<![CDATA[The program for creating classroom markers was motivated by the lack of clear room identification, which undermined the effectiveness of teaching and learning activities and created disorder in the school environment at SMAN 3 Majene. This condition often causes students, teachers, and visitors to have difficulty finding their intended classrooms, thus hampering the efficiency of time and school administrative processes. Therefore, a concrete solution was needed: providing informative, easily recognizable classroom markers. This activity was implemented using a participatory method involving all elements of the school, from students, teachers, and education staff. The activity was carried out through several stages: observation to identify needs, marker design, manufacturing, installation in each classroom, and evaluation to measure the program's overall and ongoing success. The classroom markers were designed with a clear, aesthetic, and easy-to-read appearance and were made from high-quality acrylic and wood for durability. The results of the activity showed a significant improvement in the orderliness of the school's spatial layout, the efficiency of school community mobility, and the ease of implementing learning administration. In addition, this program also contributed to building student character, fostering a sense of togetherness, and raising awareness of the importance of maintaining classroom cleanliness and order. Thus, this program has a positive impact on creating an orderly, comfortable, conducive, and highly effective learning environment.]]>
