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This study aims to analyze the implementation of programs strengthening financial literacy, economic digitalization, and the creative economy carried out by students participating in the Community Service Program (Kuliah Kerja Nyata/KKN) in Nagori Marihat Bukit. The programs included education on the Indonesian rupiah and the importance of saving habits, socialization of the QRIS digital payment system, a workshop on striphone production to support MSME development, and an ecoprint workshop for elementary school students. The study employed a qualitative descriptive method, with data collected through participatory observation and documentation. The results indicate that the programs successfully enhanced community understanding of financial literacy from an early age, increased the adoption of digital payment technology with 68% of participants successfully implementing QRIS, and improved creative economy skills that support the development of local MSMEs. These activities demonstrate that community-based economic education can effectively strengthen financial awareness, promote digital financial inclusion, and sustainably develop the creative economic potential of the community. Therefore, this KKN program can serve as a practical model of community-based economic empowerment in fostering economically independent communities.

Financial literacy is a fundamental competency that should be developed from an early age to foster prudent financial behavior in the future. However, the level of financial literacy among elementary school students remains relatively low, particularly in rural areas. The Community Service Program (Kuliah Kerja Nyata/KKN) serves as a strategic platform for providing financial education to the community, including elementary school students. This study aims to describe the implementation of a basic financial literacy program for students of SD 050430 Bunuraya Village through the KKN program and to analyze its impact on students’ understanding of financial concepts. This study employs a qualitative descriptive method, with data collected through observation, interviews, and documentation. The findings indicate that the financial literacy program delivered through interactive learning media effectively improves students’ understanding of basic concepts such as saving, distinguishing between needs and wants, and simple management of pocket money. The program is expected to serve as an initial step in building early financial awareness and encouraging the involvement of schools and families in children’s financial education.

Financial literacy is a fundamental skill that should be introduced from an early age to shape wise financial behavior. Elementary school students need to understand basic financial concepts to recognize the value of money, distinguish between needs and wants, and develop saving habits. However, many children still lack adequate financial literacy. This activity aims to improve financial literacy among elementary school students through a saving habituation strategy at SD Negeri 040530 Bunuraya, Bunuraya Village, Tigapanah District, Karo Regency, North Sumatra Province, Indonesia. The methods used included observation, teacher interviews, financial literacy socialization, and hands-on assistance in saving activities. The strategies implemented involved simple financial education, pocket money management simulations, creating piggy banks, and conducting regular saving programs at school. The results showed an improvement in students’ understanding of money functions, the importance of saving, and positive changes in financial behavior. Students became more accustomed to setting aside their pocket money and demonstrated more frugal and responsible attitudes. This activity indicates that consistent and structured saving habituation can be an effective strategy for improving children’s financial literacy from an early age.

This study aims to examine the use of piggy banks as a means of financial literacy education among elementary school students. Piggy piggy banks are seen as a simple but effective learning medium in instilling the habit of saving, managing money, and forming a frugal character from an early age. Through a qualitative descriptive approach, this research involves students, teachers, and parents as the main data source with interview and observation techniques. The results of the study show that the use of piggy banks not only increases children's understanding of the concept of money and economic value, but also fosters financial responsibility and awareness from an early age. Teachers play an important role in providing direction and assistance, while the role of parents is a reinforcement of the practice of saving at home. In addition, saving through piggy banks has been proven to increase motivation to learn, because children feel that they have financial goals that they want to achieve. Education through piggy banks is the first step in building a strong financial literacy foundation, so that children are used to planning their money wisely and consistently. Thus, piggy banks can be used as effective contextual learning innovations at the elementary school level.