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This community service program aimed to enhance students’ pharmaceutical literacy through the introduction of drug classification logos at SMP Muhammadiyah 04 Pangkatrejo. The background of this activity was the low level of drug-use literacy among adolescents, often leading to irrational self-medication. The activity employed a quantitative descriptive design with a one-group pretest–posttest approach. Educational interventions included interactive counseling, PowerPoint presentations, visual media using logo sticks, and pretest–posttest evaluation. Data were analyzed using the Wilcoxon Signed Rank Test. The results showed a significant improvement in students’ knowledge (p = 0.000), with mean scores increasing from 58% to 81% after the intervention. The highest gain was observed in the recognition of logo colors and drug classifications. Satisfaction analysis revealed that 96% of participants expressed satisfaction with the learning process, especially regarding material clarity and the presenters’ readiness to answer questions. The study concludes that participatory educational methods and visual media effectively improve rational drug-use awareness among junior high school students. Future programs are recommended to expand similar activities to other schools and integrate digital media for sustained impact on public health literacy.

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 COVID-19 pandemic triggered a major transformation in the education system, bringing both opportunities and challenges due to the unfamiliar nature of remote learning. This study aims to explore how online English instruction has been implemented in public senior high schools across Bali, particularly by examining its strengths, limitations, potential benefits, and inherent risks. Employing a qualitative research design, the study involved four English teachers from four different public high schools. Data collection methods included literature analysis, in-depth interviews, and classroom observations.. The study found that online English instruction was shaped by the English for Specific Purposes (ESP) approach, with a particular emphasis on content relevant to the tourism and hospitality sectors. A variety of platforms—such as Zoom, WhatsApp, and other digital tools—were employed to deliver instruction. One of the key advantages identified was the flexibility in time and location, which allowed both students and teachers to access learning materials anytime and anywhere. Furthermore, the availability of diverse digital tools enabled teachers to creatively adapt their teaching strategies. Nonetheless, the implementation also encountered significant barriers, including inconsistent internet access and a lack of adequate digital infrastructure. The study also highlighted opportunities arising from increasing student digital literacy and the expanding use of online learning platforms, which fostered more interactive and engaging learning environments. However, several challenges remained, including low awareness among parents and varying levels of digital competence among educators, which affected the overall effectiveness of the program. The findings underscore the urgent need for sustained teacher training and institutional

The purpose of this study was to analyze the effect of the use of KIP-Kuliah costs and financial literacy levels on student needs. The study was conducted on 45 KIP-Kuliah recipient students at Universitas PGRI Wiranegara. Data collection was carried out using a questionnaire designed to test the variables of KIP-Kuliah living costs, financial literacy, and student needs. The data were then analyzed using multiple linear regression methods. Based on the results of the study, the level of financial literacy has a positive and significant effect on student needs, with a coefficient of determination of approximately 0.596 (p <0.05). In contrast, the use of KIP-Kuliah living costs does not have a significant effect on student needs (p>0.05). Overall, these variables have an average contribution of 39.9% to the student needs variable. This shows that financial literacy is an important component in maximizing the use of knowledge by students to meet their master's needs. Based on the research findings, steps that can be taken include increasing literacy through education or training programs and evaluating the KIP-Kuliah program to ensure that the funds are used effectively.