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The development of Islamic banking activities in Indonesia currently is not matched by adequate understanding among students, particularly regarding the rights and obligations of customers, Sharia contract literacy, and consumer protection mechanisms. This Community Service Activity aims to enhance the understanding of Muara Bungo University students regarding customer rights and obligations, complaint procedures, basic sharia contract literacy, prevention of detrimental service practices, and the resolution process for sharia banking consumer disputes. The activity was attended by 50 students from all faculties and department, conducted using the Participatory Action Research (PAR) approach through the stages of problem identification, planning, implementation with interactive lecture methods, and evaluation. The results of the activity showed a significant increase in understanding, marked by the growing awareness of participants regarding the rights and obligations of customers, understanding of Islamic banking contracts, as well as the ability to comprehend consumer protection concepts and the dispute resolution process effectively. Consumer protection literacy education has proven to have a positive impact on students in preparing themselves to face the banking world, both in the context of employment and business in the future.

This article examines the implementation of a sharia financial literacy education program aimed at supporting community economic development at the Balai Perkumpulan Sub PPKBD Tambakkemerakan, Krian, driven by the persistently low level of community literacy regarding Islamic finance concepts and practices, which has the potential to impede the optimization of Islamic principles-based economic well-being. Employing the Participatory Action Research (PAR) method, this study engaged community members actively throughout the processes of problem identification, program implementation, and evaluation, with activities conducted through socialization sessions, interactive discussions, and practical demonstrations of sharia-compliant financial management in real-life contexts. The findings indicate a measurable improvement in community comprehension of Islamic finance fundamentals, including the prohibition of riba (usury/interest), the importance of financial planning, and the utilization of sharia-compliant financial institutions, alongside observable attitudinal shifts toward more prudent and Islamically normative financial behavior. These outcomes suggest that the program contributes positively to fostering community economic independence and strengthening the application of Islamic economic principles at the household level.

This community service program aims to improve adolescents’ financial literacy through an educational initiative entitled “Smart Teens: Managing Money Without Drama”, conducted for the youth of Vihara Dhamma Bhakti Tangerang. The program is motivated by the relatively low level of financial literacy among adolescents, which may lead to consumptive behavior and a lack of personal financial management skills from an early age. The methods employed include interactive lectures, financial management simulations, and group discussions covering basic financial planning, saving habits, and expense control. The results indicate an improvement in participants’ understanding of fundamental financial concepts, such as managing allowances, the importance of saving, and the ability to distinguish between needs and wants. Furthermore, participants demonstrated more responsible attitudes in making financial decisions. This program is expected to serve as an effective community-based financial literacy education model in fostering healthy financial behavior among adolescents.

This community service program aims to improve adolescents’ financial literacy through an educational initiative entitled “Smart Teens: Managing Money Without Drama”, conducted for the youth of Vihara Dhamma Bhakti Tangerang. The program is motivated by the relatively low level of financial literacy among adolescents, which may lead to consumptive behavior and a lack of personal financial management skills from an early age. The methods employed include interactive lectures, financial management simulations, and group discussions covering basic financial planning, saving habits, and expense control. The results indicate an improvement in participants’ understanding of fundamental financial concepts, such as managing allowances, the importance of saving, and the ability to distinguish between needs and wants. Furthermore, participants demonstrated more responsible attitudes in making financial decisions. This program is expected to serve as an effective community-based financial literacy education model in fostering healthy financial behavior among adolescents.

Difficulties in learning to read the Qur’an among adults do not always stem from the quality of teaching materials or instructors, but are often caused by the use of learning methods that are not appropriate to adult learners’ characteristics. Adults possess distinct psychological, physiological, and experiential backgrounds that require learning approaches different from those used for children. Monotonous and rigid instructional methods may hinder motivation and limit learning outcomes, particularly in Qur’anic literacy education. This condition is further compounded by physical limitations commonly experienced by adults and the elderly, such as dental and oral health problems, as well as strong regional language accents that affect pronunciation accuracy. In response to these challenges, the Tsaqifa method was developed as an alternative and practical approach specifically designed for adult beginners who have little or no prior ability to read the Qur’an. This method emphasizes simplicity, flexibility, and learner-centered instruction, enabling participants to gradually improve their Qur’anic reading skills in a supportive and non-intimidating learning environment. Through its application, adult learners are encouraged to regain confidence and motivation in studying the Qur’an, thereby contributing to efforts to reduce Qur’anic illiteracy among adult and elderly communities, particularly in rural areas.

