Publication Search

The integration of information and communication technology (ICT) is essential for supporting student-centered learning and developing 21st-century skills. However, many primary school teachers still experience difficulties in implementing ICT meaningfully due to limited digital pedagogical competence and a lack of contextualized professional development, particularly in primary and Islamic school contexts. This study aims to explore the implementation and outcomes of an ICT-based teacher training programs conducted through a field study approach, focusing on its influence on teachers’ digital pedagogical competence and instructional practices. A qualitative descriptive field study design was employed. Participants were primary school teachers from an Islamic public school in Indonesia who took part in a six-session ICT training programs. Data were collected through observations, documentation of teachers’ digital products, and reflective field notes, and analyzed using thematic analysis. The findings reveal improvements in teachers’ pedagogical understanding of ICT, technical skills, and readiness for classroom implementation. Teachers produced various ICT-based learning media aligned with instructional objectives, including interactive quizzes, game-based activities, visual materials, animated videos, and digital classrooms. High levels of engagement and collaboration were observed despite infrastructural challenges. Field-based, practice-oriented ICT training effectively bridges technological skills and pedagogical application, supporting sustainable digital pedagogy in primary education.

This study aims to analyze the implementation of artificial intelligence in economics learning within the context of the Merdeka Curriculum and to examine its alignment with deep learning principles. The study employed a qualitative approach using a case study design conducted at SMAN 1 Boyolali. The research participants included economics teachers and eleventh grade students. Data were collected through classroom observations, in depth interviews, and document analysis. Data analysis was carried out interactively through data reduction, data display, and conclusion drawing and verification. The findings indicate that the use of artificial intelligence in economics learning remains limited and has not been systematically integrated into pedagogical design. AI is primarily utilized as a supporting tool for lesson preparation and concept clarification rather than for adaptive learning, data driven assessment, or the enhancement of students’ critical thinking skills. Although students demonstrated positive responses toward AI assisted learning, several constraints were identified, including teachers’ limited pedagogical competence in AI integration, the absence of deep learning based instructional design, and infrastructural challenges. These findings suggest that the effectiveness of artificial intelligence in economics education depends not merely on technological availability, but on the alignment between pedagogy, curriculum policy, and human resource readiness.

Strengthening reading–writing literacy and numeracy has become a strategic priority in primary education, particularly in preparing prospective teachers who are capable of integrating these competencies contextually into classroom practice. This community engagement program aimed to enhance the conceptual understanding, pedagogical skills, and professional readiness of students from the Primary School Teacher Education Program (PGSD) at Universitas Satya Wiyata Mandala (USWIM) Nabire through a practice-based literacy and numeracy training model. The program was conducted over three days and involved 100 active students. The training adopted a practice-based approach consisting of conceptual reinforcement sessions, group discussions, lesson plan development, and microteaching simulations. Data were collected through observation, analysis of instructional materials, and written reflections, and analyzed using a descriptive qualitative approach. The findings indicate a significant shift in students’ understanding of literacy and numeracy—from technical skills to contextual and reasoning-based competencies. Participants demonstrated improved ability to design literacy–numeracy-based lesson plans and delivered more dialogic and participatory microteaching sessions. The program also fostered stronger professional awareness regarding the role of teachers in building foundational literacy and numeracy skills in primary education. Overall, the practice-based training proved effective in strengthening the professional preparedness of prospective primary school teachers in a contextual and systematic manner.

That Christian Religious Education teachers update their professionalism and competencies to ensure that Christian education remains relevant, effective, and transformative. This study aims to analyze the modernization of the professionalism of Christian Religious Education teachers, including the integration of spirituality with modern pedagogical approaches and strategies for developing teacher competencies in addressing the challenges of the digital generation. The study employs a descriptive qualitative approach, collecting data through literature review from books, journals, notes, and relevant reports, and presenting the findings in a narrative form. The results show that the modernization of teacher competencies involves the development of pedagogical, personal, social, spiritual, and professional competencies, with the ability to integrate spirituality, technology, and modern teaching methods such as collaborative and digital learning to create contextual, engaging, and transformative learning experiences. In conclusion, the modernization of professionalism among Christian Religious Education teachers is an urgent necessity to enable teachers to deliver God’s Word in a relevant manner, shape students’ character and spirituality, and enhance the effectiveness of Christian education through mastery of holistic and collaborative competencies.  

