Indonesia is currently trying to reorganize the education system post-pandemic by using  hybrid learning system. In this hybrid learning process, lecturers are required to grow and develop their  creativity. This article described the mapping of the model of second language teaching lecturers both English and Arabic at Maulana Malik Ibrahim State Islamic University of Malang on creativity in teaching, in particular to find out how well they understand the concept of creativity and the implementation of creative teaching in the form of classroom activities. This method used was qualitative approach with the type of content analysis. Data were collected through in-depth interviews with 21 second language lecturers, then the data were analyzed using Krippendorff content analysis. The results of this study indicated that second language lecturers had a comprehensive understanding of the demands of creativity in this post-pandemic, because they can clearly explained the meaning of creativity both in ideas and in its realization. In addition to understood creativity and its implementation in teaching activities, this research also showed the synergy between individual creativity as reflected in professional teaching and organizational creativity as seen from the readiness of this university to develop students' creative attitudes through support for campus facilities.

In this pandemic situation, the learning process is replaced by online learning. Where in online learning, the teacher needs to work hard in teaching. So that online learning runs well. One way to do this in this pandemic situation is to use the teacher's creativity in making engaging online learning activities so that students can receive the material well. This study aims to determine teachers' creativity in making engaging online learning activities for English teachers in class IX at SMPN 1 Srengat. This study used a case study design with qualitative approach, and the design is used to dig deeper into teachers' creativity in making online learning activities used by English teachers. This study uses two instruments, and they are: the first instrument is interviewed, and the second instrument is documentation. The results showed that the grade IX English teacher at SMPN 1 Srengat was very creative in making online learning activities. For designing the online learning activities, the English teacher implemented four of criteria for creative teachers based on the theory of (Mulyana 2010): Fluency, Flexibility, Originality, and Elaboration. The English teacher also implements online learning activities proposed by (Jack, Chris, and Donald 2019), including Consulting, Interactive Lectures, Student presentations, Reading, and Self-Study.

Minister of Religion Decree (KMA) number 183 of 2019 is a document set to guide the Islamic and Arabic Language Education curriculum in School (Madrasah). A state legal document on education should also be in line with the direction of national education policy, one of which is literacy. This study aims to analyse the document with a multiliterate pedagogical perspective. The approach used is Neudorf critical content analysis. The main data source is the KMA document. The results of the study indicate that the content of the material specified in the Basic Competencies (KD) can meet the criteria of a literate with indicators of text user, user code, meaning maker for the Ibtidaiyah Madrasah level. The new text analyser level is set at the Madrasah Tsanawiyah and Aliyah levels with consideration of the development of children's literacy. The four components of multiliteracy pedagogy, namely situated practice, overt instruction, critical framing, and transformed practice, are shown in the document with a pattern of determining material content and learning characteristics. The accommodation of the characteristics of language learning for children is reflected in the determination of competency standards for graduates of Madrasah Ibtidaiyah level as well as material content.

<p align="center">This study is intended to analyze variations of formative assessment strategies applied in Language Evaluation class. The class was taught by an English native speaker. A descriptive qualitative method was employed in the study in which interviews and classroom observations were conducted to collect the data. In addition, syllabus and materials used for the class were also used as the supporting instruments in the study. The findings set out that various kinds of formative assessment used in the respective class. They were oral question, choral questioning, a quiz, Think-Pair-Share, Think-Pair-Write-Share, pair work and group work. The delivery of each assessment technique are differed in each lesson, but are always preceded with questions before a specific technique used. The study advocates that formative assessment in higher education is highly suggested, yet real challenges lie for lecturers to apply.</p>

Pengabdian masyarakat ini bertujuan untuk menanggulangi pernikahan dini melalui pembentukan konselor keluarga berbasis masjid. Kegiatan ini dilakukan di Kecamatan Jabung pada Kabupaten Malang yang melibatkan kelompok ibu-ibu penggerak Pemberdayaan dan Kesejahteraan Keluarga (PKK) di wilayah tersebut. Terdapat 35 peserta yang terlibat dalam kegiatan ini. Kegiatan ini dilakukan di daerah tersebut dimana untuk memberikan pengetahuan kepada masyarakat setempat akan dampak dari perkawinan dini dikalangan remaja desa disana. Menggunakan teknik metode pelatihan dan pendampingan, dimana pelaksanaan kedua metode tesebut dilakukan dengan cara: Ceramah/Pemberian Informasi, Role Play, Focused Group Discussion (FGD), Simulasi dan Latihan yang berlangsung selama empat hari meliputi kegiatan pelatihan, dan tiga hari meliputi kegiatan pendampingan. Hasil kegiatan pelatihan dan pendampingan antara lain yakni meningkatkan performansi bimbingan konseling melalui kegiatan konseling keluarga, membantu angota-angota keluarga belajar dan menghargai secara emosional bahwa dinamika keluarga adalah nteraksi antara anggota keluarga, mengantisipasi munculnya perilaku negatif remaja (kenakalan remaja), memberikan nilai tambah dalam bidang pengetahuan dan keterampilan untuk keluaraga dalam pencegahan perkawinan dini.