This study conveys how to learn with digital media so students can easily understand the material presented independently. The research aims to create new learning innovations through digital audio-visual media easily accessible via mobile phones. Teaching media is made as a barcode that can be scanned and then pasted into the teaching material book. Audio-visual material can then be displayed on the topics discussed in the textbook. Students can easily understand the material because digital media can be explained in detail and completely about the material in student textbooks. The approach is carried out through the local wisdom of Sad Kerti Loka Bali in the Jagat Kertih section, which means glorifying the human environment so that students can adapt the teaching materials. The method used in this research is the Qualitative Method. The design process is carried out in three stages: pre-production, production, and post-production. In testing, in the first stage, students were taught conventional face-to-face methods. Then in the second stage, learning was carried out by adding digital material and being observed. Tests were carried out on early childhood students, teachers as material experts, and visual communication designers as media experts.

Today, relational databases are widely used in information systems. SQL (structured query language) is taught extensively in universities and professional schools across the globe as a programming language for its data management and accesses. Previously, we have studied a web-based programming learning assistant system (PLAS) to help novice students learn popular programming languages by themselves through solving various types of exercises. For SQL programming, we have implemented the grammar-concept understanding problem (GUP) and the comment insertion problem (CIP) for its initial studies. In this paper, we propose an SQL Query Description Problem (SDP) as a new exercise type for describing the SQL query to a specified request in a MySQL database system. To reduce teachers’ preparation workloads, we integrate a generative AI-assisted SQL query generator to automatically generate a new SDP instance with a given dataset. An SDP instance consists of a table, a set of questions and corresponding queries. Answer correctness is determined by enhanced string matching against an answer module that includes multiple semantically equivalent canonical queries. For evaluation, we generated 11 SDP instances on basic topics using the generator, where we found that Gemini 3.0 Pro exhibited higher pedagogical consistency compared to ChatGPT-5.0, achieving perfect scores in Sensibleness, Topicality, and Readiness metrics. Then, we assigned the generated instances to 32 undergraduate students at the Indonesian Institute of Business and Technology (INSTIKI). The results showed an average correct answer rate of 95.2% and a mean SUS score of 78, which demonstrates strong initial student performance and system acceptance.

There is limited research that combines three things, namely, early childhood, technology and local wisdom. Current conventional education requires digital-based technology with all its advantages. Historical knowledge is best instilled as knowledge in early childhood in the age range of 4-6 years. The knowledge taken in this research is knowledge from a hero statue located in Kusamba village in the form of a woman holding a palm leaf named I Dewa Agung Istri Kanya. This research aims as an educational tool. Through the means of animated films, the Lego game is hoped to be able to provide historical education and be able to become a visual attraction in the educational process. The method in this research is a descriptive qualitative method by visualizing illustrations of historical toy stories of heroes that are close to children's tastes. Next, exploration and experimentation were carried out on the work by designing Lego with Balinese characters and clothing and creating the setting at the scene, namely Goa Lawah and Puri Klungkung. The production technique uses stop motion techniques. The process of making an animated film is carried out in three stages, namely pre-production, production, and post-production. Testing was carried out on material experts and media experts as well as parents who educate children aged 4-6 years. The results of 87% of respondents stated that it was suitable as a learning medium. The results of anecdotal notes on a sample of young children showed an increase in knowledge from not yet developing to developing according to expectations.

Lontar Prasi is an art that has grown and developed in Tenganan Pagringsingan Village in Karangasem, Bali since the time of our ancestors. Advances in digital technology in the current era are increasingly distancing this art from the younger generation. Other factors such as complicated prasi making, materials that seem ancient and primitive, wayang stories that are difficult to understand, text and illustrations that are less attractive, and their rare existence make it increasingly difficult for the younger generation and the public to get to know Prasi. By utilizing advances in digital technology to maintain the existence of Prasi, the film Lontar Prasi was made. The process of creating the Lontar Prasi film went through 3 stages, namely pre-production, production, and post-production. Evaluation of films is carried out by distributing questionnaires to content experts, media experts, and the public. The evaluation results of the Lontar Prasi film show that the content is quite good and worthy of publication as information media. With the Lontar Prasi documentary film Tenganan Pagringsingan Village, it is hoped that the community, especially the younger generation, will receive information and participate in preserving Balinese culture.

The Bali provincial government is focusing on improving education based on local wisdom, specifically Nangun Sad Kerti Loka Bali. Sad Kerti, which means six efforts to maintain the balance of the universe, is used in early childhood education. However, traditional methods, such as oral knowledge and teacher demonstrations, are not effective in conveying local wisdom. To address this, a community service activity has been introduced using Sad Kerti digital learning media, focusing on the story of Dang Hyang Nirartha. The activity uses demonstration, storytelling, and question-and-answer sessions. Teacher and student assessments were conducted, and it was found that Sad Kerti learning media is suitable for formulating learning objectives that meet student needs. This digital Sad Kerti learning media is highly feasible for use, as it helps children develop a deeper understanding of their identity and cultural heritage.