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Microteaching is a simulation or training for prospective teachers to explore the ability of skills in teaching that combines the components of learning. The purpose of this study was to analyse the implementation of microteaching learning in terms of the use of various biology learning media with a touch of technology. The method used is descriptive quantitative with observation sheets and interviews. This research uses a squential explanatory design that combines quantitative and qualitative methods sequentially the first stage of collecting and analysing quantitative data followed by collecting and analysing qualitative data to help explain quantitative results. The results of the study regarding the pattern of using technology-based learning media showed that PowerPoint 92% and learning videos 78% were the most widely used media in microteaching practice. While the level of effectiveness of the media used varies. The 4.6% digital microscope showed a high level of effectiveness even though the frequency of use was still low. This indicates that high technology-based learning media has considerable potential in improving the quality of learning. Furthermore, the analysis of students' digital competence shows that 70% of students have good to very good mastery of technology. Furthermore, creativity in media development shows an even distribution while time management is still a challenge for 35% of students at a sufficient or insufficient level. The use of technology-based learning media in micro teaching has considerable potential, but still faces several challenges. A systematic and comprehensive approach is needed to optimise the use of technology in developing the teaching competence of prospective biology teachers.

This research aims to explore and analyze learning strategy innovations in shaping students as reliable educator candidates who are able to face educational challenges in the digital era. The main focus of the research is the application of technology-based learning approaches, collaboration, and creative strategies that place students not only as recipients of knowledge, but also as active subjects who construct understanding through learning experiences. This study was carried out in the Madrasah Ibtidaiyah Teacher Education Study Program (PGMI) of the Syarifuddin Lumajang Islamic Religious Institute by involving 30 students who took the learning strategy course. The research method used is a descriptive qualitative approach with data collection techniques through in-depth interviews, classroom observations, and documentation. The findings of the study show that the application of flipped classroom is able to increase student learning independence, while project-based learning strategies encourage creativity and problem-solving skills. In addition, the use of interactive technology such as online quiz applications, discussion platforms, and collaborative media strengthens learning motivation while expanding students' digital skills. Although the results showed a positive impact, there were significant obstacles, namely the limitations of technology infrastructure in the campus environment and the low digital literacy of some students. These factors hinder the optimization of innovative learning strategies. Therefore, institutional support is needed in providing technology-based infrastructure, digital literacy training, and continuous mentoring so that students can develop pedagogical competence, professionalism, and adaptive abilities in accordance with the demands of 21st century education. Overall, this study emphasizes that learning strategy innovation supported by technology, collaboration, and support of educational institutions is able to strengthen the process of forming prospective educators who are competent, competitive, and ready to face the dynamics of the world of education in the digital era.

This training aims to improve the competence of Fatoni University Thailand (FTU) lecturers in developing Indonesian language teaching materials for foreign speakers with a focus on Javanese culture and traditions. The dedication team consisted of 3 lecturers from Sebelas Maret University, one lecturer from Fatoni University, and three students from Sebelas Maret University. The training was held at Fatoni University, Thailand on 31 May – 7 June 2023. The training participants were Fatoni University lecturers who taught Indonesian for Foreign Speakers (BIPA) at the Malay Language Faculty. The training is carried out in 3 major stages, namely: the preparation stage, the implementation stage, and the evaluation stage. During the training, participants are provided with a comprehensive understanding of Javanese culture and traditions, including values, traditional ceremonies, special foods, traditional clothing, customs, and relevant cultural symbols. The trainees are actively involved in group work sessions, where they design Indonesian language teaching materials with Javanese cultural and traditional themes. They use their knowledge and creativity to plan engaging lessons and focus on cultural content. The evaluation results show that this training succeeded in increasing the competence of lecturers in developing teaching materials based on Javanese culture and traditions. This training provides a solid foundation for Fatoni University to continue to develop an Indonesian Language learning program for Foreign Speakers (BIPA) based on culture and tradition. Fatoni University lecturers who have participated in this training are expected to be able to apply teaching materials based on Javanese culture and traditions in learning, provide a more authentic and interesting learning experience for Indonesian Language students for Foreign Speakers (BIPA).

