Pemanfaatan Teknologi Digital untuk Pembelajaran Bahasa Inggris yang Inovatif bagi Siswa Kelas XII di Madrasah Aliyah 1 Semarang bertujuan mengatasi beberapa masalah yang dihadapi siswa, seperti rendahnya motivasi belajar bahasa Inggris siswa, keterbatasan fasilitas pembelajaran berbasis teknologi, dan pendekatan pengajaran yang masih tradisional. Siswa kelas XII cenderung kesulitan mengembangkan keterampilan berbicara dan mendengar, karena pembelajaran lebih banyak berfokus pada tata bahasa dan penerjemahan. Oleh karena itu, program ini bertujuan meningkatkan keterampilan bahasa Inggris siswa melalui pemanfaatan teknologi digital yang interaktif. Program ini memberikan pelatihan kepada siswa dalam memanfaatkan aplikasi pembelajaran bahasa Inggris seperti Duolingo, Quizlet, dan Kahoot!, untuk mendukung proses belajar secara lebih inovatif. Pelatihan siswa difokuskan pada cara mengintegrasikan teknologi dalam proses pengajaran, sementara siswa akan didampingi dalam menggunakan aplikasi tersebut untuk meningkatkan keterampilan berbahasa mereka. Selain itu, metode pengajaran diintegrasikan dengan aktivitas berbasis teknologi, seperti kuis interaktif dan latihan berbicara, yang dirancang untuk meningkatkan partisipasi siswa. Program ini juga melibatkan evaluasi berkala melalui tes keterampilan dan survei untuk memantau perkembangan siswa. Program ini mampu meningkatkan motivasi dan keterampilan bahasa Inggris siswa kelas XII di Madrasah Aliyah 1 Semarang secara signifikan.@font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:roman; mso-font-pitch:variable; mso-font-signature:-536870145 1107305727 0 0 415 0;}p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin:0cm; text-align:center; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman",serif; mso-fareast-font-family:"Times New Roman"; mso-ansi-language:EN-US;}.MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; font-size:11.0pt; mso-ansi-font-size:11.0pt; mso-bidi-font-size:11.0pt; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi; mso-font-kerning:0pt; mso-ligatures:none; mso-ansi-language:EN-US;}.MsoPapDefault {mso-style-type:export-only; margin-bottom:10.0pt; line-height:115%;}div.WordSection1 {page:WordSection1;}

Dalam era digital yang terus berkembang, teknologi Internet of Things (IoT) memainkan peran penting dalam meningkatkan efisiensi dan inovasi. Namun, pemahaman tentang IoT di SMA Masehi 2 PSAK Semarang masih terbatas, yang berpotensi menghambat kesiapan siswa menghadapi tantangan teknologi masa depan. Untuk mengatasi hal ini, kegiatan pengabdian dilaksanakan dengan tujuan mengenalkan konsep dan aplikasi IoT kepada siswa. Metode yang digunakan meliputi ceramah teoretis dan demonstrasi alat, yang diadakan selama dua hari. Hasil evaluasi melalui kuesioner menunjukkan peningkatan signifikan dalam pemahaman siswa mengenai IoT, dari 66% sebelum pelatihan menjadi 81% setelah pelatihan. Peningkatan ini mencakup pemahaman konseptual, konfigurasi perangkat, dan kemampuan pemecahan masalah. Kegiatan ini diharapkan dapat memperluas pengetahuan siswa tentang IoT dan mempersiapkan mereka untuk perkembangan teknologi di masa depan.

Learning is a behavior that each individual acquires to obtain a new change in behavior as a whole, in order to have the necessary abilities, skills and knowledge. Of course, students need the help of a teacher to support them, one of those who can help is the BK teacher. One of the duties of guidance and counseling teachers is to develop students according to their needs. Learning achievement is the result achieved or obtained by a child in the form of grades. This research method uses qualitative. The conclusion obtained is that BK teachers carry out guidance programs based on the assessments that have been carried out, the counseling theories used by each BK teacher are different from each other.

Technological advancements emphasize the importance of artificial intelligence (AI) literacy for younger generations. However, junior high school students in Sinar Bhakti Village still lack basic knowledge of AI. This community service program aims to introduce the fundamental concepts of AI to junior high school students through an interactive educational approach. The method employed involved practice-based workshops using visual media and simple simulations. The activity was met with high enthusiasm from the students, especially during simulations related to the application of AI in daily life. The results showed an improvement in students' understanding of AI concepts, as reflected in their ability to articulate the materials taught during the program. Furthermore, this program provided students with new insights into the potential of future technologies and created an active space for discussions on AI applications in various fields.

Achievement motivation is an important factor in achieving individual success, especially among teenagers. This research aims to explore the influence of social support from parents, teachers and peers on students' learning motivation at SMA N 1 Ngemplak, Boyolali. According to Santrock (2003), achievement motivation is the desire to complete tasks in order to achieve success. However, low levels of parental concern and conflict within the family often hinder students' learning motivation. Interviews with students show that many of them feel less supported, both at home and at school, which has a negative impact on their enthusiasm for learning. The research method uses a quantitative approach with a descriptive design, involving class XE-6 students and collecting data through questionnaires about social support and learning motivation. The research results show that there is no significant relationship between social support and learning motivation, with a p-value of 0.166, which is greater than the significance level of 0.05. Nevertheless, this research confirms the importance of environmental support to increase student learning motivation.

