This study aims to determine the student’s perceptions about utilization of various type of learning media to engage students’ learning interest. Data collection using a survey with a population of all Mathematics Education and Biology Education students of the 2022 and 2023 intakes, with a sample size of 60 students using stratified random sampling. This survey is related to perceptions related to students learning interest based on based on various of media and students learning interest  from Mitchel (1993), consists of 15 items with 5 aspects such as attention, curiosity, excitement, meaningfulness, and involvement. The results showed that mostly students choose games media and games application, with 25 students (41,6%) gave highest score, mean that games media gave those students more attention because of the attraction in it, while another learning media  that showed less of interest, were picture with 2 students (3,3%), power point with 6 students (10%), and learning torso with 8 students (13,3%), because visual media not fully explaining the complex material.Another survey about learning interest showed that excitement aspect, game applications gave the highest score, which was 36.6%, chosen by 22 students, followed by game media chosen by 20 students (33.3%). In the meaningfulness and involvement aspects, the learning module gave the highest score, which was 13.3% (8 students) and 35% (21 students), this is because the learning module accommodates students' independent learning so that learning becomes more meaningful. So learning modules and games based media mostly can engage students’ learning interest in education department.

This study aims to describe artificial intelligence (AI) and education in the era of society 5.0. This research is a descriptive-qualitative research with a method in the form of journal meta-analysis by complementing and comparing previous information through literature review using data from 22 journal articles to be collected then further studied and analyzed related to the results of their findings and draw a conclusion. This study examines about: (1) artificial intelligence (AI) in the field of education; (2) the role and position of artificial intelligence (AI) in the field of education; (3) the advantages and disadvantages of artificial intelligence (AI) in the field of education; and (4) artificial intelligence (AI) in the field of education to face the era of Society 5.0., which is to overcome the challenges and problems of the times quickly. AI has the advantage of being able to quickly create and score content, automate tasks in education, but it also has the disadvantage of having risks in handling privacy issues, algorithmic bias, and transparency controls. AI itself cannot replace the position of teachers because it cannot monitor student development significantly, how character morally and emotionally, so it would be better if AI is used as a tool that can help teachers do learning and also an emotional approach in building student character to face the era of Society 5.0.

The implementation of digital literacy in literacy education for students in the Elementary School Teacher Education Program at Tribhuwana Tungga Dewi University. The methodology used in this research is quantitative research conducted at the Elementary School Teacher Education Program at Tribhuwana Tungga Dewi University in the even semester of the academic year 2022/2023. The results indicate that the Elementary School Teacher Education Program students have digital literacy skills with a score of 50% for digital access, categorized as sufficient, and a score of 75% for digital literacy competence, categorized as good. Furthermore, the results show that technology usage scored 45% with a sufficient category, while online access scored 70% with a good category. For digital literacy competence, the information and communication aspect scored well, while content creation scored sufficient. In conclusion, this research indicates that technology access plays an important role in enhancing digital literacy among Elementary School Teacher Education Program students at Tribhuwana Tunggadewi University.

P-WEC (Petungsewu Wildlife Education Center) merupakan kawasan konservasi di Kabupaten Malang yang digunakan sebagai pusat studi untuk pendidikan informal tentang konservasi alam dan kehidupan liar (wildlife), namun pelaksanaan kegiatan Edukasi Alam yang ditawarkan masih belum optimal dikarenakan pelaksanaannya hanya dilakukan di area tertentu dan dilakukan dengan menyajikan tumbuhan secara langsung sehingga eksplorasi tidak dilakukan secara luas, maka untuk meningkatkan kegiatan tersebut dikembangkanlah P-WEC Plant Locator berbasis android dengan menerapkan konsep Digital Learning Ecosystem, yaitu dengan mengintegrasikan teknologi dan konteks pembelajaran dengan pengguna dalam suatu lingkungan, sehingga eksplorasi lokasi pohon dan tumbuhan liar yang ada di kawasan tersebut dapat dilakukan secara mandiri dengan mengakses pencarian denah lokasi tumbuhan yang ada di aplikasi P-WEC Plant Locator. Pelaksanaan kegiatan pengabdian ini meliputi dua tahap yaitu tahap pengembangan produk dengan model ADDIE dan tahap pendampingan penerapan produk melalui kegiatan focus group discussion (FGD). Diperoleh hasil bahwa pengembangan aplikasi P-WEC Plant Locator mampu mengoptimalkan kegiatan eksplorasi tumbuhan liar dengan memberikan peningkatan kualitas layanan dalam kegiatan Edukasi Alam yang ditawarkan kepada pengunjung Kawasan konservasi P-WEC, dimana pengunjung dapat mengakses aplikasi ini melalui android masing-masing dan dapat melakukan eksplorasi secara menyeluruh untuk meningkatkan pengalaman belajarnya secara mandiri. 

This study aims to determine the effect of the Realistic Mathematics Education (RME) approach to improve the learning outcomes of grade VIIa students at SMP Sunan Giri Malang. The specific purpose of the research conducted was to describe the application steps of the RME Approach to improve learning outcomes in the Material Set using two cycles of Classroom Action Research (PTK). Data collection was carried out using material validation sheets, lesson implementation plans (RPP), Student Worksheets (LKS), student activity observation sheets, teacher activity observation sheets and results from posttests at the end of the cycle. The results showed that the use of the RME approach on set material succeeded in increasing the learning outcomes of grade VIIa students at Sunan Giri Junior High School, with a completeness percentage starting from 50% and increasing in the second cycle to 91.66% with a completeness score criterion of 75, so it is known that the RME approach is able to improve student learning outcomes in class VIIa set material at Sunan Giri Junior High School and is also able to increase student learning activities during learning.

The purpose of this study was to analyze the success of practitioner teaching in learning Educational Psychology courses at Tribhuwana Tunggadewi University. This study used a best practice review approach to identify effective teaching strategies used by practitioners in that context. The research methods used involve classroom observation, interviews with practitioners, and qualitative analysis of documents. Practitioners use an active and collaborative learning approach, engage students in discussions and case studies, and encourage self-reflection with the help of relevant audiovisual media and reading materials. It was found that practitioners' success in teaching Educational Psychology is related to competence in integrating theory with relevant practical examples, relating material to students' real lives, and providing constructive feedback. In addition, practitioners also build inclusive learning environments, support students' active participation, and create an atmosphere that facilitates deep understanding. The results show that teaching with practice has been successfully carried out in teaching Educational Psychology courses, with implications related to the development of teaching competencies and the application of best practices in teaching Educational Psychology courses.