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The development of fine motor skills and collaborative character is an essential foundation during the golden age period to support children’s academic readiness and social development. However, learning stimulation at Tamalate State Kindergarten is still largely dominated by conventional methods that lack variety and interactive activities. This community service program aims to implement constructive Straw Connectorsmedia as an innovative learning solution to stimulate children’s fine motor skills and cooperative character. The implementation methods included teacher workshops, classroom application with students through collaborative constructive play activities, and evaluation of learning achievements. The findings revealed a significant improvement in children’s fine motor skills, with the average score increasing from 1.67 in the Pre-Test to 3.27 in the Post-Test. Furthermore, 60% of the children achieved the Very Well Developed (BSB) category in collaborative character development. Through the use of Straw Connectorsmedia, students were able to create complex architectural products such as construction bridges and windmills. The study concludes that Straw Connectorsmedia is effective in improving visual-motor coordination, creativity, and collaborative skills while fostering social empathy through interdependent interaction among children during the learning process.

This activity was conducted in Timbang Lawan Village, located in Bahorok Sub-district, Langkat Regency, North Sumatra Province. The results of surveys and interviews with partners indicate that most residents, especially housewives, carry out activities at home, work as agricultural laborers, and engage in farming. This situation provides significant opportunities to train and educate them through programs aimed at improving economic conditions and financial independence. However, the main inhibiting factors identified are limited access to information, knowledge, and technology, which hinder their creativity in utilizing leisure time productively. The purpose of this community empowerment program is to provide education and socialization to inspire and empower the community in addressing economic problems through training in making dishwashing liquid. After this activity, it is expected that participants can reduce household expenses by no longer needing to purchase dishwashing liquid on a daily basis. Moreover, if opportunities arise, they may also identify business prospects to develop dishwashing liquid production. The expected benefit of this activity is to foster an entrepreneurial spirit among housewives in Timbang Lawan Village.

The Cultural Advancement Facilitation through Pinhole Photography as an Educational Medium for Children program aims to enhance cultural literacy, creativity, and awareness among young generations regarding the preservation of Malay Deli cultural heritage. This initiative is motivated by the declining interest of children in local history and culture amid rapid modernization, particularly in coastal areas with limited access to educational resources. Pinhole photography is employed as an educational approach due to its simplicity and reflective nature, fostering patience, accuracy, and a fundamental understanding of the interconnection between art, science, and culture. The program was conducted over three days through a series of activities, including workshops on constructing pinhole cameras, field exploration and photography at Malay Deli heritage sites namely Maimun Palace, Al- Mashun Grand Mosque, Al-Osmani Grand Mosque, and Sri Deli Park and photo developing and curation sessions. The activities actively involved children from the Rumah Edukasi Anak Pesisir community as primary participants in the visual documentation of cultural heritage. The results indicate an improvement in participants’ understanding of Malay Deli historical and cultural values, the development of creative and reflective thinking skills, and the production of children’s photographic works with potential use as educational and cultural promotion media. Overall, this program contributes to participatory-based cultural advancement and strengthens sustainable cultural tourism through an educational, creative, and sustainable approach.

This community service activity aims to enhance students’ literacy through the application of ecoprint as an environmentally based creative learning medium at MAT Daarut Tahfidz Al-Ikhlas Banda Aceh. This program was motivated by the limited utilization of practice-based art activities as a means of strengthening students’ literacy. The implementation method employed a participatory-educative approach consisting of material socialization, ecoprint technique demonstrations, group-based hands-on practice, reflective discussions, and activity evaluation. The results indicate that students were able to understand the concepts and stages of ecoprint, produce works with various natural motifs, and demonstrate improvements in visual literacy and creativity. In addition, the activity increased students’ awareness of the use of natural materials and the importance of environmental friendly practices. Group-based activities also encouraged the development of social literacy through collaboration and communication among participants. Therefore, ecoprint can be considered an effective and contextual alternative learning medium to support the enhancement of students’ literacy in the school environment and has the potential to be sustainably developed.

