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The rapid development of information technology encourages the use of digital media as an educational tool in the health sector, particularly for pregnant women. One of the problems faced by Klinik Bidan Rima Pondok Meja is the limited use of conventional educational media, such as books and posters, which are considered less attractive and difficult to understand. This study aims to design and develop an Android-based Augmented Reality (AR) application as an educational medium for nutrition and fetal development for pregnant women. The application presents three-dimensional (3D) visualizations of fetal development from week to week, along with information on nutritional needs during pregnancy. The system development method used in this research is the Prototype model, while the Augmented Reality technology applies marker-based tracking. The development tools used include Unity, and Blender 3D. The result of this study is an Android-based AR application prototype that provides interactive and easily understandable information about fetal development and maternal nutrition. This application is expected to increase learning interest and understanding of pregnant women in maintaining a healthy pregnancy at Klinik Bidan Rima Pondok Meja.

In today's digital era, the dance learning process is no longer limited to conventional studios. Various technologies, ranging from instructional videos and interactive media to virtual reality, are increasingly being utilized in dance education. Through a systematic literature review (SLR), this study examines the effectiveness of various dance learning tools based on empirical findings and development studies. This study compiles, compares, and summarizes research findings on the use of various media (such as video, VR, interactive PowerPoint, and augmented reality) and their impact on several aspects, including material comprehension, movement skills, aesthetic appreciation, and student engagement. The analysis shows that digital technology can improve dance learning outcomes across the cognitive, psychomotor, and motivational domains. However, challenges such as limited technological facilities and the need for teacher training still need to be addressed. This study also provides recommendations for educators and dance learning developers to integrate technology in harmony with appropriate pedagogical approaches.

The educational activity on the implementation of Clean and Healthy Living Behavior (PHBS) with a focus on the practice of washing hands and brushing teeth at SDN 07 Jati Mulya, Kerinci Kanan District, Siak Regency, aims to improve students' knowledge and skills in maintaining personal hygiene from an early age. This program was carried out for two days by applying educational, participatory, and demonstrative methods involving all students from grade I to grade VI. The learning media used is in the form of educational videos and the song "6 Steps to Wash Hands WHO 2024" to attract students' attention and facilitate the understanding of the material in a fun way. The results of the activity showed a significant improvement in students' understanding and skills related to the correct hand washing and brushing steps. In addition, students look more enthusiastic, actively ask questions, and begin to get used to doing cleaning practices independently in daily activities at school. The role of teachers as companions and support for school facilities, such as the availability of clean water and cleaning tools, has been proven to have a great influence on the success of activities. Therefore, integrated, planned, and sustainable PHBS education in the school environment is considered effective in forming healthy living behaviors and preventing diseases from elementary school age.

This study aims to explore and improve the quality of Social Studies (IPS) instruction at SD Negeri 04 Palembang by integrating interactive learning media and collaborative teaching strategies, especially in the “Map Layout” topic for fifth-grade students. Using a qualitative descriptive approach, the researchers gathered data through document analysis, conversations with teachers and students, as well as direct observation of learning activities. The findings show that the use of visual learning tools, cooperative group work, and contextual tasks related to students’ everyday environments helps make Social Studies lessons more engaging and meaningful. Simple interactive materials such as illustrated school layouts were shown to increase students’ participation and strengthen their understanding of spatial concepts. Overall, the integration of interactive media with collaborative learning approaches contributes to a more dynamic classroom atmosphere, supports deeper conceptual comprehension, and enhances students’ motivation to learn. This approach demonstrates strong potential for improving IPS learning outcomes in elementary education.  