Islamic education has a strategic role in shaping the character, morality, and spirituality of students, but it is faced with complex challenges in the era of social, cultural, and technological transformation. The low pedagogic and professional competence of some teachers, the limitations of digital literacy, the dominance of conventional learning methods, and a less contextual curriculum are significant obstacles. This service program is designed to improve the competence of madrasah teachers through participatory training approaches, intensive mentoring, and strengthening learning communities based on the concepts of Technological Pedagogical Content Knowledge (TPACK) and Professional Learning Community (PLC). Activities include initial assessments, competency workshops, the use of learning technology, weekly mentoring, and pre-test and post-test evaluations. The results showed a significant increase in pedagogic competence (28%) and mastery of technology (34%), accompanied by positive changes in motivation, innovative attitudes, and awareness of contextualization of teaching materials. However, time constraints, variations in digital literacy, and institutional support are obstacles that need to be overcome through synergy between stakeholders. These findings underscore the importance of continuous, reflective, and contextual coaching models to strengthen the role of teachers as agents of change in Islamic education.

Teacher competency development is an important aspect in improving the quality of learning. The program of Kemahiran Mengajar Aplikasi Lapangan (KEMAL) is designed to provide hands-on teaching experience for students of Universitas Muslim Maros at MAS Darussalam Maros, South Sulawesi. The aim of this activity is to improve pedagogical competence, creativity in learning methods, and classroom management of students through participatory interactions with supervising teachers, principals, and students. The methods used include field observation, preparation of action plans, teaching practice, intensive mentoring, evaluation, and reflection. The results of this community service show an increase in students’ competence in compiling teaching materials, managing classes, and implementing creative learning strategies that are adaptive to students’ character. The active involvement of the school community encourages the creation of a participatory and conducive learning atmosphere. The implications of this activity show that the integration of field practice with a collaborative and reflective approach is effective in shaping the professionalism of prospective teachers and improving the quality of learning in partner schools. The novelty of this program lies in its sustainable and contextual participatory mentoring model.

The development of artificial intelligence (AI) technology offers new opportunities to enhance the effectiveness of teaching and learning processes. However, the level of understanding and utilization of AI in vocational school environments remains varied. The socialization activity on the use of AI at SMK Negeri 4 Padangsidimpuan was carried out as an effort to improve digital literacy, pedagogical competence, and the skills of both students and teachers in effectively utilizing AI technology. The activity methods included material presentation, demonstrations of educational AI applications, and hands-on practice using several AI platforms for material creation, data analysis, and learning support. The results showed an improvement in teachers' and students' understanding of basic AI concepts, their ability to use AI tools in teaching, and increased motivation to integrate AI into the learning process. This socialization activity is expected to serve as an initial step in developing an adaptive, innovative, and technology-based learning ecosystem that aligns with the needs of the digital era.

Islamic Religious Education plays a pivotal role in the formation of students’ character, particularly within the setting of vocational health education. In light of the introduction of the Love-Based Curriculum initiated by the Indonesian Ministry of Religious Affairs, there is a pressing need for instructional strategies that effectively integrate the values of love, compassion, tolerance, and empathy into PAI teaching. This study seeks to provide a comprehensive description and critical analysis of the love-oriented PAI learning model implemented at SMK Kesehatan Athalla Putra Palembang, while also examining the challenges encountered and the solutions undertaken in its execution. The research adopts a qualitative field study approach, with data collected through classroom observations, in-depth interviews with teachers and students, as well as document analysis. The findings indicate that several strategies have been employed, including interactive lectures, collaborative group discussions, socially oriented project-based learning, and the utilization of media designed to promote compassion. The successful implementation of the Love-Based Curriculum in this context is shaped by factors such as teacher competence, institutional support, and the adequacy of educational facilities. Nevertheless, a number of obstacles were identified, namely time constraints, limited professional training for teachers, and resistance to pedagogical change. Despite these challenges, the applied strategies proved to be effective in enhancing both student motivation and character development. Accordingly, it is recommended that the institution reinforce teacher professional development programs, establish a more structured syllabus, and institutionalize love-based values within both assessment practices and the broader school culture.

The research intends to formulate an integrative approach for designing the Merdeka Curriculum based on Deep Learning in the Economics subject at SMA N 1 Boyolali. The rapid advancement of digital technology demands more adaptive, contextual, and student-centered learning models aligned with 21st- century competencies. Using a an exploratory research approach supported by a structured assessment of prior studies (SLR), this research synthesizes theoretical perspectives and previous studies related to curriculum design, deep learning, and educational innovation. The results reveal that the incorporation of Deep Learning into the Merdeka Curriculum offers a more responsive and data-driven framework, enabling deeper conceptual understanding, critical thinking, and problem-solving skills in Economics learning. However, several challenges were identified, including teachers limited digital competence, insufficient infrastructure, and minimal curriculum innovation training. The study emphasizes the significance of combining technological and pedagogical innovation to strengthen learning quality. The results provide a conceptual model that educators can adopt to design an adaptive curriculum aligned with students’ characteristics and contemporary educational demands.