The application of artificial intelligence in education has brought significant changes in learning methods and classroom management. This paper discusses the Application of AI for Learning training held for lecturers at UDB Surakarta with the aim of improving understanding and skills in the application of AI technology. The training method includes a combination of theoretical and practical sessions. The theory session ran in several stages, namely a discussion on the introduction of AI, demonstrations of AI tools and technologies such as ChatGPT, Copilot, and Gemini. Practices of using AI in the creation of learning materials, assessment of learning outcomes, and writing scientific articles. The training, which was attended by 12 lecturers, provided hands-on experience in the application of AI in the world of education. The results of the training showed a significant improvement in the understanding and skills of the participants, with 91.67% of participants feeling satisfied and hoping for similar training on a regular basis. The training evaluation includes an analysis of participant feedback that shows that the training is helpful in preparing for learning, creating teaching modules, and other learning tools. The evaluation of the training results leads to the conclusion that this training is effective in improving lecturers' competence in using AI, encouraging creativity in learning, and is expected to increase effectiveness in learning.

This training aims to improve Mardhiyah Middle School students' skills in using Canva as a tool to create interesting and informative presentation material. Canva was chosen because of its easy-to-use interface and various graphic design features that can be accessed online. The Service Team carries out training methods including an introduction to basic Canva features, such as using templates, manipulating text, setting layouts, and integrating graphic elements. In addition, this training will focus on developing students' creativity in designing presentations that are aesthetic and easy to understand, taking into account the principles of effective design. The training material also covers color management strategies, information hierarchy, and techniques for arranging content that suits the target audience. It is hoped that after attending this training, students will be more confident in creating quality presentations, using modern technology to express their ideas and information in a visual and professional way. It is hoped that this can also prepare them to face the demands of competence in the current digital era.

This research aims to describe the application of the PAIKEMI learning strategy in PAI learning. The application of the PAIKEMI learning strategy in Islamic Religious Education (PAI) aims to increase student achievement and engagement. This strategy focuses on student-centered learning, making learning active, innovative, creative, effective, fun and Islamic. In this research, the library research method was used. Data collection was carried out by utilizing library sources such as books, documents and journal articles. The research results show positive results in the implementation of PAIKEMI, which leads to increased cognitive competence and active participation of students. This strategy includes planning, implementation, factors that influence its effectiveness, and evaluation of student learning outcomes. By incorporating PAIKEMI into PAI classes, educators can create a more meaningful and enjoyable learning environment, fostering collaboration, creativity and effectiveness among students. This strategy includes approaches such as “Everyone Here is a Teacher”, which encourages active participation and individual engagement. Additionally, teachers undergo training and collaborative sessions to implement PAIKEMI effectively, ensuring successful lesson planning and student engagement.

The Association of Indonesian Catering Experts (Ikaboga Indonesia) is a social organization with 28 DPDs in 28 Provinces, providing many courses and training in Catering. It is not easy to control; it requires organizational communication competence because it is essential to lead and maintain the organization's running and effectively achieve organizational goals. In the 4C Model, competencies (critical thinking, communication, collaboration, and creativity) are 21st Century Skills. So that Ikaboga Indonesia's activities are widely known and trusted, this can include using social media as a branding and reputation-building medium. Moreover, it is known that 60% of Indonesia's population uses social media. Branding is essential because it can place an organization's name above other competitors, and reputation is critical because it can carry positive attributes and provide sustainable profits. This is the urgency and background of this training. The aim is for Ikaboga Indonesia Chairs to improve their organizational communication competence and the 4C Model, both for branding and building reputation through social media. This activity was carried out hybrid (offline and online) on February 6, 2024, in the Hall, Fl. 7 Tedja Buana Building, Menteng, Central Jakarta. It uses presentation, question and answer, discussion, practice, and simulation methods. One hundred fifty-nine participants participated, 44 (27.8%) offline and 115 (72.2%) online. Get positive responses, rated as needed, helpful, and engaging.  

The objectives of this community service (PKM) are (1) Increasing the entrepreneurial capacity building of UPPKA Kelut Makmur (Klagen-Wilayut Makmur) cadres in Wilayut Village, (2) UPPKA Kelut Makmur cadres have the provision of soft skills and hard skills to carry out businesses with competitive advantages, (3) Ice Cream Products "Food Healty" can be developed for business. The target is 15 UPPKA Kelut Makmur cadres who are members who manage village businesses. The problems faced are: a. Do not have capacity building as a provision for the ability to do business; b. Limited facilities and infrastructure; d. Lack of product creativity; e. Lack of product creativity. Lack of product creativity; e. Competence of managers who are still conventional; f. Do not have an integrated business model. Not having an integrated business model. The solution to the problem is an entrepreneurship training programme, through the concept of creative business through electronic media based on socio-technopreneurship. The ice cream business will be developed to be distributed to toddler and elderly posyandu and general customers. The programmes carried out are: conducting a business development programme workshop. The results of PkM are improving soft skills and hard skills of UPPKA Kelut Makmur members as novice business people.