The rapid development of digital technology has brought significant changes to the business landscape, transforming how products are marketed, services are delivered, and business relationships are built. In this context, students, as future members of the workforce and potential entrepreneurs, are required to possess strong digital literacy skills in order to effectively face challenges and seize emerging business opportunities. This study aims to analyze the importance of digital literacy in supporting students’ readiness to respond to future business trends. The research employed a descriptive approach using a literature review and observations of the entrepreneurship learning process in vocational schools. The findings indicate that digital literacy plays a crucial role in enhancing students’ creativity, adaptability, and ability to utilize digital platforms for online marketing, branding, and business communication. Furthermore, digital literacy helps students understand market dynamics, analyze consumer behavior, and adopt innovative business models that align with technological developments. Students with adequate digital literacy are better prepared to face rapid changes in the business environment and demonstrate higher confidence in applying technology to entrepreneurial activities. In conclusion, the integration of digital literacy into entrepreneurship education is essential to produce competitive, innovative, and adaptable graduates who are capable of thriving in the digital era and contributing to sustainable economic development.

This study explores how Generation Z constructs work values and meaning in modern organizations shaped by digitalization and social transformation. Using a qualitative phenomenological approach under a social constructivist paradigm, the research investigates the lived experiences of young professionals in the digital, creative, and startup sectors. Data were collected through in-depth interviews and non-participant observation and analyzed using thematic analysis (Braun & Clarke, 2006; Moustakas, 1994). Findings show that Generation Z defines work through three interrelated dimensions: (1) intrinsic motivation grounded in personal purpose and self-expression, (2) redefined productivity emphasizing creativity and emotional balance rather than quantitative output, and (3) job satisfaction derived from inclusive culture and adaptive leadership. These results support Self-Determination Theory (Deci & Ryan, 2000) and Social Constructionism (Berger & Luckmann, 1966), showing that work meaning is socially constructed rather than objectively given. Overall, the study concludes that for Generation Z, work represents not merely economic activity but a medium for identity, contribution, and personal growth, urging organizations to embrace meaning-centered and value-driven leadership to enhance engagement and fulfillment.

The 2025 UINSU Community Service Program research in Sempajaya Village was carried out through training in making ecoprint tote bags as an effort to develop creativity while strengthening the economic literacy of elementary school children. This activity utilized natural materials such as leaves and flowers commonly found in the village environment, so that children could learn to recognize the potential of their natural surroundings as a source of creative works with practical and economic value. The training was conducted in three main stages: preparation, implementation, and reflection. During the implementation stage, children were introduced to the concept of ecoprinting, pounding techniques, and the steps involved in making ecoprinted tote bags through lectures, question and answer sessions, and hands-on practice. The results of the activity showed an increase in the participants' creativity, as evident in their ability to arrange motifs, select natural materials, and produce tote bags with attractive patterns. In addition, this activity also fostered a basic understanding of the economic value of creative products, thereby supporting the formation of independence and an entrepreneurial spirit from an early age. The reflection stage showed that the children were able to identify the process, benefits, and challenges they faced. Thus, ecoprint tote bags proved to be an effective educational tool in integrating creativity, economic literacy, and love for the environment for the children of Sempajaya Village.

The Bulusari Film Village Community possesses considerable potential as a community-based creative space, yet it continues to face limitations in technical film production skills and community management. This community engagement program aims to strengthen the community’s creative capacity and professionalism through training in scriptwriting, cinematography, production, and film editing, as well as reinforcing organizational management using the Participatory Community Appraisal (PCA) approach. The activities were implemented through five major stages, namely needs identification, formulation of alternative solutions, technical training, short film production mentoring, and strengthening of the community’s management system. The results demonstrate significant improvements in members’ technical competencies across all stages of film production, from pre-production to post-production. The community successfully produced a script and one short film with enhanced visual and narrative quality compared to their earlier works. In addition, the establishment of a new organizational structure, operational SOPs, and a simple administrative system effectively improved community governance. The program also broadened the community’s collaborative network with local government, educational institutions, and other creative groups. These findings indicate that PCA-based empowerment supports increased creativity, autonomy, and competitiveness among local creative communities in alignment with the SDGs, particularly SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), and SDG 11 (Sustainable Communities).

