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Bullying in Indonesian educational settings remains a serious problem that requires widespread attention. Poor legal understanding among children and adolescents, coupled with suboptimal child protection regulations, increases the risk of violence in schools. To address this issue, a "Fight Bullying" outreach program was conducted in Sumeith Pasinaro Village, aimed at improving students' understanding of the definition, forms, impacts, and legal consequences of bullying. This program utilized a qualitative descriptive approach and a participatory education model, involving 47 students from Sumeith Pasinaro Elementary School and Elpaputih 2 Junior High School. The methods employed included material delivery, interactive discussions, and assessments to provide students with an in-depth understanding of the legal education provided. The evaluation results showed a significant increase in students' understanding of bullying, with an average level of understanding reaching 80.83%. Students were able not only to identify the types of bullying but also to understand the long-term impacts on both victims and perpetrators. This outreach program also helped students understand the legal regulations governing bullying and encouraged them to report or stop such acts. This program emphasizes the importance of a planned and sustainable approach involving teachers and parents to prevent bullying, as well as creating a safe learning environment and supporting child protection.

This study aims to analyze the role of UINSU’s Community Service Program (KKN) students in enhancing Islamic entrepreneurial awareness among the residents of Pahang Village, Talawi District, Batu Bara Regency. The KKN program serves as a platform for applying academic knowledge while empowering communities through educational, persuasive, and participatory approaches. The students introduced fundamental concepts of Islamic entrepreneurship, including principles of justice, honesty, sustainability, and the avoidance of riba, gharar, and maisir. Through a series of activities such as seminars, micro-business training sessions, financial management mentoring based on sharia principles, and simple business model simulations, the villagers began to show improved understanding of Islamic economic values. Moreover, the active involvement of students created an inclusive learning environment that was accessible to various community groups. The findings indicate that the presence of KKN students contributed positively to cultivating entrepreneurial motivation, particularly among youth and micro-business actors. This improvement was reflected in changes in mindset, interest in initiating halal businesses, and increased awareness of applying sharia principles in daily economic activities. Thus, the KKN program not only provides practical experience for students but also offers a tangible contribution to strengthening sharia-based economic empowerment at the village level.

The Pancasila Student Profile Strengthening Project (P5) aims to develop students who possess strong character and skills that are relevant to the demands of the times, particularly in facing global challenges and technological advancements. One of the implementations of P5 at SMK NU 1 Sukodadi is the Gelar Karya activity, which serves as a platform for students to showcase their creativity and apply the values of Pancasila in real life. The theme of this activity is "Build a Healthy Body, Mind, and Sustainable Lifestyle," aimed at raising awareness of the importance of physical and mental health, as well as adopting environmentally friendly practices that support sustainability. The method used in this activity is a project-based learning approach, where students are given the opportunity to learn through direct experience. This allows them to understand and apply the theories they have learned in real-world practices. Additionally, the activity emphasizes collaboration between students and teachers, creating a supportive learning environment and strengthening the relationship between learners and educators. By utilizing experiential learning, students are directly involved in the learning process, which facilitates a deeper understanding. The results of this community service project show that the Gelar Karya activity successfully increased students' awareness of the importance of healthy lifestyles and sustainable environmental management. Students not only gained theoretical knowledge but also practical skills that they can apply in their daily lives. Furthermore, the activity strengthened students' character and supported the values of the Pancasila Student Profile. These findings can serve as a model for other schools to optimize the sustainable implementation of P5, providing a positive impact on shaping students' character and skills for a better future.