Cooperatives need to strengthen their digital marketing capabilities to remain relevant and competitive in the digital era. This community service program was designed to enhance the digital literacy of cooperative managers and administrators in Semarang Regency by introducing essential knowledge and practical skills in social media management, content creation, and simple digital automation. The activity was conducted in Semarang Regency with a total of 32 participants representing various cooperatives. The training lasted for one full day and combined short lectures, guided demonstrations, hands-on practice, and consultation sessions. Pre-test and post-test assessments were used to measure learning improvement, while observation and participant feedback were employed to evaluate practical application. The results show a significant increase in participants’ understanding of digital marketing tools, with post-test scores rising by an average of 38% compared to the pre-test. Participants were also able to create basic promotional content using platforms such as Facebook and Canva, and several cooperatives began implementing these tools shortly after the training. The activity demonstrates that targeted digital marketing training can effectively support cooperatives in expanding their market reach, improving promotional efficiency, and strengthening member empowerment. Future programs are recommended to include advanced modules on data analytics and e-commerce integration to ensure sustainable digital transformation.

The lack of interest of students in Fiqh learning is caused by the use of monotonous methods and media, which has an impact on the low activity of learning. To overcome this, interesting and interactive technology-based media innovations are needed. This research aims to develop a Quizlet-based learning media on the material of the Sacred Tools for class VII MTs Integrated Berkah Palangkan Raya to improve student learning activities. The research method uses the Researchand Development (R&D) approach with the ADDIE development model which includes the Analyze, Design, Develop, Implement, and Evaluate stages. The subjects of the study were 36 students of grade VII A. Data were obtained through observation and questionnaire of student responses to the use of Quizlet media. The results showed that learning using Quizlet obtained an average percentage of 89% in the "very feasible" category. This proves that Quizlet media is influential in increasing students' activeness and involvement during the Fiqh learning process. It can be concluded that the use of Quizlet-based learning media is effective in creating a more interesting, interactive, and encouraging active participation of students. This research is useful for the development of digital learning media innovations in Islamic education and provides new alternatives for teachers in optimizing the teaching and learning process.  

Based on observation data, it can be seen that science learning in elementary schools still does not improve student learning outcomes. This is because the learning is still teacher-centered or learning that is centered on the teacher (the teacher is active while the students are passive) and the use of learning media is still lacking. This can cause the impression of boring learning and can result in low student motivation which has an impact on student learning outcomes in learning. Therefore, a study was conducted on the use of role-playing tools in improving science learning outcomes about the motion of objects and energy. The purpose of this study was to improve science learning outcomes about the motion of objects and energy by using teaching aids. This study used classroom action research (CAR). The research subjects were grade III students of SD Negeri 06 Dobo, Aru Islands Regency, Maluku. The results of the study showed that the use of role-playing tools can increase (1) student activity in learning, (2) increase teacher activity, (3) Improve student learning outcomes in science learning about the motion of objects and energy. Based on the results of the study, it can be concluded that the use of teaching aids can improve student learning outcomes in science learning about the motion of objects and energy. Suggestions that can be given in this study are that student learning outcomes can be improved through other learning methods and media.

In the context of the influence of social media on the learning concentration of Students in the learning concentration if students in the J-PBSI (Indonesia Language and Literature Education Department) at Lambung Mangkurat University, social media is one of the most influential technological products in the lives of students today. Students in J-PBSI at Lambung Mangkurat University are increasingly dependent on various digital platfroms to support their educational processes. Theses applicantions have become essential tools for socializing and sharing information with other students. The influence of social media use on the learning concentration of J-PBSI students shows that many students experience a lack of focus while studying due to the distracting effects of social media. This distraction often reduces students’ ability to contcentrate, which in turn affects their overall to concentrate, which in turn affects their overall learning performance. This study uses a descriptive qualitative method with in-depth interviem techniques conducted with several students from the Indonesia Language and Literature Education Department. The results of the most students use sosial media on a daily basis. High usage of social media tends to decrease learning concentration because students are often distracted by notifications of the urge to open social media while studying. However, there are also J-PBSI students who use social media effectively, utilizing it as an additional learning resource. Thus, the influence of social media is twofold, depending on the intensity and purpose of ir use. This study aims to determine the extent to which social media affects students’ learning concentration. It is also expected to provide a better understanding of how social media influences the learning process. Students are encouraged to use social media wisely and responsibly so that is does not interfere with their focus on studying, but instead supports their academic activities.