This study aims to thoroughly examine the triadic relationship among the Internalization of Aswaja An-Nahdliyah Values, the Pedagogic Competence of Ustadz/Ustadzah, and the Academic Supervision by the Kyai at the Salafi Sunanul Huda Islamic Boarding School in Sukabumi Regency. The research urgency is based on the vital role of the pesantren (Islamic boarding school) as a fortress of moderate ideology and the existence of a research gap that has not holistically integrated these three variables within the specific Salafi-Nahdliyyah context of the locus. The Aswaja An-Nahdliyah values central to the internalization process include Tawasuth (moderation), Tasamuh (tolerance), I'tidal (justice/firmness), Tawazun (balance), and Amar Ma'ruf Nahi Munkar (enjoining good and forbidding wrong). This internalization is carried out through the formal curriculum (teaching Kitab Kuning using the Sorogan and Bandongan methods) and the non-curricular aspects (Kyai/Ustadz role-modeling and pesantren living values). The study utilizes a qualitative approach with a Case Study design. Data collection employs Method Triangulation involving In-depth Interviews (Kyai, Ustadz, Students), Limited Participatory Observation (learning processes and cultural activities), and Document Study (Lesson Plans, curriculum, and supervision reports). Data analysis employs the interactive model of Miles, Huberman, and Saldana (Data Condensation, Data Display, and Conclusion Drawing). The research findings are expected to formulate the Integrated Model of Triguna Santri in Aswaja An-Nahdliyah Internalization, which synergizes traditional pesantren methods with culture-based quality assurance. Practically, these findings will provide blueprints for quality assurance (Cultural-Authoritative Academic Supervision) and recommendations for pedagogical strategies for Ustadz/Ustadzah to enhance the transfer of values from the cognitive level to the affective and behavioral domains. This model is expected to become a benchmark for developing educator competence and strengthening religious moderation in similar pesantren.

This community service program was implemented to address the problem of the low quality of students' Quran reading at TPQ Al-Litfilah Nur, Situhiang Village, which was caused by the lack of implementation of a structured and sustainable tahsin learning method. This activity aims to improve students' Quran reading skills through training and mentoring using the Tilawati method combined with the Asset-Based Community Development (ABCD) approach, so that the potential and resources of the community can be optimized. The program was implemented in stages, including mapping the initial conditions of students' and teachers' abilities, training TPQ teachers on the principles and techniques of the Tilawati method, mentoring the learning process in a classical and individual manner, and evaluating the development of students' reading skills. The results of the activity showed a significant increase in the accuracy of makhraj, the application of basic tajwid, and the fluency of students' Quran reading. In addition, TPQ teachers experienced an increase in pedagogical competence and were able to apply the Tilawati method independently in teaching and learning activities. These findings indicate that strengthening community assets through targeted and participatory training can create meaningful and sustainable changes in improving the quality of Qur'an learning at the TPQ level.

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

This 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.

The improvement of Islamic elementary education quality largely depends on the competence of teachers as the primary agents of learning. In the context of Madrasah Ibtidaiyah (MI), the challenges of globalization and the implementation of the Merdeka Curriculum demand teachers to develop professionally, innovatively, and with strong Islamic values. This study aims to analyze the integration of transformational leadership and organizational culture in enhancing the quality of teachers’ human resources in MI. A qualitative approach with a case study design was employed at three Islamic elementary schools in Central Java. Data were collected through interviews, observations, and documentation, and analyzed using the Miles and Huberman model with source and method triangulation for validation. The findings reveal that transformational leadership practiced by school principals plays a crucial role in building teachers’ motivation, commitment, and change orientation through exemplary behavior, inspiration, and empowerment. Meanwhile, an organizational culture rooted in Islamic values strengthens collaboration, professionalism, and shared responsibility among teachers. The integration of these two elements creates a synergistic effect that enhances teachers’ pedagogical, professional, and spiritual competencies. It can be concluded that transformational leadership combined with a strong organizational culture serves as an effective strategy to sustainably improve teacher quality in Madrasah Ibtidaiyah..

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.