Code-switching has become increasingly prevalent in digital communication among Indonesian youth, reflecting complex sociolinguistic dynamics in multilingual contexts. This study investigates code-switching patterns in Indonesian digital native youth's computer-mediated communication (CMC), examining the linguistic structures, social functions, and motivations behind this phenomenon. A mixed-methods approach was employed, analyzing 2,500 social media posts from 150 Indonesian youth aged 18–25 across Instagram, Twitter, and WhatsApp. Quantitative content analysis identified code-switching frequency and patterns, while qualitative thematic analysis explored motivations and functions. Myers-Scotton's Matrix Language Frame model guided the structural analysis. Results revealed that 78.4% of participants engaged in code-switching, with Indonesian-English being the most common pattern (62.3%), followed by Indonesian-Regional Language (23.5%) and trilingual switching (14.2%). Intrasentential switching occurred in 54.7% of cases, while intersentential switching appeared in 31.8%. Five primary functions emerged: identity construction (32.1%), emphasis/intensification (26.4%), topic shifting (18.9%), humor/creativity (14.3%), and lexical gap-filling (8.3%). Code-switching in Indonesian digital communication represents a sophisticated linguistic practice driven by identity negotiation, expressive needs, and technological affordances rather than linguistic deficiency. These findings contribute to understanding multilingual CMC in Southeast Asian contexts and have implications for digital literacy education and language policy.

Social media has become integral to the daily lives of Generation Z (Gen Z) in Indonesia, with intensive daily usage contributing to significant mental health concerns. This narrative review synthesizes evidence from the literature published between 2021 and 2026 to examine the primary mechanisms social comparison and fear of missing out (FOMO) underlying the negative effects of social media on mental health, including anxiety, depression, low self-esteem, sleep disturbances, and social isolation. Drawing from 15 key open-access articles (including 7 Indonesia-specific studies and 8 global comparisons), social comparison through curated content on platforms such as Instagram and Facebook was consistently associated with diminished self-satisfaction and heightened dissatisfaction. FOMO, particularly amplified by fast-scrolling algorithms on TikTok, promoted compulsive behaviors such as doomscrolling and exacerbated emotional distress. Digital wellness strategies, including digital detox, mindful usage, and media literacy, showed promising potential for mitigation, although long-term effectiveness remains limited in the Indonesian context. Notable research gaps include the scarcity of longitudinal studies, culturally tailored interventions, and data from rural or non-urban populations. This review recommends integrating digital literacy education into school curricula and developing community-based mental health programs to address risks in the 2025–2026 digital era. The findings offer insights for prevention and intervention strategies targeting Gen Z mental health in Indonesia.

The advancement of digital technology has led to the extensive adoption of social media by teenagers. Social media has become a means of communication, entertainment, and an easily accessible source of information, but its use also has various impacts on adolescent mental health. This study aims to examine the influence of social media on adolescent mental health through a literature review approach. The method used was a literature review, reviewing various scientific journals, books, and academic articles relevant to the topic of social media and adolescent mental health. The data obtained was analyzed descriptively and qualitatively to identify patterns of findings and trends in previous research. The findings of the research show that social media usage has both beneficial and detrimental effects on the mental health of adolescents. On the positive side, social media also can be means of self-expression, expanding social networks, and obtaining emotional support. However, excessive and uncontrolled social media use possesses the ability to create adverse effects, such as increased anxiety, stress, depression, low self-confidence, and impaired self-image due to social comparison. Furthermore, exposure to negative content, cyberbullying, and pressure to gain social approval also contribute to the decline in adolescent psychological well-being. The duration of use, the type of platform, and adolescents' ability to manage emotions and time also influence the level of perceived impact. Therefore, the active role of parents, educators, and the social environment is needed to provide guidance and digital literacy education so that teenagers can utilize social media sensibly. Through effective management, it is anticipated that social media can be used constructively while prioritizing adolescent mental health.

Financial literacy and lifestyle are two important factors influencing students' ability to manage their personal finances. Students are in a transitional phase toward financial independence and are therefore required to make rational financial decisions amidst the influence of modern lifestyles. This study aims to understand how students interpret financial literacy and lifestyle in their daily financial management practices. This study used a qualitative approach with descriptive methods. Data were collected through in-depth interviews and observations of active students from various backgrounds. The results indicate that students generally understand the basic concepts of financial literacy, such as managing pocket money and preparing a simple budget. However, the application of this financial literacy is often suboptimal due to the influence of a consumptive lifestyle and social pressures. This study provides important implications for the development of contextual financial literacy education programs in higher education environments. The implication of this research is the importance of developing financial literacy education programs that are more contextual and relevant to students' lifestyles so they can manage their personal finances more wisely and effectively.

