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This article explores the implementation of a Community Service Program (KKN) carried out by students from the Faculty of Teacher Training and Education at Unismuh Makassar with the objective of improving reading and writing skills among students at SMP Negeri 2 Galesong. The KKN activities were specifically designed to strengthen literacy development through various programs, including the cultivation of daily reading habits, the establishment of literacy corners in classrooms, and creative writing training aimed at encouraging students to express ideas in written form. This study employed a descriptive qualitative approach, with data collected through direct observation, interviews with teachers and students, and documentation of literacy activities. The results indicate a significant increase in students’ interest and motivation in reading activities, as well as more active participation during literacy sessions. In addition, students demonstrated improvement in the quality of simple written texts, particularly in terms of idea organization and expression. Overall, the implementation of the KKN program proved effective in supporting the development of a positive literacy culture and enhancing students’ basic literacy skills within the school environment.

This article explores the implementation of a Community Service Program (KKN) carried out by students from the Faculty of Teacher Training and Education at Unismuh Makassar with the objective of improving reading and writing skills among students at SMP Negeri 2 Galesong. The KKN activities were specifically designed to strengthen literacy development through various programs, including the cultivation of daily reading habits, the establishment of literacy corners in classrooms, and creative writing training aimed at encouraging students to express ideas in written form. This study employed a descriptive qualitative approach, with data collected through direct observation, interviews with teachers and students, and documentation of literacy activities. The results indicate a significant increase in students’ interest and motivation in reading activities, as well as more active participation during literacy sessions. In addition, students demonstrated improvement in the quality of simple written texts, particularly in terms of idea organization and expression. Overall, the implementation of the KKN program proved effective in supporting the development of a positive literacy culture and enhancing students’ basic literacy skills within the school environment.

This community service program aims to improve teachers' competency in developing short story writing assessment instruments. This is crucial to ensure objective assessments for all students. This community service program contributes to the Indonesian language curriculum, particularly the short story writing curriculum. This community service program was conducted at Urumb State Junior High School in Merauke, with eight teachers participating. The school faced challenges in assessing the lack of objectivity, specifically the use of assessment instruments that align with the learning objectives. Furthermore, students' short story writing skills were still very low. This community service program enabled teachers to develop valid and reliable short story writing assessment instruments. The program took the form of a workshop, which included outreach through training, mentoring, and discussions with the implementation team. During the training phase, the implementation team provided students with an initial understanding of the importance of objective assessment. This was because, in addition to identifying student abilities, teachers could also assess the success of the teaching and learning process in the classroom. During the mentoring phase, the team provided direct guidance to train teachers in developing short story assessment instruments for student assignments. The questions in the assignments are written in language that is easy for students to understand. After developing the assessment instrument, which is the student assignment, a group discussion is held to refine the short story writing assessment instrument. Furthermore, students can improve their short story writing skills through the assignments in the assessment instrument.

Creative writing plays an important role in developing students’ imagination, self- expression, and language competence in the digital era. However, many learners still struggle with generating ideas, maintaining motivation, and gaining confidence in writing. This study aims to analyze how the use of Wattpad, viewed through the Social Constructivist framework, can enhance students’ creative writing skills, motivation, and confidence. This research applies a qualitative descriptive approach supported by survey data from 30 high school students who actively use Wattpad. The results show that 95.7% of respondents have used Wattpad before, with most of them using it to read and learn from other writers. A total of 60.9% of respondents stated that reading other writers’ works was the most helpful for improving their writing, while 17.4% highlighted peer comments and feedback as additional support. Despite its benefits, 43.5% of students mentioned difficulty in organizing ideas as their main challenge. Open-ended responses revealed that positive feedback and community interaction on Wattpad helped increase students’ motivation and confidence in writing. The discussion emphasizes that the social interaction and feedback features of Wattpad foster collaborative learning, aligning with Vygotsky’s concepts of scaffolding and the Zone of Proximal Development. These findings suggest that integrating Wattpad into writing instruction can effectively enhance students’ creativity, critical thinking, and confidence in producing literary works.

