This community service program was conducted to enhance the productivity and sharia financial literacy of members of the Saiyeg Saeko Proyo Cooperative, who were found to have a limited understanding of sharia financial principles, financial planning, and cooperative institutional management. The objective of this activity is to improve the understanding, skills, and attitudes of cooperative members in managing finances and shaping business productivity, transparency, and consistent with sharia principles. The implementation methods including survey and analysis of partner needs, three days of intensive training, and continuous mentoring for six months. The approach used is participatory and implemented through interactive lectures, group discussions, case studies, practical simulations, and periodic evaluations. Attended by 35 cooperative members, the evaluation results showed 46.6 percent increase in the average sharia financial literacy score of all participants, from 56.4 in the pre-test to 82.7 in the post-test. Additionally, total of 77.1 percent or 27 participants was able to prepare simple financial records independently, while 82.9 percent or 29 participants began using a digital system for cooperative administration. The cooperative members demonstrated improved accountability in financial reporting and a willingness to establish new business units based on member needs. Therefore, this activity successfully strengthened both individual and institutional capacity within the cooperative and supported economic empowerment based on sharia principles.
The Integration of Primary Health Care (ILP) requires posyandu cadres to be competent in delivering life-course–based health services. In Tawang Village, Weru Subdistrict, Sukoharjo Regency, none of the posyandu cadres had received ILP training, so no posyandu in the village was able to operate ILP-standard services. This community service program aimed to improve the knowledge and basic skills of Tawang Village posyandu cadres so that they are prepared to deliver ILP-standard posyandu services. The program involved 37 cadres from five posyandu and was carried out in three stages: ILP education, mentoring of ILP service practice using the five-table system, and evaluation of cadre knowledge and basic skills. The cadres' knowledge was already good before the activity (median 92) and became higher and more uniform afterwards (median 96), with a statistically significant difference (p = 0.013). Skill mapping showed that 37.9 percent of cadres reached the “utama” (advanced) category, 29.7 percent “madya” (intermediate), and 32.4 percent “purwa” (novice), revealing skill gaps between posyandu. As an impact, the activity produced a cadre competency map that enables the village midwife and Weru Public Health Center to provide targeted mentoring so that all five posyandu in Tawang Village can meet ILP service standards. Tiered mentoring is recommended, prioritising posyandu with a high proportion of basic-level cadres.
Pearl lobsters (Panulirus ornatus) are widely cultivated in coastal areas of Indonesia, including in Ohoidertom Village, Southeast Maluku. However, organism health management greatly affects lobster cultivation, especially in terms of disease prevention and treatment. The objective of the community service activity was to increase the knowledge and understanding of the Sevav Ratut Group about the prevention of pearl lobster diseases using synbiotic feed. The method used was a participatory method through presentations and hands-on practice, including the preparation, implementation, assistance, and evaluation stages. During the implementation stage, the partners directly practised making synbiotic feed from papaya leaves and yoghurt. The feed was then applied to pearl lobsters. During the socialisation and training activities, participants showed a desire to develop. This was demonstrated by their attendance, participation in discussions, and involvement in activities, from instructions on making herbal synbiotic feed to feeding it to cultivated pearl lobsters. The evaluation results showed that participants had a better understanding of the material provided. This was also supported by the active involvement of participants during the discussion sessions and the practical session on making herbal synbiotics. The average score of participants before the test was 37, while their average score after the test increased to 92. This increase indicates that the training activities can enhance participants' understanding of the concept of probiotics.
The rapid advancement of digital technology requires elementary school teachers to develop innovative, interactive, and contextual teaching materials. State Elementary School 19 of Mendo Barat, limited digital literacy and a heavy reliance on conventional methods remain significant challenges. This community service initiative aimed to enhance the competence of 10 teachers at the school in developing interactive digital flipbooks with a focus on localization. The implementation utilized a collaborative-participatory approach, encompassing design training through Canva, intensive mentoring, and the deployment of the Flipsmart25 platform as a local digital repository. Evaluation results indicated a significant improvement in teacher competence: the average pre-test score for the managerial aspect rose from 2.1 to 4.3 in the post-test, while the socio-community aspect increased from 2.4 to 4.6. The primary output of this activity is a series of interactive digital flipbooks that integrate Bangka Belitung's local wisdom, now accessible through the Flipsmart25 application. This initiative successfully established a learning-sharing ecosystem that supports sustainable digital independence within the school.