This community service program focuses on training teachers at SMKN 1 Malingping in developing formative assessment instruments using the Quizizz and Wordwall platforms. The main objective is to enhance teachers’ competencies in integrating technology into classroom assessment practices, thereby improving the quality of teaching and learning. Formative assessment plays a crucial role in the learning process as it allows teachers to continuously monitor student progress, identify learning gaps, and provide timely feedback that supports both remediation and enrichment. By mastering digital tools such as Quizizz and Wordwall, teachers can design engaging, interactive, and effective assessment activities that align with curriculum objectives while also increasing student motivation and participation. The training was conducted through a workshop model, combining theoretical sessions on formative assessment principles with hands-on practice in creating and implementing online quizzes, interactive games, and customized learning activities. Teachers were guided step-by-step in account creation, content development, and analyzing assessment results for instructional decision-making. Feedback sessions were also integrated to address challenges and share best practices. The results of the training indicated a significant improvement in teachers’ skills and confidence in utilizing Quizizz and Wordwall for formative assessment. Participants demonstrated the ability to design varied assessment formats, adapt content to students’ needs, and effectively interpret assessment data to inform teaching strategies. Moreover, teachers reported increased student engagement when these platforms were implemented in classroom settings. This program highlights the importance of equipping educators with digital literacy skills that are relevant to 21st-century learning demands. The integration of Quizizz and Wordwall not only streamlines the assessment process but also fosters a more dynamic and student-centered learning environment. The experience from SMKN 1 Malingping suggests that similar training initiatives can be replicated in other schools to promote effective, technology-based formative assessment practices.

Sustainable learning should begin with strengthening basic skills such as reading, writing, and arithmetic (calistung). This is heavily influenced by the teaching methods, media, and teaching modules used. Adapting the content into student activities through modules is key to improving the quality of the learning process. In response to this issue, the Community Service Team (PkM) conducted a Training on Preparing Teaching Modules at the Swara Peduli Ceria Foundation, located in Klender, East Jakarta. This training aimed to assist educators at the learning center in developing relevant and impactful teaching modules for children. The activity was held at the Learning Center Hall of the Swara Peduli Ceria Foundation, with 15 participants attending. The training was carried out in five stages: (1) initial preparation, (2) activity presentation, (3) delivery of material, (4) activity evaluation, and (5) follow-up. Participants were given both theoretical materials and practical experience in developing teaching modules. The results showed an improvement in the participants' ability to design teaching modules that were appropriate for the needs of the children at the learning center. The final product, a collaboratively developed teaching module, was considered beneficial and practical for the educators to implement in their lessons. This activity provided a positive impact not only for the participants but also for the quality of learning at the center. The PkM program strengthened the role of higher education institutions in supporting sustainable education for the community. By helping educators in preparing suitable teaching materials and modules, the program contributed to enhancing the learning environment for children, ensuring that the education they receive aligns with their developmental needs. This initiative also highlights the importance of collaboration between universities and local educational institutions in improving education quality and fostering sustainable growth in the community.

Sustainable development requires a superior generation that not only has technical knowledge, but also soft skills to face increasingly complex global challenges. Soft skills include abilities such as communication, leadership, teamwork, problem solving, creativity, and work ethics, which are very important in supporting the achievement of the Sustainable Development Goals. A superior generation with good mastery of soft skills is able to become innovative and competitive agents of change, while contributing to creating social, economic and environmental balance. This research highlights the importance of integrating soft skills development in education and training systems, both formal and non-formal, as a strategy to build the capacity of the younger generation. A holistic approach is needed, involving collaboration between the government, educational institutions, community organizations and the private sector in creating a learning environment that supports the strengthening of soft skills. Through experiential learning, leadership training, and character development programs, young people can develop their potential in line with the needs of the world of work and the demands of sustainability. Research results show that generations who excel in soft skills have a greater ability to adapt to change, work in cross-cultural teams, and create innovative solutions to problems

Assistance in learning English for elementary school-age children is an important process in developing their langua2ge skills. This mentoring program is designed to introduce children to English in a fun and effective way. This includes the use of a variety of learning methods appropriate to the developmental level of the children. This English learning assistance for primary school age children aims to create a positive and fun learning environment, stimulate children's interest in English, and help them develop communication skills that will be useful throughout their lives. The method used is learning chili singing. This learning assistance is carried out 3 times in 1 week from 19.00 to completion. Based on the padaevaluation and observation results, there is an increase in student learning motivation and students' understanding of English.