The evaluation of Indonesian language instruction at the junior secondary level remains predominantly oriented toward lower-order thinking skills, thereby constraining the advancement of students’Higher Order Thinking Skills (HOTS). This situation necessitates the development of comprehensive assessment tools that are coherently aligned with the Merdeka Curriculum. The present study introduces a model for constructing HOTS-oriented assessment instruments targeting procedural text writing in Phase D. The development process was systematically organized through several stages: translating learning outcomes into measurable indicators, preparing assessment blueprints, creating item cards, formulating scoring rubrics for attitudes, knowledge, and skills, and finally analyzing and interpreting the assessment data. These instruments were specifically designed to capture students’ analytical, evaluative, and creative abilities in producing procedural texts that are logical, coherent, and effective. Findings demonstrate that the instruments provide an objective and holistic representation of students’ competency attainment. In summary, the proposed HOTS-based assessment model for procedural text writing is practical, methodical, and contextually relevant, serving as a valuable framework for evaluating Indonesian language learning in accordance with the Merdeka Curriculum principles.

This study aims to determine the effect of technology use in Indonesian language learning on students' writing skills. The research method used was descriptive quantitative. This study was conducted at SDI Betun Kota, Wehali Village, Malaka Tengah District, Malaka Regency. The data collection technique used was a test, and the analysis technique used was a statistical t-test. The results showed that 18 students, or 44.44%, obtained high scores in writing skills, while 16.67% scored low in learning outcomes. This is evidenced by the results of the significance test, namely t-test of 14.52, which is greater than t-table at the 5% significance level. N = 18 (2.14), or equal to t-test > t-table, or 16.67 > 2.14. Based on the research results above, t-test is greater than t-table, with t-test = 16.67 and t-table = 2.14. Therefore, Ho is rejected and Ha is accepted. Thus, it can be concluded that technology use influences students' writing skills in Indonesian language learning in grade III of SDI Betun Kota.

This study aims to describe the implementation of the Problem Based Learning (PBL) model in teaching personal and official letter writing, and to examine its impact on improving the writing skills of Grade VII B students at SMP Negeri 2 Banjarmasin. The study is motivated by students’ difficulties in distinguishing the structure and language style of personal and official letters, as well as their low engagement in the learning process. This research employed a descriptive quantitative approach using a One Group Pretest-Posttest design. The instruments included writing tests (pre-test and post-test) and observation sheets to assess students’ activities and attitudes. The results indicate that PBL positively influences students' writing abilities. This is evidenced by a significant increase in the average post-test scores compared to the pre-test, along with improvements in critical thinking, collaboration, and independence. Students also demonstrated better understanding of the structural and linguistic features of both types of letters. Thus, the PBL model is recommended as an effective instructional strategy to enhance the quality of writing instruction, particularly within the framework of the Kurikulum Merdeka.

Scientific writing plays an important role in developing knowledge and shaping the intellectual character of students. Through academic writing, students not only learn to organize ideas systematically but are also trained to think critically, analytically, and reflectively. This study employs a literature review method to examine the concepts, processes, and originality of scientific work based on academic theories and established scholarly standards. The findings indicate that writing scientific papers is not merely an academic requirement but also a reflection of logical, objective, and ethical thinking. A high-quality scientific work must demonstrate originality, intellectual honesty, and the proper application of scientific methods—from problem formulation and data collection to analysis and conclusion. In addition, scientific writing should contribute to the development of knowledge and offer solutions to current issues in society. Therefore, higher education institutions need to strengthen students’ scientific literacy, academic writing skills, and understanding of research ethics. These efforts are essential for fostering an academic culture that upholds integrity, encourages innovation, and prepares young scholars to become responsible and competitive individuals.

