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Stunting remains one of the major chronic nutritional problems in Indonesia, including in Oesapa Village, Kelapa Lima District, Kupang City, East Nusa Tenggara Province. This condition is not only caused by inadequate nutritional intake but is also closely related to chronic infections resulting from poor hygiene and sanitation, particularly intestinal parasitic diseases. To reduce the risk of parasitic infections and improve children’s nutritional status, preventive efforts through education and health promotion are essential.This community service activity aimed to increase public awareness and knowledge, especially among parents and caregivers of stunted children, regarding the importance of maintaining hygiene and sanitation to prevent intestinal parasitic diseases. The methods used included participatory approaches such as interactive lectures, group discussions, and practical demonstrations of clean and healthy living behavior (PHBS), food hygiene, clean water management, and household waste disposal. Evaluation was conducted using pre-test and post-test instruments to measure changes in participants’ knowledge.The activities, carried out from May to September 2025 in Oesapa Village, showed a significant improvement in community understanding of hygiene and sanitation practices. Participants demonstrated greater commitment to maintaining environmental cleanliness and adopting healthier daily behaviors. Continuous educational efforts and multisectoral support are needed to help reduce the prevalence of stunting in the region

Islamic boarding schools (pesantren) have great potential as centers for community-based economic empowerment, but the entrepreneurial mindset of students is often not optimally developed. This community service program aims to improve the entrepreneurial mindset of students at Al-Inayah Islamic Boarding School through experience-based training and intensive mentoring. The methods used include a participatory approach, interactive training, practical training on organic fertilizer production, strengthening Islamic entrepreneurial values, and mentoring in developing business ideas. This activity was attended by 30 students and evaluated using pre- and post-training instruments. The results showed a 36% increase in entrepreneurial mindset scores, accompanied by significant developments in creativity, risk-taking, and the ability to recognize market opportunities. The program also produced three initial business groups: organic fertilizer processing, agricultural product marketing, and agricultural equipment rental services, which serve as initial steps towards the economic independence of the Islamic boarding school. These findings confirm that experience-based training and ongoing mentoring are effective in shaping the entrepreneurial mindset of students and encouraging the optimization of the Islamic boarding school's productive assets as an effort to strengthen the economy based on Islamic values ​​and sustainability.

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.

The Nearpod Implementation Training, attended by ten students from the Indonesian Language Education Study Program was conducted, with the aim of enhancing student engagement in learning and preparing gen-z pre-service teachers to become interactive and innovative educators. this activity was designed based on students’ needs for improved digital literacy and pedagogical competence in designing technology-integrated learning. the method included need identification, in-person training, demonstration of Nearpod features, and hands-on practice in creating interactive learning content. The training evaluation used three instruments: a training evaluation questionnaire, field notes, and a participant assessment rubric. the results revealed significant improvements in five key areas: technological proficiency, student engagement strategies, confidence in digital teaching, creativity, and peer collaboration. Participants with diverse technological backgrounds were able to show meaningful progress due to the inclusive and interactive training approach. these findings emphasize the importance of strengthening pre-service teachers’ competencies through participatory digital tools like Nearpod to address the challenges of 21st century learning.