This literature review examines the effectiveness of planning history learning based on the Problem Based Learning (PBL) model in developing students critical thinking skills. The study is motivated by the persistent dominance of teacher-centered instruction in history classes, which limits students analytical and reflective engagement with historical issues. This research aims to analyze how structured PBL, based lesson planning especially in designing problems, learning activities, media, and evaluation tools. Can enhance critical historical reasoning. Using a qualitative descriptive method through a review of journal articles, books, and research reports, the study finds that effective PBL planning requires identifying authentic historical problems, organizing collaborative inquiry activities, providing adequate scaffolding, and using critical thinking oriented evaluation rubrics. The results show that PBL consistently improves students’ analytical, evaluative, and interpretive abilities when supported by systematic planning and sufficient learning resources. The study implies that teachers must strengthen the planning phase, particularly in preparing learning scenarios and assessment instruments, to maximize the impact of PBL on critical thinking development.

This study aims to evaluate the effectiveness of the Christian Religious Education (CRE) program in enhancing the quality of classroom learning through a qualitative approach. The main focus of this research includes the planning, implementation, and evaluation of the CRE program, as well as its contribution to improving students' understanding of Christian values, character formation, and active participation in the learning process. Data were collected through direct classroom observation, in-depth interviews with teachers and students, and document analysis of learning tools and the curriculum used. The findings indicate that a contextually designed CRE program that aligns with students' needs can create a more reflective and participatory learning environment. Teachers with both pedagogical and spiritual competence play a crucial role in effectively communicating Christian values through teaching methods, exemplary behavior, and daily interactions with students. Furthermore, the integration of learning content with real-life situations encourages students to internalize Christian teachings in their attitudes and behaviors, both in school and in their daily lives. However, the study also identified several challenges, such as limited instructional time, a lack of value-based learning media development, and difficulties in motivating students with weak spiritual backgrounds. Therefore, strengthening teacher capacity, developing more creative teaching methods, and institutional support from schools are essential to optimize the role of CRE in fostering a holistic and transformative learning experience.

This study analyzes pronunciation learning activities in the English class at SDN 060877 through direct classroom observation techniques. The research aims to understand how teachers organize pronunciation instruction, the strategies applied during learning sessions, and the level of student participation in practicing correct sounds, stress patterns, and intonation. Using a qualitative descriptive approach, data were collected through on-site observations focusing on teaching procedures, interaction patterns, learning media, and students’ responses. The findings indicate that pronunciation learning is integrated into reading and speaking activities, where the teacher models sound, guides repetition drills, and provides corrective feedback. Students demonstrate varied levels of confidence, with some actively engaging in pronunciation tasks while others rely heavily on teacher prompts. Environmental factors, such as limited audio-media tools and large class size, affect the intensity and effectiveness of practice sessions. Despite these challenges, classroom interactions show that learners gradually improve their sound accuracy and rhythm through continuous modeling and peer practice. This study concludes that direct observation provides comprehensive insights into real classroom dynamics, revealing both the strengths and areas needing improvement in pronunciation teaching. Recommendations are offered to enhance instructional techniques, learning materials, and student engagement.

Parenting communication literacy is a fundamental competence that influences children’s growth in cognitive, emotional, and social domains. Initial findings at Posyandu Teratai, South Tangerang, revealed that many mothers still relied on authoritarian and less dialogical communication, which limited children’s confidence and engagement. In response, the Community Service (PKM) team of Universitas Pamulang implemented a program entitled Optimizing Parenting Communication Literacy through Digital Media. The activities were designed using participatory strategies such as lectures, interactive group discussions, simulation exercises, and the dissemination of digital learning materials in the form of modules and videos. The program outcomes demonstrated considerable improvement in mothers’ knowledge and attitudes toward positive communication practices, including the ability to listen actively, provide encouragement, and employ digital platforms as continuous learning resources. Furthermore, the integration of digital tools enabled mothers to access and exchange information beyond formal training sessions. The broader impact of the program was the establishment of a collaborative learning community at Posyandu, which not only supported families in applying positive parenting approaches but also reinforced community-level awareness of effective communication in child-rearing.

