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This community service program develops a pilot model of Pancasila Village based on Asta Cita in Paciran Village, Lamongan Regency through the integration of three intervention clusters: (1) national seminar to strengthen Pancasila values ​​and the agenda of “building from the village”, (2) training on downstreaming palm sap as a strengthening of the local economy and entrepreneurship based on village potential, and (3) coastal rehabilitation action through planting sea pine as an environmental adaptation in sandy coastal areas that are vulnerable to wind and erosion. The implementation method uses a participatory and asset-based approach (ABCD) that places residents as the main actors, with a series of activities including socialization, cross-party coordination, training on processing palm sap into value-added products (brown sugar and syrup), seminars with community leaders and academics, planting sea pine, and pre-post evaluation based on knowledge, skills observation, and participant satisfaction. The implementation results show the formation of a cross-generational commitment to make Paciran Village a pilot Pancasila Village, increased community capacity in palm sap processing, and the birth of collective coastal rehabilitation actions. The program also produced sustainability recommendations in the form of routine cross-generational agendas, utilization of village social media for educational content on Pancasila–nira–cemara laut, and the appointment of Pancasila students as environmental sustainability ambassadors in the village.

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.

Illegal logging is one of the leading causes of environmental degradation, triggering natural disasters such as floods, landslides, and droughts. Children of Generation Alpha, who are still in the cognitive development stage, are considered vulnerable due to their limited understanding and preparedness for such disasters. This community service program aimed to enhance elementary school students’ awareness and knowledge of disaster mitigation through educational media in the form of printed comics. The activity was conducted by the KKN Team of Universitas Ivet Semarang at SDN Plalangan 02, involving 24 students from grades 3 and 4. The procedure consisted of preliminary observation to assess school needs, comic development on the theme of illegal logging-related disaster mitigation, delivery of the material through comic reading sessions, interactive discussions, and evaluation through pretest and posttest. The pretest results showed that most students were in the "moderate" knowledge category (45.8%). After the intervention, 75% of students reached the "good" category. The Wilcoxon test yielded a significance value of p = 0.001 (p < 0.05), indicating a statistically significant difference in students’ knowledge before and after the intervention. Printed comics proved effective in conveying complex disaster mitigation content in a visually engaging and narrative-driven format. The approach aligns with the characteristics of Generation Alpha, who are highly responsive to visual media. It is recommended that printed comics be further developed and integrated into disaster education programs in elementary schools, especially those located in disaster prone areas.

Nutritional issues in Indonesia continue to pose a significant public health challenge and necessitate early educational interventions. Children aged 7 to 9, categorized as part of Generation Alpha, are digital natives who are beginning to develop logical thinking abilities and demonstrate a strong preference for audiovisual content. In response, a two-dimensional digital animation entitled “MIGI: Makan Minum Bergizi” was developed as an educational medium. This project aims to implement the animation principles of appeal, exaggeration, and squash & stretch, which serve as the foundation for communication and visual quality in animation. The animation was produced using Adobe After Effects with the keyframe animation technique, resulting in the application of the appeal principle through uniquely simple internal organ character designs, bright and contrasting color palettes, and the use of symbolic language relevant to the target audience. The exaggeration principle was applied to dramatize movement and emotional shifts, while squash & stretch was implemented using scale transformation and puppet tools, maintaining volume consistency. These three animation principles were consciously and conceptually applied to enhance the visual appeal and communicative effectiveness of the educational message, making the work an engaging and potentially impactful learning medium.

To improve the quality of teacher education and encourage the establishment of the merdeka learning system at the elementary school level, technology plays an important role. The educational concept called Merdeka Learning provides opportunities for students to choose and organize educational programs according to their interests and needs. Technology is now very capable of supporting the integration of independent learning into classroom practice in this digital era. Technology integration in teacher learning has a positive impact on improving the quality of learning at the elementary school level. Teachers who are trained and assisted in the use of technology can create learning content that is more interesting and interactive. In addition, technology also gives students the freedom to organize their own learning and choose learning resources according to their individual interests and learning styles. This research provides great benefits for teachers and students in elementary schools. Teachers can use technology to improve the quality of learning, while students feel the freedom in learning that is more personal and according to their interests.

This community service is carried out by the Business Development Intern division which aims to review the business development strategy of PT. Pintar Pemenang Asia in expanding the education platform network in Indonesia through an opportunity seeking and advantage seeking approach. In developing an educational platform, it is important to understand stakeholder needs, analyze market potential, develop relevant features and content, improve accessibility, and provide training and guidance to users. The results of the community service carried out by the Business Development Intern division show that PT. Pintar Pemenang Asia has an important role in providing an educational platform in Indonesia. Opportunity seeking and advantage seeking approaches help companies identify potential business opportunities and take advantage of their advantages.

The strategy for developing Prince Benowo's tomb tourism in Wonosalam District, Jombang has become the focus of discussion. One strategy that stands out is the use of social media platforms such as YouTube and other platforms. In this context, interesting and informative video content, official YouTube channel, collaboration with local YouTubers or influencers, live streaming, and social media-based campaigns can be used to promote the tomb. In addition, other strategies include improving infrastructure, environmental management, providing adequate facilities and information, developing educational and cultural programs, as well as involving local communities and partnerships with related parties. Implementation of this strategy aims to create a good tourist experience, boost the local economy, and strengthen the cultural and historical identity of the village. Periodic evaluation and monitoring is required to ensure the successful implementation of the strategy and improvements where necessary. Thus, it is hoped that Prince Benowo's tomb tour will become an attractive, sustainable tourist destination, and provide benefits to the local community.

This community service project aims to enhance Sunday School teachers’ ability to use digital media as a tool for children’s faith formation in local churches. The rapid development of information technology requires churches to adapt their educational ministries, including children’s spiritual learning. The training was conducted at the Christian Evangelical Church in Timor (GMIT) Sion Noelbaki Congregation, involving 25 Sunday School teachers. The implementation methods included needs observation, interactive workshops, practical sessions on creating digital Bible content, and direct mentoring in using media such as spiritual videos, PowerPoint, and online platforms (YouTube, Canva, and WhatsApp Groups). Evaluation was carried out through pretest-posttest and participant satisfaction questionnaires. The results showed a 78% increase in teachers’ competence in using digital media after the training. Participants also demonstrated high enthusiasm and commitment to applying digital media in their children’s ministry. This activity had a positive impact on improving the quality of faith education, making Sunday School learning more engaging, contextual, and relevant to children’s lives in the digital era.