Papaya represents one of the most abundant agricultural commodities in Dukuh Ceger, Linggasari Village, Banyumas Regency. However, its utilization remains limited to direct consumption, resulting in relatively low commercial value, particularly during harvest seasons. This community service program aimed to improve local communities by enhancing their capacity to process papaya into value-added food products. The program adopted a participatory approach through training, hands-on practice, mentoring, and evaluation. A total of 35 participated in the training, which focused on producing papaya candy, papaya chips, and papaya pudding. Pre-test and post-test assessments was conducted for evaluation, demonstrating a significant increase in participants’ understanding across several aspects, including processing techniques, product diversification, and commercial value. The results demonstrated various improvements, particularly 31 percent increase in product knowledge, 66 percent increase in understanding commercial value, 51 percent increase in processing skills, and 63 percent increase in perceived community benefits. In addition, 86 percent of participants actively engaged during the activities, and the average satisfaction score reached 4.64 on a 5-point scale. These findings demonstrate that the program effectively improved participants’ knowledge and practical skills, while also increasing awareness of papaya’s commercial value potential. The program contributes to strengthening community capacity and opens opportunities for developing sustainable, locally based business initiatives.
Museums play an important role in preserving cultural heritage; however, limited interactive media can reduce visitor engagement and understanding. The Sultan Sulaiman Badrul Alamsyah Museum faces a similar challenge, particularly the absence of digital visualization for exclusive collections that are rarely exhibited. This community service activity aims to revitalize museum collections through the use of digital technology and Augmented Reality (AR), while also strengthening the capacity of museum staff in delivering technology-based educational services. The implementation method included socialization, training, and mentoring on the use of an AR application for museum staff and students of SMAN 1 Tanjungpinang as educational users, involving a total of 25 participants. The evaluation was conducted descriptively through direct observation and simple questionnaires to assess user understanding, operational skills, and responses to the use of AR technology. The results show that eight exclusive museum collections were successfully digitized into 3D models and integrated into an Android-based AR application. After the intervention, museum staff demonstrated improved capability in operating and utilizing the AR application as an interactive educational medium. The application shows strong potential for sustainable use as part of museum services and for supporting educational activities and school visits.
This program is designed to improve the entrepreneurial capacity, technical skills, and environmental awareness of members of the Sustainable Women Farmers Community (KWT) in Semanu, Gunung Kidul. The program was implemented through a participatory approach that involved training in melon-based product processing, green entrepreneurship education, and intensive mentoring in business management and digital marketing strategies. Participants were trained to process melons into various value-added products such as drinks, jams, and healthy snacks, while considering environmentally friendly principles and raw material efficiency. The results of the program showed significant improvements in several aspects, namely technical product processing skills (88 percent), application of green entrepreneurship principles (83 percent), business management skills (75 percent), and digital marketing strategies (65 percent). The tangible impact of this activity is seen in the formation of three small business groups after the training, which achieved a sustainability level of 72 percent. This success demonstrates that training integrated with local potential and oriented towards environmental sustainability can be an effective strategy in strengthening the economic independence of village women. Thus, this program not only provides economic benefits but also encourages the creation of a sustainable empowerment model and contributes to inclusive and resilient rural economic development.
Kampung Madu in Kediri Regency has been known as a center of beekeeping activities since the 1980s. However, most honey MSMEs still face limitations in business legality, halal certification readiness, and product branding, which hinder their access to wider markets and government empowerment programs. This community service program aimed to strengthen the business capacity of honey MSMEs through business legalization assistance and the development of a collective visual identity. The program was implemented from October 2025 to January 2026 through socialization, workshops, mentoring, participatory logo design, and evaluation activities involving 30 MSME partners. The results showed that 23 MSMEs successfully obtained a Business Identification Number (NIB), while 10 MSMEs completed the required documents for halal certification submission. In addition, a collective logo for Kampung Madu was successfully developed as a shared branding identity. Participants also demonstrated improved understanding of business legality and branding after participating in the program. These outcomes contributed to strengthening the legal and branding foundations of Kampung Madu MSMEs, thereby supporting broader market access and encouraging the sustainability of local honey-based businesses.