The rapid rise of short-form social media platforms, particularly TikTok, among adolescents has raised concerns regarding excessive use and potential behavioral addiction that may negatively affect mental health and academic functioning. This community engagement program aimed to screen the risk of TikTok addiction among secondary school students in West Jakarta and provide education on healthy digital practices. The program was conducted at one private school in Jelambar, involving 306 students aged 11–18 years. Screening was performed using the TikTok Addiction Scale (TTAS) followed by digital literacy education. A Plan–Do–Check–Action (PDCA) framework was applied to ensure systematic implementation. The mean TTAS score was 39.97 ± 14.24 (range 20–84), indicating diverse levels of TikTok engagement. Female students demonstrated higher scores and wider distribution, suggesting greater vulnerability to excessive social media use. Digital hygiene and screen-time management education enhanced students’ awareness regarding social media addiction risks and appropriate preventive strategies. This program demonstrated the feasibility and effectiveness of TTAS-based screening for early identification of TikTok addiction risk. It highlighted the importance of integrating digital health promotion into school-based mental health programs to support adolescent well-being.

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.

This study aims to analyze consumer perceptions of consumer reviews on the Shopee e-commerce platform and to understand how these reviews influence trust and purchasing decisions. The research employs a qualitative approach with a descriptive case study design, using in-depth interviews with one informant an active Shopee user and supported by digital observations of the fake review phenomenon. The findings indicate that reviews play a crucial role in shaping consumers’ perceptions and trust toward sellers. The informant perceived honest reviews as those characterized by detailed content, genuine product photos, and a natural writing style. In contrast, reviews that appear overly uniform, exaggerated, or too brief are considered inauthentic and raise doubts. Negative experiences resulting from fake reviews reduce trust in both sellers and the platform. This study highlights the need to improve review verification systems and enhance digital literacy education so that consumers can better distinguish between genuine and fake reviews, thereby fostering a more transparent and trustworthy online shopping environment.

Reading literacy in early childhood is an important foundation for children's cognitive, language, and social development in subsequent educational stages. Literacy in early childhood can begin through letter recognition, fostering interest in printed materials, enriching vocabulary, and developing oral communication skills. At this stage, the initial skill that needs to be developed is the introduction of written language through reading activities tailored to the child's developmental characteristics. However, early childhood's ability to understand reading literacy shows significant differences, both in terms of interest, ability, and environmental support. This condition indicates that reading literacy understanding in early childhood is not evenly distributed. Therefore, this community service activity aims to provide reading literacy education to early childhood through a fun, interactive, and contextual approach. The activity methods include reading assistance, the use of visual media, and the active involvement of educators and parents. The results of the activity show an increase in reading interest, letter recognition skills, and children's positive responses to literacy activities. This activity is expected to be a sustainable effort to support the strengthening of reading literacy in early childhood education.

This study examines how integrating local ecological wisdom and eco-literacy education fosters environmental awareness, behavioral transformation, and health outcomes among Indonesian primary school students. The research responds to the ecological paradox of rapid technological growth amid worsening environmental degradation, where youth eco-literacy remains below 45%, indicating a gap between environmental knowledge and sustainable action. The study aims to develop a culturally responsive model of sustainability education that connects environmental ethics, cultural identity, and public health. Using a qualitative case study design, the research was conducted at SD Islam Kreatif Mutiara Anak Sholeh, Sidoarjo, East Java, from July to August 2025, involving 60 students and six teachers. Data were collected through semi-structured interviews, observations, and document analysis. Four major themes emerged: (1) cultural narratives as catalysts for environmental awareness, (2) eco-literacy as experiential and behavioral transformation, (3) collaborative learning as collective environmental agency, and (4) eco-health as psychosocial and physical well-being. Findings show that integrating Majapahit-era ecological values and local storytelling into eco-brick and composting projects enhanced students’ responsibility, cooperation, and emotional balance. The study synthesizes Eco-pedagogy, Constructivism, and Eco-health frameworks into a Culturally Responsive Eco-Health Pedagogy, demonstrating that sustainability learning rooted in culture and participation promotes both environmental and health outcomes. This model contributes to the global Education for Sustainable Development (ESD) 2030 agenda by linking culture, ecology, and well-being in primary education.

Karangtalun Village, located in Kalidawir District, Tulungagung Regency, East Java, has significant potential for developing Family Medicinal Plants (TOGA) to support community-based health practices. However, the utilization of TOGA in daily health care remains limited due to a lack of knowledge and practical skills among residents. At the same time, the community faces a growing social challenge—digital exposure among young children, which negatively affects their physical, psychological, and social well-being. To address these issues, a capacity-building program was implemented for women involved in the Integrated Guidance Post (Posbindu) through training on TOGA cultivation and digital literacy education using the Community-Based Participatory Research (CBPR) approach. This participatory model actively engaged community members in the planning, implementation, and evaluation stages. The program results showed an increase in participants’ understanding of TOGA as an alternative for self-care and traditional medicine, greater awareness of the adverse effects of excessive gadget use among children, and positive behavioral changes in parenting, such as setting screen-time limits and replacing gadget use with creative family activities. These findings demonstrate that integrating local wisdom–based education with digital literacy can effectively strengthen family resilience and promote sustainable well-being in the digital era.