Academic writing skills are one of the essential aspects of developing students’ academic literacy from the beginning of their university studies. However, most first-year students in the 2025 academic year in the English Department, Faculty of Languages and Literature, Universitas Negeri Makassar, still face difficulties in understanding the structure, language, and ethic of academic writing. This community service aims to improve the academic literacy skills of first-year students through a comprehensive and practical academic writing training program. The implementation methods included several stages, namely pre-test, material presentation, writing exercise, and post-test. The Training materials covered the structure of scientific papers, the use of academic language, paraphrasing techniques, citation ethics, and reference management using reference manager tools. The participants consisted of 40 first-year students who took part in a full-day training session. The results showed a significant improvement in all assessment aspects, with the average score increasing from 56.8 in the pre-test to 83.9 in the post-test. The highest improvement was observed in the accuracy of citation and referencing, which increased by 33.2%. These findings indicate that the training effectively enhanced students’ understanding of systematic and ethical principles of academic writing. Therefore, this activity contributes to strengthening the academic culture and preparing students for academic writing during their studies.

Academic writing skills are one of the essential aspects of developing students’ academic literacy from the beginning of their university studies. However, most first-year students in the 2025 academic year in the English Department, Faculty of Languages and Literature, Universitas Negeri Makassar, still face difficulties in understanding the structure, language, and ethic of academic writing. This community service aims to improve the academic literacy skills of first-year students through a comprehensive and practical academic writing training program. The implementation methods included several stages, namely pre-test, material presentation, writing exercise, and post-test. The Training materials covered the structure of scientific papers, the use of academic language, paraphrasing techniques, citation ethics, and reference management using reference manager tools. The participants consisted of 40 first-year students who took part in a full-day training session. The results showed a significant improvement in all assessment aspects, with the average score increasing from 56.8 in the pre-test to 83.9 in the post-test. The highest improvement was observed in the accuracy of citation and referencing, which increased by 33.2%. These findings indicate that the training effectively enhanced students’ understanding of systematic and ethical principles of academic writing. Therefore, this activity contributes to strengthening the academic culture and preparing students for academic writing during their studies.

This study aims to identify and analyze effective learning strategies for improving Qur’an reading and writing skills among elementary school students. The ability to read and write the Qur’an serves as an essential foundation for students’ spiritual, moral, and cognitive development, shaping their Islamic character from an early age. This research employs a descriptive approach using a literature study method that reviews various sources, including books, journals, and previous studies related to Qur’an learning at the elementary school level. The findings indicate that a combination of several innovative strategies proves to be highly effective in enhancing Qur’an literacy skills. These strategies include the use of engaging and interactive digital learning media, the application of contextual learning approaches that connect Qur’anic teachings to students’ daily lives, and the implementation of the Problem-Based Learning model to foster critical thinking and problem-solving skills. Furthermore, strengthening students’ intrinsic motivation through a supportive and religious learning environment plays a crucial role in maintaining learning interest and discipline. The integrated implementation of these strategies not only improves students’ technical ability to read and write the Qur’an but also reinforces their character, responsibility, and spiritual awareness in the context of Islamic education at the elementary level.

Narrative writing skills are crucial for the literacy development of elementary school students. However, many students face challenges in writing narrative essays due to limited vocabulary, grammar understanding, and imagination. Traditional teaching methods often fail to address these issues. This study explores the impact of AI-based Deep Learning on narrative writing skills. Using a quantitative approach with an experimental design, the research employed a pretest-posttest design with a nonrandomized control group. The study involved 65 students from SD 4 Sidomulyo, including 30 students from class IV A and 35 from class IV B. A nonprobability sampling technique with saturated sampling was used. Data was collected through tests, and content validity was applied for validation. Hypothesis testing with the Independent Samples t-test yielded a significance value of 0.001 (p < 0.05) and a calculated t-value of 3.472, which is greater than the t-table value of 2.0024. These results indicate that AI-based Deep Learning significantly affects narrative writing skills in elementary school students. Keywords: AI-Based Deep Learning, Narrative Writing Skills.