This community service program aims to enhance the competencies of elementary school teachers (SD/MI) in Pekanbaru City in integrating a Love-based Curriculum, deep learning approaches, and the utilization of Artificial Intelligence (AI) in classroom instruction. The program was implemented through several stages, including needs analysis, training (knowledge transfer), mentoring, classroom implementation, and evaluation and reflection. The training focused on strengthening teachers’ understanding and practical skills in designing learning tools that integrate values-based education, deep learning strategies, and AI applications such as ChatGPT and Canva AI. The results indicate a significant improvement in teachers’ competencies, as reflected in the increased quality of instructional materials, the ability to integrate values and technology into teaching practices, and the contextual use of AI in lesson planning. Furthermore, classroom implementation demonstrates a positive impact on the learning process, including increased student engagement, more interactive classroom communication, and a more reflective and supportive learning environment. Therefore, this community service program not only improves teachers’ competencies but also contributes to enhancing the overall quality of classroom learning through the holistic integration of values, pedagogy, and technology.
Education plays a central role in shaping individual character and skills, especially amid the increasingly complex challenges of globalization. Meanwhile, in the context of Social Studies learning at the Junior High School level, the current approach still prioritizes memorization and data mastery without being balanced by the development of critical and analytical thinking skills. The deep learning approach has emerged as a solution to improve the quality of IPS education. This approach encourages students to understand concepts in depth and contextualize them with real-life situations. Teachers play a key role in the successful implementation of deep learning in IPS education, so they must understand what deep learning is and how to apply it. This community service program was organized to enhance the understanding and practical skills of Social Studies teachers at the Junior High School level in Klaten Regency. The method used in this program is a participatory and collaborative approach involving the Social Studies Teacher Forum (MGMP) through workshops and hands-on training. The results of this activity show an increase in teachers' understanding of the deep learning concept and their ability to design IPS learning at the SMP level using a deep learning approach.
This community service program aimed to empowering the Village Digital Community Space (RKDD) and developing Digital-English Villages. Conducted in Bumi Harjo Village, Moilong District, Banggai Regency, Central Sulawesi, over an eight-month period, this program addressed the issue of local RKDD which has not been running optimally. As it tends to limit its function as an administrative facilitator with the absence of sustainable digital literacy improvement activities. The implementation method uses the Participatory Action Research (PAR) approach by involving the village government, 10 RKDD managers as the primary target, academics from Tompotika Luwuk University, and the local community. Evaluation was conducted through pre-and post-activity competency assessments and satisfaction surveys. Activities include socialization, preparation of roadmaps, training, mentoring, and development of the "English Go" Android and desktop application, and official website Kampung Inggris Digital Bumi Harjo (Bumi Harjo Digital-English Village). The results of the program show a significant increase in the RKDD empowerment level, rising from 40 percent to 92 percent, indicating the strengthening of the function of RKDD as a digital literacy center. The implementation of the Digital-English Village reached a 90 percent completion rate, providing innovations in the form of applications and websites. The existence of the Digital-English Village strengthens village identity and opens up technology-based economic opportunities.