This study explores how Generation Z constructs work values and meaning in modern organizations shaped by digitalization and social transformation. Using a qualitative phenomenological approach under a social constructivist paradigm, the research investigates the lived experiences of young professionals in the digital, creative, and startup sectors. Data were collected through in-depth interviews and non-participant observation and analyzed using thematic analysis (Braun & Clarke, 2006; Moustakas, 1994). Findings show that Generation Z defines work through three interrelated dimensions: (1) intrinsic motivation grounded in personal purpose and self-expression, (2) redefined productivity emphasizing creativity and emotional balance rather than quantitative output, and (3) job satisfaction derived from inclusive culture and adaptive leadership. These results support Self-Determination Theory (Deci & Ryan, 2000) and Social Constructionism (Berger & Luckmann, 1966), showing that work meaning is socially constructed rather than objectively given. Overall, the study concludes that for Generation Z, work represents not merely economic activity but a medium for identity, contribution, and personal growth, urging organizations to embrace meaning-centered and value-driven leadership to enhance engagement and fulfillment.

This Community Service (PKM) activity aims to improve artificial intelligence (AI) literacy in students majoring in Visual Communication Design (DKV) at SMK Muhammadiyah 2 Palembang through Canva-based training. The development of AI technology has brought about a significant change in the world of graphic design, where features such as Magic Design, Text-to-Image, and Background Remover are now widely used to support the creative process. However, most vocational school students are still passive users, lacking an understanding of the AI principles behind the technology. Through a Project-Based Learning (PjBL) and Active Learning approach with a demo–practice–reflection model, this activity is designed so that students are not only able to use the AI features in Canva, but also understand the work concepts, benefits, and ethics of using them. The activity was conducted over two days, involving 30 DKV class XI students. The evaluation of the results showed a significant increase in the aspects of understanding AI concepts (48%), motivation to learn design (35%), and creativity of works (32%). Students also show an increase in learning independence and digital ethical awareness. These results confirm that AI-based learning through Canva is effective in building AI literacy, creativity, and student readiness to face the technology-based creative industry. This activity is recommended to be expanded to teachers and other departments to strengthen digital literacy in the vocational education environment.  

The transition toward Society 5.0 demands a workforce capable of integrating technological proficiency with strong human-centered soft skills. This community engagement program aims to enhance the digital mindset and soft skills of PKK women in Boja District, Kendal Regency through a structured mentoring model rooted in human-centered learning principles. Using a needs assessment, experiential training sessions, and group mentoring, the program focused on increasing participants’ abilities in digital literacy, communication, collaboration, creativity, and community-based leadership. The mentoring activities revealed significant improvements in participants’ understanding of basic digital functions, such as the use of smartphones for communication, information access, and household economic opportunities. Engagement in interactive sessions—such as role play, guided discussions, and problem-solving simulations—strengthened participants’ confidence, interpersonal communication, and teamwork skills. Furthermore, several participants demonstrated emerging leadership abilities, particularly in facilitating peer learning and supporting other members during digital practice activities. These findings align with recent literature emphasizing the effectiveness of contextual digital training and experiential adult learning in promoting behavioral change and improving community readiness for technological transformation. Overall, the program successfully enhanced the participants’ readiness to face the challenges of Society 5.0 by fostering digital mindset growth, essential soft skills development, and strengthened leadership capacity. The results indicate that human-centered mentoring can serve as a sustainable approach to empowering local communities and improving their competitiveness in the digital era.  

The transition toward Society 5.0 demands a workforce capable of integrating technological proficiency with strong human-centered soft skills. This community engagement program aims to enhance the digital mindset and soft skills of PKK women in Boja District, Kendal Regency through a structured mentoring model rooted in human-centered learning principles. Using a needs assessment, experiential training sessions, and group mentoring, the program focused on increasing participants’ abilities in digital literacy, communication, collaboration, creativity, and community-based leadership. The mentoring activities revealed significant improvements in participants’ understanding of basic digital functions, such as the use of smartphones for communication, information access, and household economic opportunities. Engagement in interactive sessions—such as role play, guided discussions, and problem-solving simulations—strengthened participants’ confidence, interpersonal communication, and teamwork skills. Furthermore, several participants demonstrated emerging leadership abilities, particularly in facilitating peer learning and supporting other members during digital practice activities. These findings align with recent literature emphasizing the effectiveness of contextual digital training and experiential adult learning in promoting behavioral change and improving community readiness for technological transformation. Overall, the program successfully enhanced the participants’ readiness to face the challenges of Society 5.0 by fostering digital mindset growth, essential soft skills development, and strengthened leadership capacity. The results indicate that human-centered mentoring can serve as a sustainable approach to empowering local communities and improving their competitiveness in the digital era.  