This systematic literature review examines the relationship between learning styles and learning media in optimizing 21st-century skills among Diploma Three (D3) vocational students. Through systematic analysis of 74 relevant national and international journal articles published between 2018 and 2024 from Scopus database, this study reveals that the alignment between learning styles (visual, auditory, kinesthetic) and learning media significantly influences the development of critical thinking, creativity, communication, and collaboration skills. Technology-based media such as interactive videos, learning management systems (LMS), and virtual simulations effectively accommodate diverse learning preferences while enhancing students' motivation and engagement in the learning process. The findings indicate that e-modules integrating problem-based learning (PBL) demonstrate effectiveness rates of 65-85% in improving critical thinking skills. This research concludes that the integration of learning styles with digital-based learning media serves as an effective strategy to produce competent and adaptive vocational graduates who are well-prepared to face the challenges of Industry 4.0 and Society 5.0.

This systematic literature review examines the effectiveness of game-based learning (GBL) interactive e-modules in improving students' learning concentration. The study synthesizes the findings from eight research articles published between 2012 and 2025. The analysis reveals that GBL-based e-modules significantly enhance learning motivation, with validity rates ranging from 90% to 99%. Additionally, the use of interactive platforms such as Wordwall, Gimkit, and other digital tools effectively supports various learning styles, particularly visual and kinesthetic learners. The review highlights that student engagement levels improve significantly, ranging from 67.42% to 87.12%. Furthermore, these e-modules positively impact learning outcomes, providing a more engaging and interactive approach to education. By integrating gamification elements, the e-modules create a dynamic and motivating learning environment that fosters better concentration and focus among students. The review concludes that GBL-based e-modules are an effective educational strategy, particularly in geography education at the high school level. These tools not only engage students in a fun and interactive manner but also improve their ability to focus, leading to enhanced learning experiences. As a result, incorporating GBL-based e-modules in educational practices can contribute to better learning concentration and overall academic performance.

This study aims to describe the professional competence of Early Childhood Education (ECE) teachers in implementing technology-based learning at PAUD “X”. Teacher professionalism plays a crucial role in determining the quality of early childhood learning, particularly in the digital era where educators are expected to adapt to technological advancements. This research employs a descriptive qualitative approach, utilizing observations and semi-structured interviews to obtain an in-depth understanding of teachers’ abilities in managing learning processes, mastering instructional content, and integrating appropriate learning media. The findings indicate that teachers demonstrate strong pedagogical, social, and personal competencies. They successfully create an engaging and  developmentally appropriate learning environment, use language that is easily understood by young children, and exhibit patience, discipline, and effective communication skills. Positive interaction among teachers, children, and parents contributes to a supportive and collaborative learning atmosphere. Teachers also incorporate simple learning materials, such as origami and visual aids, to enhance student engagement. Nevertheless, the study reveals that teachers’ professional competence in utilizing digital technology remains limited. Although technological tools are available, several teachers lack confidence and technical skills in operating digital devices, such as projectors and interactive media. Insufficient training and mentoring are identified as primary barriers. The study concludes that strengthening teachers’ technological competence should be prioritized through continuous professional development programs, including structured training and peer mentoring. Enhanced technological skills will enable teachers to design learning experiences that are more interactive, innovative, and responsive to the developmental needs of young children.

Digital literacy is a crucial competency for teachers. Accelerating digital literacy for elementary school teachers is not only about mastering digital tools and applications, but also about changing mindsets and approaches to teaching. There are three impacts for teachers and students if teachers are unable to master digital competencies: 1) teachers are less able to keep up with the latest technological developments; 2) teachers are unable to filter and process the latest information, resulting in a tendency towards misinformation; 3) students are less able to absorb the latest information and thus misuse the wrong sources of information. Given these impacts, training and mentoring are needed for elementary school teachers in Songgom District to acquire the right digital skills so that elementary school teachers can maximize their potential. Elementary school teachers in Brebes Regency still do not have good digital competencies. If left unchecked, more and more teachers will lack digital competency. This can lead to a lack of technology-related information that students can use to support their learning. Furthermore, inadequate technology skills can hinder differentiated learning within the independent curriculum. The Community Service Program, initiated by professors and lecturers with expertise in digital literacy and language, is highly relevant to the needs of teachers in Brebes Regency. Elementary school teachers are developing digital competencies by implementing interactive quiz-based learning and Canva-based learning media. These competencies can be applied by teachers in the classroom. Students are expected to absorb the material more meaningfully. Learning through the application of digital literacy by teachers will increase student interest and engagement in learning the material.

