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Increasing the competence of village youth communities through the introduction of cultural experience and knowledge in local wisdom is a response to the problem of youth who are currently more interested in foreign cultures than their own, which is one of the formation of national character and identity. In addition, youth apathy in local culture, which is strengthened by the onslaught of global Islamic movements or transnational Islam develops among millennials so that religious values that exist in various traditions become misunderstood. This community assistance is located in Ketanen Village, Panceng District, Gresik Regency with the participatory action research method. The mentoring steps include preparation, process, analysis to evaluation. The result of the service is the increasing competence of the youth community, which can be seen by the awareness of the youth community to preserve the cultural heritage that has existed through various positive activities. Through this service, a village history team was formed as a center of information on various local wisdom.

Textbooks are very important in the learning process because they can support and strengthen the information of teaching materials delivered by teachers. Textbooks help students understand the concepts of science to achieve the desired competencies so that they are easy to understand which is needed in learning because they can explain various difficult phenomena including abstract concepts to become realistic knowledge to make students motivated to learn. Textbooks are very effectively used as a learning medium because they function as a tool for accurate information communication from teachers to students. Using good textbooks will accelerate the achievement of competencies to achieve the role of a good teacher, objective, and relevant truths. The purpose of this community service activity (CSA) is to increase the competence of Islamic boarding school teachers through assistance in making creative and innovative digital textbooks based on multimedia with Flip PDF. To achieve this goal, training activities (workshops), discussion activities for needs and assistance as well as the benefits of making creative and innovative digital textbooks in supporting learning activities are carried out. The material presented during the CSA activity received a good and positive response from the participants of the mentoring activity and stated that the mentoring activities that had been carried out needed to be continued in the future. For the next km implementation, we propose assistance in the implementation of e-Learning.

Various efforts have been made to improve teacher competence, but there are still many institutions that have not optimized teacher capacity development. This study examines the intellectual stimulation of principals in improving teacher competence in two favorite institutions in the East Java region of SDI Qurrota A'yun Tulungagung and MI Perwanida Blitar. This study uses a qualitative descriptive method with a multi-case study design. Data were collected through 16 teachers and one school committee, one student guardian, one community leader, and one employee determined by random purposive sampling. Information was obtained through interviews, documentation, and observation. The results of this study indicate the role of leaders in forming various teacher competency improvement programs; (a) Program in-service education. The leader delegates teachers to improve professional and pedagogical competencies, which consist of advanced study programs, equivalency studies, Teacher Professional Education (PPG), (b) Program in-service training. Leaders delegate teachers to improve pedagogical and professional competencies through training activities, seminars, workshops, and webinars. (c) Leaders conducted program on-service training as a facility to improve teacher competence, (1) Supervision Activities and Teacher Working Groups (KKG), (2) teachers are actively competing, (3) actively writing papers, (4) collaboration activity, (5) social service activities, (6) religious activity (7) Job rotation, (8) Curriculum integration according to the institution's development distinction, (9) Technology-based learning.

Abstrak Tujuan penelitian ini adalah untuk meningkatkan kompetensi menghitung konstruksi balok sederhana melalui model Problem Based Learning dipadukan dengan Metode Drill. Pelaksanaan penelitian tindakan kelas ini terdiri dari dua siklus (siklus I dan siklus II) dengan masing-masing dua kali pertemuan. Pemilihan judul ini didasari oleh rendahnya nilai mata pelajaran Mekanika Teknik yang dibuktikan dengan nilai harian siswa. Dengan model Problem Based Learning yang dipadukan dengan Metode Drill, kompetensi siswa dalam menghitung balok sederhana meningkat. Hasil yang diperoleh menunjukkan bahwa pada siklus I aspek keaktifan siswa rata-rata mencapai 79% (cukup aktif) dan pencapaian nilai pengetahuan 38,2% siswa berkompeten. Pada siklus II terjadi peningkatan yang signifikan dengan rata-rata keaktifan siswa meningkat menjadi 87% (aktif), sedangkan pencapaian nilai pengetahuan siswa yang berkompeten meningkat menjadi 85,3%. Kata kunci: peningkatan kompetensi, drill, problem based learning Abstract The purpose of this study was to improve the competence of calculating simple Block Construction through the Problem Based Learning Model Combined with the Drill Method. The implementation of this classroom action research consisted of two cycles (sycle I and cycle II) with each having two meetings. The choice of this title is based on the fact that the grades of Engineering Mechanics are low as evidenced by the student daily score. With the problembased Learning model combined with the Drll method, the competence of students increases in the competence of counting simple blocks. The results obtained showed that in first cycle, the student activeess aspect reached an average of 79% (enough Active) and achievement of knowledge value was 38,2% of competent students. In the second cycle, there was significant increase with student activeness increasing to an average of 87% (Active), while the achievement of the knowledge score increased to 85,3% of competent students. Keywords: competency improvement, drill, Problem based learning

Abstrak Penelitian ini bertujuan untuk meningkatkan nilai dan keterampilan siswa pada mata pelajaran Aplikasi Perangkat Lunak dan Desain Interior Gedung. Pelaksanaan penelitian tindakan kelas ini terdiri dari dua siklus (siklus I dan siklus II) dengan setiap siklus dilakukan dua kali pertemuan. Siswa melaksanakan pembelajaran berbasis proyek; Artinya, siswa langsung berlatih menggambar dengan lembar kerja yang disediakan. Peran tutor sebaya disini adalah membantu guru dalam membimbing siswa dalam menyelesaikan proyek, didampingi dan diarahkan oleh guru. Hasil yang diperoleh menunjukkan bahwa pada siklus I aspek keaktifan siswa mencapai rata-rata 76% (Cukup Aktif) dan ketercapaian nilai pengetahuan 17,1% siswa berkompeten. Sebagai perbandingan, pencapaian skor keterampilan adalah 25,7% siswa berkompeten dengan KKM (Kriteria Ketuntasan Maksimal) 76. Pada siklus II terjadi peningkatan yang signifikan dengan keaktifan siswa meningkat menjadi rata-rata 86% (Aktif), sedangkan pencapaian skor pengetahuan meningkat menjadi 91,43% siswa berkompeten dan pencapaian skor keterampilan juga meningkat dari segi ketuntasan belajar yaitu menjadi 94% siswa berkompeten. Kata kunci: Peningkatan Kompetensi, Tutor Sebaya, Project Based Learning Abstract This study aims to improve students' scores and skills in the subjects of Software Application and Building Interior Design. The implementation of this classroom action research consisted of two cycles (cycle I and cycle II) with each cycle having two meetings. Students carry out project-based learning; that is, students directly practice drawing by the job sheets provided. The role of the peer tutor here is to assist the teacher in guiding students in completing the project, accompanied and directed by the teacher. The results obtained showed that in the first cycle, the student activeness aspect reached an average of 76% (Enough Active) and the achievement of the knowledge value was 17.1% of competent students. In comparison, the achievement of skill scores was that 25.7% of students were competent with KKM (Maximum Completeness Criteria ) 76. In the second cycle, there was a significant increase with student activeness increasing to an average of 86% (Active), while the achievement of the knowledge score increased to 91.43% of competent students and the achievement of skill scores also increased in terms of learning completeness, namely to 94 % of students are competent. Keywords: Competency improvement, peer tutor, project based learning