The development of digital technologyhas had a significant impact on education and the creative economy. The ability to processvisual designs has become an important skill for the younger generation to face thechallenges of the digital age. This community service activity aims toimprove students' digital design skills and creativity throughCanva training as a practical learning medium. The trainingwas conducted at SMAN 22 Gowa, involving six students from grades X and XI.The implementation method used an interactive workshop approach and hands-on practice(learning by doing) that emphasised project-based learning experiences. The results of the activity showed an increase in students' ability to understandthe basic principles of packaging design, apply visual elements appropriately, andproduce creative and communicative design works. This activity also fostered self-confidence,collaborative spirit, and awareness of the importance of digital literacy. Thus, this training successfully contributed positively to thedevelopment of creative skills and the readiness of students to face the world ofentrepreneurship and technology-based creative industries (Bell, 2010; Guo et al.,2020; Supriyadi, 2023; Wicaksono & Indriani, 2022).

The development of digital technologyhas had a significant impact on education and the creative economy. The ability to processvisual designs has become an important skill for the younger generation to face thechallenges of the digital age. This community service activity aims toimprove students' digital design skills and creativity throughCanva training as a practical learning medium. The trainingwas conducted at SMAN 22 Gowa, involving six students from grades X and XI.The implementation method used an interactive workshop approach and hands-on practice(learning by doing) that emphasised project-based learning experiences. The results of the activity showed an increase in students' ability to understandthe basic principles of packaging design, apply visual elements appropriately, andproduce creative and communicative design works. This activity also fostered self-confidence,collaborative spirit, and awareness of the importance of digital literacy. Thus, this training successfully contributed positively to thedevelopment of creative skills and the readiness of students to face the world ofentrepreneurship and technology-based creative industries (Bell, 2010; Guo et al.,2020; Supriyadi, 2023; Wicaksono & Indriani, 2022).

This study aims to describe the entrepreneurship education process at SMP PAB 23 Bandar Klippa as a strategic step in developing a creative and independent young generation. The approach used is descriptive qualitative with data collection techniques through observation and interviews with one principal, three teachers, and thirty-nine students. The research activities were carried out during the Real Work Lecture (KKN) program which lasted for ten days in September 2025. The main focus of the study was the Market Day activity designed as a learning tool for entrepreneurial practices in the school environment. The results showed that this activity was able to foster an entrepreneurial mindset, increase creativity, build collaborative skills, and foster students' confidence in planning and managing simple businesses. Thus, entrepreneurship education has been proven to play an important role in fostering independence, creativity, and readiness of students to face future economic challenges.  

The Community Service Program (KKN) was implemented with the aim of fostering and enhancing the entrepreneurial spirit and skills of Junior High School (SMP) students through an Entrepreneurship Workshop at SMP PAB 23 Bandar Klippa. This program was designed using a practice-based participatory learning approach (learning by doing), which positions students as active subjects in all stages of the activity, from planning, production, to product marketing. A total of 39 seventh grade students were directly involved in this activity. Through this experiential learning process, students had the opportunity to develop creative thinking, teamwork, and problem-solving skills in a real-life setting. The evaluation results showed a significant increase in several entrepreneurial indicators, namely student self-confidence increased from 55% to 85%, communication skills from 60% to 88%, and interest in entrepreneurship from 50% to 83%. These findings prove that the practice-based learning method is effective in fostering an entrepreneurial mindset and independent character in students. Furthermore, this Community Service Program (KKN) activity demonstrates collaboration between universities and schools in implementing contextual and applicable entrepreneurship education. It also has the potential to be developed as a sustainable learning model to support the achievement of the Pancasila Student Profile, particularly in the dimensions of creativity, independence, and mutual cooperation.