This community service activity was carried out in the form of the Studi Al-Qur’an Intensif (SAINS) program as an effort to empower Qur’anic literacy among students of Universitas Negeri Makassar. The program focused on improving the ability to read and write the Qur’an, considering that some students still lacked the skill to read properly and correctly according to the rules of tajwīd. The implementation methods included a preliminary test of Qur’anic reading and writing skills, intensive mentoring through study groups, the application of the talaqqī method, and periodic evaluation through a final test. The results showed a significant improvement in students’ ability to read and write the Qur’an, a strengthened understanding of basic tajwīd, and an increased spiritual motivation to become closer to the Qur’an. In addition, the program successfully fostered a collaborative and sustainable Qur’anic learning atmosphere within the campus environment. Thus, SAINS proved to be an effective means of empowering students’ Qur’anic literacy while instilling religious values as a provision for both academic and social life.

Education is a conscious and planned effort to create a learning atmosphere and learning process so that students actively develop their potential to have spiritual religious strength, self-control, personality, intelligence, noble character, and skills needed by themselves, society, nation and state (Law of the Republic of Indonesia). To realize the goals of national education, the curriculum is made as a guideline used in learning activities as regulated in Law of the Republic of Indonesia No. 32 of 2013 concerning National Education Standards. The purpose of this study is to describe the difficulties of students in writing stories in the Indonesian language subject of grade IV at SDIT Harapan Umat Brebes. This study uses a qualitative research type. The approach used in this study is qualitative research with a descriptive approach. The location of this research is SDIT Harapan Umat Brebes on Jl. Proklamasi KM. 03 Utara Islamic Center (In front of the Integrated Government Office), Brebes, Central Java, Indonesia 52212. Based on the research that has been done on the analysis of the level of difficulty of students in writing stories in the Indonesian language subject, it can be concluded that the level of ability of grade IV students in writing stories is still quite low. The difficulties faced by students in writing stories in the Indonesian language subject in grade IV SDIT Harapan Umat Brebes include several things, including students experiencing difficulties in determining the title of the narrative text, students' inability to arrange words into a story that is interconnected with each other.

This study aims to examine the effectiveness of implementing a descriptive writing learning model based on digital literacy and local wisdom in improving writing skills, learning motivation, and cultural character among junior high school students. Employing a descriptive qualitative approach with a case study design, the research was conducted at SMP Negeri 2 Kroya, Cilacap Regency, during the 2025–2026 academic year. Data were collected through participatory observation, in-depth interviews, and document analysis, and were subsequently analyzed using the interactive model developed by Miles, Huberman, and Saldaña. The findings indicate that the application of this model effectively enhances students’ writing abilities in terms of content, structure, language style, and digital literacy ethics. The integration of digital technology fosters the development of cognitive, technical, and social literacy, while the reinforcement of local wisdom cultivates cultural awareness, regional identity pride, and reflective thinking skills. Writing activities evolved into collaborative and creative processes that combine cultural exploration with the ethical use of digital technology. From a pedagogical perspective, this model aligns with the principles of deep learning promoted by the Kurikulum Merdeka and contributes to strengthening the Eight Dimensions of Graduate Competencies, particularly in critical reasoning and problem-solving, creativity and innovation, collaboration and mutual cooperation, as well as the development of the Pancasila student profile and global citizenship. Therefore, the descriptive writing learning model based on digital literacy and local wisdom can be regarded as an innovative strategy in Indonesian language education to realize a contextual, reflective, creative, and culturally grounded learning process.

The ability to write scientific papers is an essential competency for students in supporting academic achievement and readiness to face the world of work and research. However, many students still experience difficulties in compiling scientific papers, especially in the aspects of writing systematics, the use of academic language, and reference management. In response to this problem, the service team carried out a Scientific Writing Preparation Training for PASIM National University students as a form of implementation of the Tri Dharma of Higher Education in the aspect of community service. The training method uses an andragogy approach through interactive lectures, discussions, and hands-on practice. The activity was attended by around 50 students across study programs. The training material includes an introduction to scientific papers, writing rules, topic determination techniques, reference search and management, and outline preparation. Evaluation was carried out through observation, assessment of written products, and satisfaction questionnaires. The results showed an increase in participants' understanding by 30–40% based on the comparison of pre-test and post-test. All participants succeeded in compiling an outline of scientific papers, and the majority expressed satisfaction with the training. This activity has proven to be effective in improving students' scientific writing skills and fostering academic motivation and culture. It is recommended that similar training be carried out on an ongoing basis with intensive mentoring to support the improvement of the quality of human resources and contribution to student scientific publications.