Abstract, In recent years, there have been challenges faced by MTs Al Abraar in an effort to improve student learning outcomes, especially in creating creative and innovative learning. The partners involved in this program are teachers at the Al-Abraar Tandem Hilir Private Middle School, Hamparan Perak District, where the main problem experienced by partners is the lack of knowledge in using IT in creating creative teaching materials. Therefore, the solution offered is to provide training in creating creative teaching materials to improve teachers' knowledge and skills in creating, using and optimizing the use of Canva. The location for implementing this program has been discussed with partners, namely at the Al Abraar Tandem Hilir Private Middle School located at Jln. Listrik Emplasmen Tandam Hilir I, Hamparan Perak District, Deli Serdang Regency, North Sumatra. This program consists of stages of preparation, implementation, monitoring, and evaluation. In implementing this service, the team implemented the in-house training method. In the implementation of the training, the community service team provided tutorial materials on the use of Canva which would be carried out for 2 meetings (2 meetings per material) and carried out alternately with a duration of 120 minutes each. Training activities on this were carried out on August 8-9, 2024 offline with lecture methods, direct training, discussions and questions and answers. The results of this activity can be seen that the participants of the activity can recognize and can create creative teaching material designs using Canva and its supporting features and are used in teaching. The sustainability of this program can be measured by the existence of teaching materials made using Canva.

Increasing community literacy in environmental management is a strategic step to realize sustainable development. One practical approach that can be implemented is through community-based education. This article examines how local communities can become agents of change in increasing public awareness and understanding regarding environmental issues, such as waste management, natural resource conservation, and adaptation to climate change. Through a participatory approach, community-based education encourages direct community involvement in designing and implementing environmental programs that suit local needs. Case studies from various regions show that collaboration between communities, government, and the private sector can increase the effectiveness of educational programs and create long-term impacts. The work programs are processing organic and inorganic waste, processing agricultural land, planting trees, preventing dengue fever and making anti-mosquito spray, providing information related to Hoaxes and phishing link modes, and collecting data on MSMEs. Apart from that, there are also work programs regarding learning posts, introducing waste banks, making street signs, and creating village websites. The results obtained from this activity are an approach to the community through social activities carried out with residents and increasing community insight through the outreach and training programs provided. Apart from that, village facilities can be improved by creating street signs and village websites. It is hoped that the results of this study can become a practical guide in developing a sustainable community-based education model for environmental management.

A smart village is a modern development effort to overcome problems. A bright town is a principle that includes concept development and technology implementation. This principle helps villages overcome issues that occur in villages, such as environmental problems, sanitation, environmental pollution, infrastructure, technological backwardness, and others. For this reason, this final report discusses the implementation of smart villages in Teratak Village, Muara Kaman District, Kutai Kartanegara Regency. Research for Smart Village activities uses descriptive research methods consisting of activity targets, strategies, and implementation. The target of community service and Smart Village activities is, of course, the entire community of Teratak Village. All activities in the Smart Village are carried out in collaboration with officials, village officials, village organizations, and school residents, not forgetting the Teratak Village community. As for its implementation, Smart Village uses several different methods. Smart Village is an activity that consists of six main programs where the programs are grouped into superior group work programs, namely making directional signs, healthy living education, planting TOGA (Family Medicinal Plants), reactivation of social media accounts, activation of posyandu and dengue fever education. , and waste collection activities. Apart from that, there are also seven other work programs, namely socialization of TOGA planting, making village maps, digital literacy education, developing village profile websites, socializing the importance of fish in children's growth and development, stunting education, and socializing the use of waste with eco-bricks.

In order to produce a good argumentative text that is easy for readers to understand, a skill is needed, one of which is writing skills. With the skill of writing argumentative texts, someone can develop critical thinking skills. In compiling an argument, someone must be able to analyze information, evaluate various points of view, and compile logical and consistent arguments. The partners involved in this program are students at SMA Imelda Medan where the main problem experienced by the partners is the lack of understanding of students in writing argumentative texts. Students can write this text but still do not meet the standards of argumentative texts such as the inability to identify a clear position or thesis, lack of logical reasoning, inability to structure the writing clearly. Therefore, the solution offered is to provide training in writing the text using a theme development approach. The location of this program is at SMA Imelda Medan which is located at Jl. Bilal, Medan, North Sumatra. This program consists of stages of preparation, implementation, monitoring, and evaluation. In implementing this community service, the team applied the in-house training method using a theme development approach. The students showed high enthusiasm in participating in the entire series of argumentative text writing training activities. The results of students' writing after the training showed an increase in the aspects of argument clarity, use of relevant evidence, and coherent paragraph arrangement. This success shows that the training was able to provide a positive impact in improving students' literacy skills in writing argumentative texts.

Activities to develop economic independence through making DIY dishwashing soap and detergent were carried out in Marga Bakti January 2025 as an effort to improve community skills in utilizing local resources. This program aims to provide practical training that can be applied independently by the community to create small business opportunities based on household needs. Implementation methods include theoretical explanations, manufacturing demonstrations, and group practice, accompanied by intensive mentoring. The results of the activity show that participants are able to produce quality soap and detergent independently, which has the potential to increase family income while reducing dependence on commercial products. This program is expected to be the first step in building a sustainable and community-based economy in Marga Bakti Village.