In universities in the social sciences and education clusters, the social studies education course is one of the important compulsory courses to be taught. In the Social Studies Education course, it is hoped that it can contribute to growing student national awareness, social insight, social spirit, and social sensitivity so as to foster good social interaction in social life. In the learning process, social studies education must prioritize active learning. The case study learning method can make students better understand the material and master more contextual learning in accordance with the semester learning design that has been prepared. In addition, students will be more responsible for the problems given to be solved. This article aims to: 1) describe the importance of case study-based social studies courses; 2) design an example of a learning scenario with the case study method in the Social Studies Education course.

This study aims to document the assessment of alumni of teachers professional education program (PPG) in Riau University on the effectiveness of the PPG program in preparing prospective professional English teachers. All alumni of the 2018 subsidized PPG program at the University were selected as the sample of this study (15 people). Data was collected through the distribution of a Google form-based survey which was adopted from the PPG program evaluation questionnaire from the Ministry of Education, Higher Education. This study found that from the curriculum aspect, 84.6% of alumni said that the PPG curriculum content was in accordance with the needs of pre-service English teachers. However, 76.9% of participants stated that most of the material had been studied when they were in the undergraduate program. In terms of learning facilities, only 23.1% answered that they were satisfied with PPG facilities. 46.2% of them stated that the lecture room was not feasible. From the aspect of organizing services to students, only 42.6% said they were satisfied. The rest answered simply enough. From the aspect of the impact of the program, 69.2% of participants admitted that PPG had a significant impact on the development of their teaching profession. The greatest impact is on the aspect of both professional and pedagogical competencies. Thus, even though PPG is generally considered to be running quite well and has a positive impact, there are several aspects that need to be the attention of PPG organizers for the improvement of PPG in the future.

Improving the quality of education and teaching is a must and absolutely for all elements of education in this country, not except for a teacher. Good teachers are teachers who understand and understand their responsibilities and obligations. The teacher is the key actor in the learning. Teachers must follow learning trends that are relevant to current conditions, namely 21st century learning. To develop 21st century learning based on “merdeka belajar”, teachers must carry out student-center learning. The learning tools developed must have the principles of efficiency, effectiveness, and be learner-oriented. This is done by considering the readiness, interest and learning needs of students in the classroom so that they can achieve maximum learning goals and national education goals. This community service activity is implemented using a workshop method for 3 (three) days with speakers by lecturers according to their fields of expertise and in collaboration with the FOGIPSI organization. This event seeks to provide understanding, guidance, and experience for teachers in Pelalawan Regency related to 21st century learning tools based on “merdeka belajar” that are relevant to the current era of the industrial revolution 4.0.

The ability to publish articles in scientific journals is among the parts of a teacher's professional competence. The problem is that many teachers have not mastered the skills to write scientific papers. As a result, many teachers find it difficult to advance in rank, especially for promotion after IV / a. This paper describes a community service activity sponsored by Universitas Riau lecturers which aims to help teachers improve their scientific writing skills. Community service activities were carried out at a school in Pekanbaru, Riau. This paper further explains the concept of the workshop, the content of workshop materials, and the workshop's effectiveness. This workshop lasted for two months with three face-to-face training. The rest was done online via the Google Classroom platform. The material content covers the basic principles of scientific writing, the steps for writing scientific journals, how to cite and make references, including how to automatically cite using reference manager applications such as Mendeley, and how to submit articles through the online journal OJS system. Data from the survey conducted at the end of the community service activity showed that, in general, this activity was running well and effectively. The majority of participants (72.7%) stated that their motivation to write increased after attending the training. Their knowledge of writing scientific articles have improved after training. Their ability in writing scientific journals is also relatively better than before following this structured workshop.

As education worldwide is now switching massively to a virtual class during the pandemic, a teacher needs to understand online learning's philosophy and principles to make sure the class can run effectively. This paper aims to examine the current situation of online learning after the Covid19 outbreak and discusses the implementation of basic concepts of online learningby utilizing Google Suite products such as Google Classroom, Google Meet, Google Doc, and Google FormsAdopting the idea of a library research approach, data of this study were taken entirely from the secondary data by first searching some relevant resources in the area of online learning. The primary database used for searching the relevant resources is the e-resources of the Indonesian national library. The databases here have been connected to various reputable international databases such as ProQuest, EbscoHost, SAGE, Sciencedirect, Taylor & Francis, and many more. The data include those taken from e-books, journal papers, and scholarly articles. Taking data from these reputable resources is necessary to enhance the quality of the data collected. Among the basic concepts for effective online learning are that teachers or lecturers need to ensure the following principles considered when designing and implementing online learning: student-centered learning activities leading to self-regulated learning, interactivity, and strive for presence (in social, cognitive, and teaching aspects during learning).