Digital storytelling (DST) refers to the merging of storytelling with digital media to address educational needs, such as communication, self-expression, and language acquisition, particularly writing skills. Writing has a significant role in students’ lifelong learning. Hence, teachers constantly seek novel ways to enhance students’ writing skills. To address the research question on describing the role of digital storytelling (DST) as an effective strategy in enhancing students’ writing skills and its opportunities and challenges, this paper provides a systematic review of several studies on Google Scholar and ERIC. The methodology employed in this paper was a Systematic Literature Review (SLR) with a qualitative approach, commonly referred to as meta-synthesis. The findings demonstrate that digital storytelling (DST) can be used as an effective strategy by teachers in enhancing students’ writing skills. Most of the authors of these research papers have presented empirical evidence supporting the benefits of integrating digital storytelling (DST) in the classroom to enhance students' writing more effectively.

Improving Reading and Writing Skills through the Use of Letter Card Media in Grade II Students at SDI Betun Kota. This research was conducted based on the problem: how to improve the reading and writing skills of grade II students at SDI Betun Kota by using letter card media. This research was conducted using the CAR method. With research actions carried out in two cycles. Each cycle consists of planning, observation of learning activities, and reflection. The target of this research is grade II students at SDI Betun Kota. Data collection techniques were obtained from the results of pre-tests and post-tests as well as observation sheets for teaching and learning activities. From the results of the analysis, it was found that student learning outcomes increased by 58.62%, while the average n-gain value was 0.71. The results of the study indicate that letter card media is one of the media that can be applied in Indonesian language learning. By using letter card media, the reading and writing skills of grade II students at SDI Betun Kota can be improved. This can be seen from the achievement of students' KKM scores and the percentage that increased from cycle I by 53% and in cycle II by 100%. Thus, student learning outcomes increased by 47% when using letter cards.  

This research is motivated by the low poetry writing skills of third-grade students at MIS Tarbiyah Islamiyah Jelutung. This condition is evident from student learning outcomes that are still below the minimum completion standard and a lack of interest in expressing ideas and feelings through writing. The purpose of this study is to improve poetry writing skills by utilizing animated video media through the Powtoon website as an interesting and interactive learning tool. This study uses the Classroom Action Research (CAR) method which is carried out in two cycles, including the planning, implementation, observation, and reflection stages. The results show an increase in the average value of poetry writing skills from 61 in the pre-cycle (poor category), to 83 in the first cycle (good category), and increasing again to 90.3 in the second cycle (very good category). Thus, the use of Powtoon animated video media is proven to be effective in improving students' poetry writing skills.

This article analyzes language errors in essays written by high school students and published on the Mojok.co website in the March 2025 edition. It employs a descriptive qualitative approach with purposive sampling. Five essays were selected based on topic relevance and language difficulty levels appropriate for high school students. The analysis reveals language errors in four main categories: spelling, grammar, diction, and punctuation. Spelling errors are the most frequent, involving incorrect word forms that deviate from standard Indonesian spelling conventions, such as improper capitalization and the use of numerals where they are inappropriate. Grammar errors include issues in sentence structure, particularly in the incorrect placement of subjects and predicates. Diction errors often involve the use of inaccurate or informal vocabulary, while punctuation errors are evident in the misuse or misplacement of commas and periods. These findings suggest that students’ language proficiency in essay writing still requires improvement. To enhance their skills, the following recommendations are proposed: increasing students’ understanding of spelling, grammar, diction, and punctuation based on the General Guidelines for Indonesian Spelling; providing structured and continuous writing practice; incorporating technology such as spell checkers and grammar tools; and fostering an understanding of language variations, especially the differences between spoken and written language. Improving students’ writing skills is essential, as language errors can impede effective communication and undermine a writer’s credibility. This article aims to serve as a reference for both teachers and students in recognizing common writing errors and enhancing the overall quality of student essays.