presence of interns helped alleviate their workload and introduced fresh perspectives in the classroom. Additionally, the program facilitated professional development for both interns and educators, creating a mutually beneficial learning environment. The findings suggest that the MBKM internship program is a valuable initiative that not only contributes to the personal growth of students but also strengthens the educational community. This study underscores the importance of practical training in teacher education and its positive influence on teaching effectiveness and student outcomes.

Teacher professional development in the digital era is a complex challenge influenced by various interrelated factors. This study aims to analyze the main factors that influence the development of teachers' professional competencies in a digital context. Digital technologies, including internet access, hardware, software, and online learning platforms, are key elements in improving teachers' competencies. Training and professional development that emphasizes the use of technology in learning is essential to prepare teachers for these changes. Support from school leadership and government through policies, programs and incentives also play an important role in supporting teachers to develop digital skills. Adaptive and flexible curricula enable the integration of technology in teaching, while collaboration between schools, teachers, parents and communities creates a supportive environment for teachers' professional development. Teachers' intrinsic motivation to continuously learn and adapt to changes in technology and pedagogy is influential. With good management of these factors, the quality of teaching and student learning outcomes can improve, as well as advance the teaching profession in the digital era.    

Teacher competency assessment plays a crucial role in providing valuable insights into the expected outcomes of the teaching profession. By employing such assessments, miscommunication regarding the desired quality of a teacher’s work can be minimised while enhancing teacher productivity through constructive feedback for those who excel. Furthermore, the implementation of teacher competency assessments aims to acquire valid, up-to-date, and authentic evidence, specifically in areas related to the learning process and a teacher’s proficiency in pedagogy, social skills, personality traits, and professional attributes. This research explores the significance of the correlation between the teaching-learning process and teacher competence assessment. The author adopts a literature-based approach to comprehensively review the relationship between these two components to accomplish this. This approach enables a comprehensive understanding of how learning and the assessment of teacher competence are interconnected. The gathered data will subsequently undergo analysis using a content analysis method, which seeks to identify recurring themes and patterns within the existing literature related to the relationship between the teaching-learning process and teacher competence assessment.

Critical competence plays an important role in students' ability to solve a problem that occurs. Through PBL, students are trained to develop ideas, or ideas that can facilitate them in problem solving and learning activities at school. By using the Problem-Based Learning paradigm to achieve learning objectives in elementary schools, students' critical competencies are developed. This form of learning looks at the relationship between critical thinking and student learning outcomes by using a qualitative approach with literature study as a source of in-depth analysis. A suitable approach to help students build critical thinking skills is a problem-based learning strategy. Students are encouraged to actively participate in solving problems that arise when using the Problem-Based Learning paradigm, according to the learning outcomes. By using this problem-based learning approach, students are encouraged to investigate a problem in more detail and from a broader perspective. Students can come up with original ideas in this situation or ideas for problem solving. By developing students' critical thinking skills and highlighting the important role that teachers play in fostering an enjoyable learning environment and acting as facilitators in the teaching and learning process, the Problem Based Learning model has been proven to improve the quality of teaching and student learning outcomes in educational settings.

This research explores the utilization of virtual reality (VR) in educational settings and examines current trends, future directions, benefits, and challenges associated with its implementation. The purpose of this library research is to provide an overview of the existing literature on VR and educational research, highlighting the potential of VR technology to enhance traditional teaching methods and improve student engagement, motivation, and learning outcomes. The method used for this research is a comprehensive review and analysis of relevant scholarly articles, books, and reports from academic databases and libraries. The results indicate that VR has been utilized in educational research to create immersive and interactive learning experiences, personalize instruction, bridge the gap between abstract concepts and concrete understanding, and foster critical thinking and problem-solving skills. VR also presents challenges such as cost, accessibility, curriculum integration, teacher training, technical limitations, health and safety concerns, privacy, and ethics. However, the research concludes that with careful planning, adequate resources, and proper support, VR has the potential to revolutionize education and prepare students for a technologically advanced future. Further research and innovation in areas such as immersion, AI integration, collaboration, assessment, accessibility, and ethics are recommended to fully leverage the benefits of VR in educational settings.