Developing students' creativity at the elementary school level is an important part of shaping 21st century character and skills. One approach that can be taken is through hand training with cardboard and printed images. This student service activity aims to train the creativity of fourth grade students at SDN 3 Palangka through cardboard weaving training as an innovative learning medium. This activity is motivated by the need for more interesting, active, and enjoyable learning for students. The training is carried out through several stages, namely the compaction of basic weaving techniques, independent practice by students, and evaluation of the work produced. Students are given the freedom to be creative using pieces of used cardboard, with direct guidance from the implementation team and accompanying teachers. The results of the activity show that students are very enthusiastic about participating in this activity. They are able to produce various simple new forms with creative displays that can be used as visual aids in the learning process. In addition to producing work, this activity also forms positive student character such as cooperation, responsibility, perseverance, and courage in displaying work. This activity proves that skills-based training can be a solution to present more lively and meaningful learning. Therefore, this kind of activity is very relevant to be continued and developed as part of a sustainable school program.

This community service initiative was designed to empower housewives in Dusun III, Desa Pematang Sijonam, by introducing ecoprint as a sustainable craft and a potential driver of micro, small, and medium enterprises (MSMEs). The activity was motivated by the limited access to alternative livelihoods in rural communities and the increasing relevance of environmentally conscious products in contemporary markets. The program adopted a descriptive qualitative design, emphasizing participatory involvement through workshops and direct practice. Participants were guided to identify tannin-rich leaves from their local environment, arrange them on pre-mordanted cotton tote bags, and apply steaming processes to transfer pigments. The outcomes revealed that participants not only acquired technical competence but also demonstrated heightened creativity and confidence, producing distinctive motifs that carried cultural and ecological values. More importantly, the training raised awareness of the economic potential of natural resources that had previously been overlooked. This activity suggests that ecoprint is not merely an artistic expression but also a practical strategy for fostering women’s economic independence, stimulating rural entrepreneurship, and strengthening sustainable development at the community level

The Rempang Eco City area in Batam City has great potential for SMEs, especially in the culinary and local product sectors. However, the development of SMEs in this area is still limited due to a lack of knowledge about product packaging and minimal use of digital technology for marketing. The mentoring program conducted by KKN student group 62 aims to improve the competitiveness of SMEs through strengthening more modern packaging and digital marketing strategies using social media, especially Instagram. The method used is a qualitative approach with participatory observation, in-depth interviews, and group discussions. The stages of activities include an initial survey to map the potential and conditions of MSMEs, conducting workshops and training on product design, packaging, and digital marketing, as well as direct assistance in creating and managing social media accounts. The results of the activities show an improvement in the ability of MSME actors to create attractive packaging designs, manage social media as a product showcase, as well as increased digital interaction with consumers. This program successfully increased the selling value of products, expanded market reach, and built the confidence of MSME actors. Although there are challenges related to digital literacy and creativity, this program has a positive long-term impact in promoting economic independence in the community and strengthening local cultural identity in Rempang Eco City.

Low English proficiency remains a problem for the younger generation in Mimika Regency, particularly in speaking skills. Additionally, the flow of modernization influences the low appreciation of society, especially the younger generation, towards local culture, with the emergence of popular culture. This community service activity offers an English Storytelling Competition as a creative and innovative educational medium to integrate English competency and the preservation of the local culture of indigenous communities in Mimika Regency. This program used a collaborative approach/community-based participatory approach (CBPA) through community involvement in the planning, script preparation, workshops, competitions, and reflection stages, together with the utilization of existing local strengths and wisdom. The main purpose of this program is to encourage social change in the community, which includes: (1) increasing oral English skills in the young generation in Mimika. (2) the presence of awareness and pride in the importance of preserving local culture, and (3) the creation of a community environment that provides appreciation for local cultural products that grow together with global challenges. The results of the activity showed an increase in English communication skills, growing self-confidence in students, and the presence of creativity in interestingly packaging Amungme-Kamoro folklore. In addition, this activity brings a new awareness of the importance of preserving local culture, potential leaders who dare to appear in public, and presents a new institution in the form of a space competition that combines aspects of language and cultural education.