Limited digital literacy and restricted access to technology training remain major challenges for teachers in disadvantaged, remote, and outermost (3T) areas, particularly in supporting the implementation of the Merdeka Curriculum. At SD Negeri Gudang Garam, Keerom Regency, most teachers had limited experience using Artificial Intelligence (AI) tools for administrative and instructional purposes. This community service program aimed to strengthen teachers’ digital competencies through practical training and mentoring in the use of AI-based applications for learning design and educational administration. The program involved 12 teachers and was implemented through needs identification, intensive hands-on training, mentoring, and evaluation activities. Teachers were introduced to AI tools such as ChatGPT and Canva AI to develop digital lesson plans, interactive visual media, and AI-assisted learning videos adapted to local classroom contexts. The results showed improvements in teachers’ understanding and practical skills in utilizing AI for instructional purposes. Teachers successfully produced adaptive digital lesson plans, visual learning materials, and instructional videos directly applicable in classroom activities. The program also increased teachers’ confidence and creativity in integrating digital technology into teaching despite limited infrastructure and unstable internet access. To support sustainability, offline learning modules and local teacher learning communities were strengthened to encourage continuous collaboration and independent learning after program completion
This article reports the outcome of a community service program aimed to improve the capability of biology teachers’ in using artificial intelligence to support learning in building scientific argumentation. As a respond to the teachers’ need, this program integrated digital technology into learning activities, promoting evidence-based reasoning for students. The activity introduced teachers to the Adaptive Interactive Study Interface for Next-Generation Learning (AISI) and train them to use it to build scientific argumentation in biology classrooms. The participants were 36 biology teachers from the local Biology Teachers’ Association (MGMP Biologi) across Purwakarta Regency, West Java, Indonesia. The program was conducted through online instructional sessions, hands-on training, and guided practice. The results were evaluated using a pre-test and post-test design, supplemented by a perception questionnaire. Based on the results, teachers responded positively and were actively engaged throughout the training. AISI was perceived as easy to use, relevant to learning in biology, and effective in helping students construct, evaluate, and revise scientific arguments. The program improved teachers’ pedagogical and technological capability in designing AI-supported argumentation building. These findings imply that AI-based community service programs can support teacher professional development and promote more interactive, evidence-based science learning in schools.
The program aims to enhance the creative literacy of youth at The Juvenile Detention Center (Lembaga Pembinaan Khusus Anak/LPKA) through the learning and practice of narrative poetry writing while fostering awareness of local cultural values. As part of the educational and character development efforts within LPKA, this program guides participants to explore personal experiences, and cultural traditions as sources of inspiration for literary expression. To address this issue, narrative poetry is introduced as an effective medium to convey personal experiences, local legends, and cultural narratives in poetic form. The program was implemented at Youth Detention Center of Palangka Raya in collaboration with PKBM Darus Sa’adah Palangka Raya as a community learning partner. The program applied a participatory and contextual learning approach in which participants actively engaged in collaborative exploration of local cultural themes, and guided narrative poetry writing activities. A brief assessment was conducted through observation of participants’ involvement, review of the narrative poems produced, and short reflective discussions. The results demonstrate positive outcomes among participants. Observational data indicated that approximately 75 percent of participants actively engaged in discussions and writing activities and successfully organized narrative structures and incorporated local cultural elements into their poems reflecting aspects of local identity.
This community service program was implemented to encourage homemakers in the Mandosi Permai Housing Complex, Bekasi, to open sustainable home-based bakery businesses. Using participatory design, 22 participants attended a one-day seminar, workshop, and evaluation meeting. The seminar focused on developing a business model that aligns with women's dual roles of domestic and entrepreneurial activities (mompreneurs), while the workshop provided interactive sessions on bread-making practices and cost monitoring. Results indicated that participants improved their ability to identify business model components, gained interest and practical skills in bread-making, and built confidence in managing a micro-enterprise. The program's participatory design helped convey ownership of the entrepreneurial presentation and maintain a core value proposition consistent with consumer demands for freshness, taste, and value. The program and its research agenda illustrate how academic-community partnerships can connect theory and practice in ways that advance women's economic empowerment and family well-being. Implications and future directions for the expansion and sustainability of such programs are discussed.
Hypertension is one of the leading causes of premature mortality and remains a public health concern. High salt intake, insufficient physical activity, and the underutilization of medicinal plants (TOGA) contribute to the high prevalence of hypertension in West Mandikapau Village, Banjar Regency. This community service program aimed to improve knowledge and preventive measures related to hypertension through health education and medicinal plants utilization. Activities involved health cadres, PKK members, village officials, and local residents through hypertension education, healthy lifestyle promotion, demonstrations on processing medicinal plants such as celery, turmeric, ginger, and lemongrass, and the distribution of medicinal plant seeds for household cultivation. The program applied a participatory community-based approach involving PKK members as partners. The results showed improvements in participants’ knowledge, attitudes, and behaviors regarding hypertension prevention. The mean knowledge score increased from 72.6 to 96.2, the attitude score increased from 4.2 to 4.9, and the behavior score increased from 4.2 to 4.6. In addition, 78 percent of participants replicated household-level medicinal plants cultivation after the program. The integration of healthy lifestyle education and household-level medicinal plants utilization strengthened community participation, practical skills, and community self-reliance in sustainable hypertension prevention.