The study aims to produce a textbook called Basic Teaching and Learning Skills in the Aspect of Teacher Personality Competence Integrated with QR-Code to improve the quality of professional teacher competence. The study applied the Research and Development (R&D) methodology based on the ADDIE model. The findings indicated that there was high level of feasibility, including material expert validation 83.3, language validation 88.3 and student responses 95.5 which is categorized as very feasible. The results show that the implementation of the QR-Code can increase the level of interactivity to watch the videos, case studies, reflective materials that reinforce the level of conceptual knowledge and internalization of the characters. The findings synthesis is in accordance with Technological Pedagogical Content Knowledge (TPACK) and experiential learning theories, and technology is the reflective medium in personality development. It concludes that the QR-Code textbook is a productive, innovative, and topical medium to form teacher personality competence, which is consistent with the curriculum and the demand of transformation education digital. The product will help improve innovation in higher education by helping close the gap between the pedagogical content and digital literacy and providing adaptive and professional teachers to meet the demands of the 21st-century education.

The moral crisis and low religious understanding among the younger generation pose serious challenges in shaping students' character in accordance with Islamic teachings. This phenomenon is increasingly exacerbated by the rapid flow of globalization and technological developments that are not always in line with the principles of Islamic law. In this context, the existence of Madrasah Diniyah (Islamic Madrasah) is a strategic solution to equip students with a deep understanding of religion while simultaneously forming a strong Islamic personality (syakhsiyah Islamiyyah). This study aims to determine the role of Madrasah Diniyah in improving mastery of Islamic religious knowledge and shaping Islamic character in students. The study used a descriptive qualitative approach with the aim of systematically describing the learning process and its impact on student development. Data were collected through observation, in-depth interviews with teachers and students, and analysis of learning documents. The results show that Madrasah Diniyah plays a significant role in improving mastery of Islamic religious knowledge through structured learning that includes the Qur'an, aqidah, fiqh, and morals. This material not only broadens students' religious knowledge but also instills the values of faith, worship, and noble morals that serve as the foundation for daily behavior. This success is supported by teachers who possess strong scientific and pedagogical competence, varied learning methods, and harmonious relationships between teachers, students, and parents. Furthermore, a conducive madrasah environment helps strengthen the internalization of Islamic values. Thus, Madrasah Diniyah serves as a vital partner in the Islamic education system, particularly in instilling an Islamic personality from an early age, thus fortifying the younger generation against the negative influences of globalization and shaping a generation of faith, knowledge, and noble morals.

The emergence of smartphone technology has brought significant changes to the world of education while simultaneously creating new challenges for teachers. This study aims to identify and analyze the challenges teachers face in the learning process following the widespread use of smartphones by students. The method used was a literature review, examining various sources on digital learning, student behavior, and the impact of technology on the educational process. The results indicate that teachers face various challenges, including student concentration disruptions due to entertainment content, over-reliance on technology, student access to age-inappropriate content, lack of parental supervision, unequal access to devices, and the emergence of digital ethics issues such as social media misuse and cyberbullying. These conditions require teachers to have stronger digital competencies, adaptive classroom management skills, and pedagogical strategies that balance technology use with character building and healthy digital discipline. To address these challenges, four main strategies can be implemented: enhancing digital competence, integrating character values in technology use, innovating learning methods, and building collaboration among teachers in designing digital learning.

This community service activity aimed to enhance the self-confidence of early childhood learners through the Janger Dance Movement, used as an art- and culture-based learning medium. The program was implemented at TK Prawidya Dharma in Demulih Village, Bangli, involving children aged 5–6 years and their teachers. A qualitative descriptive method was applied using the Participatory Action Learning System (PALS) approach, which emphasizes active engagement, reflection, and participatory learning. The results showed a significant improvement in the children's self-confidence, evidenced by their increased willingness to perform in public, improved social interaction, and more expressive emotional behavior. Teachers also benefited from enhanced pedagogical competence, particularly in integrating cultural and artistic elements into meaningful classroom practices. The Janger Dance Movement proved to be an effective pedagogical strategy for fostering self-confidence, independence, and social development in early childhood education. This approach not only helped children build self-esteem but also encouraged them to engage in creative expression, while allowing teachers to gain valuable experience in incorporating cultural arts into their teaching practices.

 This study highlights the importance of academic supervision in improving teachers' professionalism and performance, particularly Islamic Education teachers in madrasas. At MIN 1 Musi Banyuasin, academic supervision has not been fully optimized due to limited time, lack of continuous follow-up, and teachers' perception of supervision as an administrative procedure. The study aims to describe the implementation of academic supervision and analyze its impact on Islamic Education teachers' performance. Using a qualitative phenomenological approach, data were collected through observation, documentation, and in-depth interviews. The results indicate that well-planned, reflective, and participatory academic supervision effectively enhances teachers' pedagogical competence, professionalism, and spiritual awareness. Moreover, academic supervision serves as a means of moral and professional development that fosters a religious work culture within the madrasa and supports the continuous improvement of Islamic education quality.