Karangtalun Village, located in Kalidawir District, Tulungagung Regency, East Java, has significant potential for developing Family Medicinal Plants (TOGA) to support community-based health practices. However, the utilization of TOGA in daily health care remains limited due to a lack of knowledge and practical skills among residents. At the same time, the community faces a growing social challenge—digital exposure among young children, which negatively affects their physical, psychological, and social well-being. To address these issues, a capacity-building program was implemented for women involved in the Integrated Guidance Post (Posbindu) through training on TOGA cultivation and digital literacy education using the Community-Based Participatory Research (CBPR) approach. This participatory model actively engaged community members in the planning, implementation, and evaluation stages. The program results showed an increase in participants’ understanding of TOGA as an alternative for self-care and traditional medicine, greater awareness of the adverse effects of excessive gadget use among children, and positive behavioral changes in parenting, such as setting screen-time limits and replacing gadget use with creative family activities. These findings demonstrate that integrating local wisdom–based education with digital literacy can effectively strengthen family resilience and promote sustainable well-being in the digital era.

The government has implemented various illiteracy eradication programs at both central and local levels. However, illiteracy remains high, with South Sulawesi ranking sixth nationally. This condition is influenced by the imbalance between the number of Non-Formal Education Units and target areas, limited human resources, as well as learner-related factors such as motivation, age, occupation, distance to learning sites, and monotonous teaching methods. Community learning services through literacy clinics using collaborative methods Reading, Writing Beginning, Structure, Analysis, and Synthesis, combined with project-based learning serve as alternative models to increase community participation and improve learning outcomes. The problem of this research is how the description of the implementation of basic literacy programs through the model "Community Learning Services Through Literacy Clinics"?, and how effective the model "Community Learning Services Through Literacy Clinics with the collaborative method approach?. The purpose of this study was to determine the description of the implementation model of basic literacy education programs and determine the effectiveness of learning outcomes. The results of the study illustrated that the basic literacy program was carried out in collaboration between the resources of the Non-formal Education Unit and the resources in the village/kelurahan government as the organizer and tutor Learning outcomes show that the Community Learning Service Model through the Literacy Clinic with a collaborative method approach was declared effective in improving student learning outcomes.

The rapid development of information and communication technology has transformed the way people access information, interact, and live their daily lives. In this regard, students from the Mathematics Education Study Program at the State Islamic University of North Sumatra conducted "Smart Socialization" during a community service activity in Jaharun A Village, Galang District. The main objective of this community service activity was to increase awareness and understanding among residents of Jaharun A Village, Galang District, regarding the importance of digital literacy in facing the challenges of AI-based disinformation on social media. The implementation methods included initial observation, outreach, and interviews. The results of this activity indicated high community enthusiasm, active participation, and a better understanding of how to use social media wisely and responsibly. This activity successfully built critical public awareness of the importance of verifying information before sharing it and increased local community preparedness for the complex digital information era. This activity is expected to become a model for applicable and sustainable digital literacy education in rural areas.

The advancement of information technology has brought significant changes to society but also generated new crimes, such as online child sexual exploitation (cybersex trafficking). This study examines this phenomenon by focusing on the live streaming application "HOT51," which is frequently used as a medium for child exploitation. The research employs a qualitative descriptive analysis method based on secondary data from official reports and related literature. Findings indicate that the easy access to modified APK applications facilitates sexual exploitation of children, the most vulnerable group. Indonesian regulations already address child protection, but implementation faces challenges such as low digital literacy and weak supervision of digital platforms. This study emphasizes the need for tightened monitoring, digital literacy education, and active parental roles to reduce the risk of sexual exploitation in the digital realm. The contribution lies in enhancing understanding of child protection challenges in the digital era and highlighting the importance of adaptive regulations and multi-stakeholder cooperation to safeguard child rights and safety.

Cyberbullying is a form of online violence that is increasingly widespread in the digital era, with serious impacts on adolescent mental health, such as depression, stress, and anxiety. This study aims to examine the impact of cyberbullying on adolescent mental health through a literature review covering 10 accredited journals indexed by SINTA, Google Scholar, and DOAJ. The method used is a literature review with a comparative analysis approach to previous research findings. The results of the study indicate that victims of cyberbullying often experience decreased self-esteem, emotional disturbances such as shame and fear, and decreased motivation to learn. These disturbances can then increase the risk of depression among adolescents. Decreased self-esteem and increased anxiety also impact their academic performance and social engagement. Based on these findings, it can be concluded that cyberbullying is a significant factor threatening adolescent mental health. Therefore, serious attention is needed from various parties, including schools, families, and communities, to provide protection and psychosocial support to victims. Recommended interventions include digital literacy education, family support, and counseling programs that can help adolescents overcome the negative impacts of cyberbullying and prevent lasting effects on their mental health.