Village infrastructure development plays an important role in improving community welfare. However, public opinion regarding the condition of infrastructure is often not analyzed comprehensively and based on data. This study aims to analyze public opinions toward infrastructure in Malitidari Village using the Unsupervised Learning method with the Orange application. The data were collected from public comments on social media and digital surveys, which were then processed in text format. The analysis process includes data preprocessing, tokenization, vectorization, and the application of a clustering algorithm to group opinions into several categories without prior labeling. The Orange application was used due to its ability to visualize data analysis workflows interactively and efficiently. The results of this study show that public opinions can be grouped into several main clusters: positive opinions related to the development of roads and public facilities, and negative opinions concerning delays and unequal quality of infrastructure. Based on these findings, the Unsupervised Learning method is proven effective in illustrating public perceptions of village infrastructure conditions. The results are expected to serve as a reference for the village government in planning and improving the quality of infrastructure development in Malitidari Village  

This research aims to: (1) differentiated biology learning tools with ethnoscience content, (2) determine the practicality of differentiated biology learning tools with ethnoscience content and (3) determine the effectiveness of differentiated biology learning tools with etnoscience content in improving critical thinking skills and environemantal literacy of phase E student. This study is a development research using the Design and Development Research model, which adopts the ADDIE development model comprising five stages: (1) analysis, (2) design, (3) development, (4) implementation, and (5) evaluation. The research method used is the Quasi-Experimental Design with a Nonequivalent Control Group Design approach. Data analysis includes normality tests, Levene's homogeneity test, and the Normalized Gain Score (N-Gain Score) test. The limited trial involved 30 eleventh-grade students from SMA Negeri 1 Simpangkatis. The field trial involved tenth-grade students from the same school, consisting of 31 students in the experimental class and 30 students in the control class. The data collection instruments consisted of questionnaires to gather responses from experts, teachers, and students regarding the biology learning tools, as well as tests to measure students' critical thinking skills and environmental literacy. Instrument validity was ensured through content validation by subject matter experts and media experts. The practicality of the learning tools was evaluated based on feedback from teachers and students. The results of the study showed that: (1) the developed biology learning tools were rated as highly feasible by experts; (2) the tools were considered highly practical by both teachers and students; and (3) the tools were effective in improving students' critical thinking skills and environmental literacy. This effectiveness was supported by the average gain score analysis in the experimental class, which was 0.71 for critical thinking skills (high category) and 0.57 for environmental literacy (moderate category).

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.

The development of digital media and innovative learning models in Junior High School Science education reflects a sustained commitment to meeting the demands of 21st-century skills and improving the quality of science instruction. A comprehensive literature review (2019–2024) reveals the dominance of the Research and Development (R&D) approach, which consistently yields highly valid, practical, and effective digital resources, such as Augmented Reality (AR), Android-based applications, and interactive educational games. These digital tools are synergistically integrated with modern instructional models, including Problem-Based Learning (PBL), Inquiry-Based Learning (IBL), and Predict-Observe-Explain (POE), which are proven effective in increasing student engagement, enhancing cognitive outcomes, and honing essential competencies such as Science Process Skills (SPS) and Higher-Order Thinking Skills (HOTS). Ultimately, this integration contributes significantly to overcoming learning difficulties in complex and abstract Science topics (e.g., the human digestive system) while also effectively addressing contemporary educational challenges, fostering meaningful learning experiences, and supporting long-term academic success for students.