The production of palm sugar in Indonesia has great economic potential but is mostly carried out traditionally without quality standards. This condition reduces the competitiveness, selling value, and market access of local products. This community service activity, conducted in Sungai Ular Village, Teluk Belida street, Secanggang District, Langkat Regency, North Sumatra Province, aims to enhance local producers’ skills in manufacturing standardized palm sugar that meets the Indonesian National Standard (SNI 3743:2021). The method included socialization, technical training, application of appropriate technology, production mentoring, and quality evaluation. Ten local artisans participated and were trained in hygienic production, modern packaging, and digital marketing. The results showed an 80 percent improvement in participants’ skills, a 20 percent increase in production efficiency, and the creation of two new product variants: palm sugar granules and palm syrup. This program successfully formed the “Kelompok Usaha Gula Aren Sungai Ular” business group, which now produces the branded product “Gula Aren Sungai Ular” with PIRT (Pangan Industri Rumah Tangga) certification and active digital branding. The training serves as a model of community economic empowerment based on local potential and cultural identity.
This community service program aimed to strengthen elementary school teachers’ competence in developing and implementing Deep Learning-based instructional materials within the Kurikulum Merdeka framework. The program was conducted at SD Negeri Sidorejo 03, Sukoharjo, involving 35 teachers through workshops, guided practice, mentoring, and evaluation activities. The training focused on helping teachers design contextual and reflective teaching modules that support meaningful learning processes. The results showed improvements in teachers’ understanding and practical skills in preparing deep learning-based instructional materials, reflected in the increase of average scores from 74.13 in the pretest to 91.73 in the posttest. In addition, teachers demonstrated better readiness to apply deep learning principles in classroom instruction and successfully developed teaching modules relevant to students’ learning contexts. Participants also responded positively to the program and considered the training useful in supporting instructional innovation. This program contributed to strengthening teachers’ pedagogical competence and provided a foundation for the sustainable implementation of deep learning practices in elementary schools.
This community service program aims to strengthen the instructional leadership capacity of school principals in Semarang Tengah District, Semarang City. Recognizing the crucial role of principals in improving the quality of education, the program focused on identifying specific challenges principals face in implementing effective instructional leadership and evaluating the impact of intervention strategies. The methodology used included a series of workshops and mentoring sessions designed to equip principals with practical skills. Pre- and post-test results showed a significant increase in understanding, from 32 to 75 percent. Participants widely stated that the material was very useful (79 percent) and expressed a high interest in implementing it in their respective schools (59 percent very interested, 34 percent interested). Eighty-five percent of participants indicated a need for ongoing support and mentoring to implement effectively. The output that has been produced from this service is a self-evaluation instrument for school principals in implementing instructional leadership. These findings emphasize the importance of instructional leadership for student achievement and school improvement. The program contributed to increased understanding and readiness for practice, with a clear demand for ongoing support. Recommendations include comprehensive training by the Education Office and continued collaborative learning through the Principal Working Group.
Generation Z is increasingly entering the workforce and is known to be technologically adaptive; however, they are also vulnerable to workplace stress due to rapid organizational changes and high-performance demands, particularly in the service industry that requires intensive customer interaction and emotional labour. This community service program aimed to provide psychoeducation on workplace stress management for Generation Z employees at PT X, a professional organizing service company. The program was conducted through a 90-minute interactive webinar integrating psychoeducation, reflective discussion, and gamified learning activities. Program evaluation was conducted using pre-test and post-test assessments and participant satisfaction surveys. A total of 53 participants attended the webinar. The results showed an increase in knowledge scores from a pre-test mean of 40.00 to a post-test mean of 63.33, indicating a 58.3 percent improvement, while 91 percent of participants rated the program as relevant, useful, and easy to understand. Participants also reported increased awareness of emotional regulation and the application of adaptive coping strategies in the workplace. The findings indicate that webinar-based psychoeducation can effectively improve workplace stress management literacy and support workplace wellbeing among young employees in the service industry.
