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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.

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.

The rupiah plays a vital role as a symbol of national identity and sovereignty, but awareness among rural communities about its function and importance is often limited. In Kutalimbaru Village, the main challenges identified are low monetary literacy, which results in physical damage to money and a lack of awareness about counterfeit money. Through the Real Work Lecture (KKN) program, community service efforts were carried out with the aim of internalizing the values of “Love, Pride, Understanding (CBP) of the Rupiah.” The approach used was community-based education through interactive workshops and practical demonstrations on money care techniques and an introduction to the security features of the Rupiah. Findings in the field show a transformation in the community's attitude; from being indifferent to being more careful in handling paper money and better understanding the role of the Rupiah in economic stability. This program has succeeded in increasing the financial literacy of citizens while strengthening the spirit of nationalism through appreciation of the national currency. Keywords: community empowerment, micro businesses, tempeh products, entrepreneurship, Sialaman Village.

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 community service program aims to improve public literacy and awareness of the Islamic capital market through socialization and educational activities in Telaga Jernih Village, Secanggang District. Islamic financial literacy in rural areas remains relatively low due to limited access to information and education, leading people to prefer traditional investments such as livestock and plantations. The activity was carried out by the Community Service Program (KKN) team in collaboration with the Indonesia Stock Exchange (IDX) as the main speaker and the village government as a supporting partner. The methods used included observation, counseling, interactive discussions, and simple simulations of Islamic investment practices. The results revealed high enthusiasm among participants, reflected in their active engagement and significant improvement in understanding the concepts, principles, and products of Islamic investment. The community began to realize that Islamic capital market investments are not only halal and safe but also offer long-term economic benefits. This activity positively influenced the community’s mindset to view Islamic financial investment as a complementary form of traditional investment. The program also opened opportunities for forming a village-based Islamic investor community and establishing a financial literacy center as a follow-up initiative. Therefore, this program plays a vital role in strengthening Islamic financial inclusion in rural areas and serves as an initial step toward creating a financially literate, independent, and economically productive society.

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.

Financial literacy is an essential skill that needs to be instilled from an early age so that the younger generation develops the ability and habit of managing money wisely. This study focuses on efforts to improve financial literacy through savings awareness among children in Ndeskati Village. The background of this research is based on the low understanding of children about the importance of saving and the lack of age-appropriate financial education facilities. The research method employed is a qualitative approach involving observation, interviews, and direct practice of saving activities through a simple program. The findings show that children begin to understand the concept of saving not only as storing money but also as a step toward achieving future goals. Furthermore, the active participation of parents and mentors plays an important role in building consistent saving habits. Through this financial literacy program based on savings awareness, it is expected to create a generation that is disciplined, responsible, and capable of managing finances properly from an early age.

The community service program (PKM) carried out for women entrepreneurs in Klinting Village, Somagede District, Banyumas Regency. The program mainly aims to improve community understanding of business financial management and increase access to capital in formal financial institutions. The objectives of the PKM are achieved through socialization on business financial management and strategies for obtaining efficient capital in formal financial institutions as well as simple bookkeeping training. Through these PKM activities, the awareness of women entrepreneurs in Klinting Village about the importance of effective business financial management and financial records is expectedly increased. Women entrepreneurs were given insight into external capital sources from formal institutions, namely banks, and were introduced to effective strategies for obtaining capital from banks. In addition, entrepreneurs in Klinting Village also gain insight into the risks of informal and illegal loans, as well as how to utilize financial technology, such as digital wallets, to support their business operations. This program is expected to be able to reduce the dependence of women entrepreneurs on informal loans, encourage business sustainability, and build economic independence for the Klinting Village community. In the long term, this program has the potential to strengthen family economic stability while creating inclusive and sustainable business growth

Recently, the public has been shocked by the high number of bad debts among Millennials. The development of digital technology brings various conveniences, but also presents new threats to children and teenagers. The high percentage of online loan borrowers aged 19-34 years, as well as children who are caught in online gambling, is a major concern. Around 60 percent of online loan users (pinjol) have an easy target of young people aged 19-34 years, and even 80 thousand children under the age of 10 are caught in online gambling (judol). The problem is, the Millennial generation or those aged 19-34 years are the largest "contributors" to these bad debts. Various experts say that the Millennial generation is in debt because of the Fear of Missing Out (FOMO) phenomenon, aka following trends so as not to feel "left behind". Some other experts think that their financial literacy is low.

Recently, people have been shocked by the high level of bad credit among Millennials. Based on the findings of the Otoritas Jasa Keuangan (OJK) (Wibowo, 2024), the number of bad loans for more than 90 days in the peer-to-peer (P2P lending) financial technology industry, or what is known as loans for the individual category, has reached IDR 1,73 trillion as of May 2023. The problem is, the Millennial generation or those aged 19-34 years are the biggest "contributors" of bad credit. Various experts say that the Millennial generation is in debt due to the Fear of Missing Out (FOMO) phenomenon, aka following trends to feel like they are not "missing out". Some other experts think that their financial literacy is low.

This community service activity aims to provide financial literacy education on online loans to the community of made villages, especially mothers and adolescents. The large number of online loan offers to this group results in knowledge of the characteristics and requirements of these online loans need to be well understood. The implementation method of this community service activity is carried out through the preliminary stage, implementation stage and monitoring stage. This Community Service activity concluded that financial literacy education, especially related to online loans, is very useful for mothers and adolescents, because there are still many who do not understand basic accounting and basic finance. The group still does not consider the inherent risks of the ease of obtaining online loans