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Low courage in arguing and high communication apprehension often become major obstacles for high school students when facing academic presentations. This Community Service (PkM) program aims to strengthen students' communicative rhetoric skills and public speaking abilities at SMA Negeri 11 Makassar. Based on a needs assessment, partner students need techniques for persuasive public speaking, self-evaluation tools for their communication performance, and strategies for managing mental anxiety. The program was carried out through a practice-based reflective workshop involving 25 students from the school's intra-organizational board. Quantitative evaluation results showed a significant improvement in students' speaking competence, with the average score increasing from 58.4 (pre-test) to 86.2 (post-test). This result recorded an increase in the score difference by 27.8 points, which is equivalent to a competence growth of 47.6%, with the students' classical completeness rate reaching 92%. Qualitatively, observations and interviews confirmed changes in students' speaking behavior, which became more organized, expressive, and varied, and they were able to reduce anxiety independently. A tangible output of this activity is the Pocket Guide for Practical Public Speaking Based on Reflective Practice for partner students.

This community service article discusses the Student Creativity Program (PKM) Workshop for Informatics Management students of Politeknik Negeri Sriwijaya in 2026. The activity aimed to increase students’ capacity to design PKM ideas that are creative, logical, collaborative, and relevant to the problems of society and technology development. The method used a participatory workshop consisting of needs identification, material preparation, online implementation, discussion, idea clinic, and follow-up reflection. The workshop introduced the substance of PKM, proposal logic, theme selection, team collaboration, and the PKM-GFT scheme as a written futuristic idea that emphasizes visionary, realistic, solution-oriented, long-term, and broad-impact concepts. The results showed that students obtained a clearer understanding of PKM schemes, the characteristics of feasible ideas, and the importance of transforming simple observations into structured proposals. The activity also encouraged students to prepare ideas based on problems, novelty, benefits, and implementation logic. This workshop implies that continuous mentoring is needed to strengthen students’ proposal-writing skills, creativity, and competitiveness in PKM submission

This community engagement program aimed to strengthen community empowerment through legal and financial literacy initiatives designed to support sustainable social development in Uttarakhand, India. The program involved rural and semi-urban communities, including local residents, youth groups, small entrepreneurs, and women’s associations, many of whom demonstrated limited understanding of legal rights, financial management, and sustainable economic practices. These limitations reduced their participation in local development initiatives and community decision-making processes. To address these challenges, the program implemented participatory workshops, legal awareness campaigns, financial literacy training, and mentoring activities over a three-month period involving 60 participants. The findings indicated significant improvements in participants’ understanding of legal rights, budgeting practices, savings management, entrepreneurial planning, and financial decision-making skills. Qualitative results further revealed stronger community participation, increased confidence in social engagement, and improved awareness regarding social responsibility and sustainable development. Participants also became more actively involved in local economic and community activities after completing the program.

Science and language literacy remain challenges in non-formal education, as learning often emphasizes memorization and underutilizes local contexts as learning resources. This community service program aimed to strengthen the competence of Community Learning Center (PKBM) tutors in developing science and language literacy modules based on the ethnoscience and local wisdom of Klaten. The program employed a Training of Trainers (ToT) approach involving training sessions, module development workshops, and mentoring. Participants consisted of 20 tutors from three PKBM in Klaten Regency. Competence was evaluated through pretest and posttest questionnaires covering literacy understanding, pedagogical competence, module development, and learning implementation. Results indicated a 24,61%. increase in tutor competence, with the average score rising from 63,31 to 87,92. The program effectively enhanced tutors’ capacity to design contextual learning grounded in ethnoscience and local wisdom.

The purpose of this community service activity was to improve the financial accountability of cooperatives by developing a PERSUS on the KPUD Kieskendo in Panunggalan Village, Pulokulon District, Grobogan Regency. The activity was conducted through a workshop and mentoring session involving the cooperative's management and supervisory board. It began with a presentation on the importance of financial accountability, good cooperative governance, and the implementation of SAK EP. The identification results indicated that the cooperative lacked a written accounting policy for internal oversight, financial reporting, and transaction recording. Next, the community service team drafted a PERSUS, which regulates financial reporting, cash and bank management, loan receivables, the formation of CKPN, internal supervision, related party transactions, and fraud prevention. To align the policy with the cooperative's operational needs, discussions on the draft were conducted through participatory, article-by-article discussions. The results of the activity indicated that the management and supervisory board had a better understanding of the benefits of accounting policies for increasing transparency and accountability in cooperative management. It is hoped that the PERSUS will serve as an official guideline for creating more professional, transparent, and sustainable cooperative governance.

This community service program (PkM) aims to enhance the digital literacy of teachers and students at Pondok Pesantren Al-Wathoniyah Pusat Putri Klender, East Jakarta, particularly in verifying digital news and content amid pervasive disinformation. Key problems identified include low digital verification competency among senior teachers, limited use of fact-checking tools, and the absence of systematic information management mechanisms within the pesantren. The activity was held on June 10, 2026, employing a blended learning approach combining interactive lectures, hands-on training, and continuous mentoring. Training modules covered: (1) digital literacy for teachers, (2) mitigation of religious information distortion, (3) critical media literacy, (4) videography skills, and (5) content marketing grounded in Islamic values. Thirty teachers and senior students participated. Key outputs include enhanced digital literacy competencies among participants, the Smart Teacher Guidelines module, a donated photography studio equipment set, and national media coverage (JPNN.com). Evaluation results demonstrate significant improvement in participants' understanding of digital information verification, positive content production capability, and motivation to use technology responsibly. This program contributes to SDGs No. 4 (Quality Education), SDGs No. 9 (Innovation), SDGs No. 10 (Reduced Inequalities), and SDGs No. 17 (Partnerships), as well as supporting IKU 3, IKU 5, and IKU 6 of Universitas Negeri Jakarta.

This community engagement program aims to strengthen community empowerment through inclusive education practices using a participatory approach for sustainable development. The program was conducted in multicultural community settings involving local educators, parents, youth groups, and community leaders. Although inclusive education has gained increasing global attention, many communities still face challenges related to unequal educational access, limited awareness of diversity, and insufficient participation in inclusive learning activities. The program utilized participatory educational workshops, collaborative learning sessions, community mentoring, and inclusive capacity-building activities over a three-month period. A total of 50 participants from different community groups participated in the program. Quantitative findings indicated improvements in participants’ understanding of inclusive education principles, intercultural communication skills, and community collaboration practices

This community engagement program aimed to strengthen community empowerment through human resource development and employability skills training in West Java Indonesia. The program involved youth groups, unemployed individuals, women’s associations, and local community members who experienced limited access to professional training and workforce readiness opportunities. To address these challenges, participatory workshops, leadership training, career mentoring, and collaborative learning activities were implemented over a three-month period involving 65 participants. The findings demonstrated significant improvements in communication skills, teamwork, leadership competencies, career planning awareness, and problem-solving abilities among participants. Qualitative results also revealed increased confidence, stronger motivation for professional development, and greater participation in community and economic activities. Participants showed improved readiness for employment and entrepreneurship opportunities after completing the program. The integration of human resource development and participatory educational approaches proved effective in promoting employability and sustainable community empowerment

This community engagement program aimed to strengthen entrepreneurial capacity and digital literacy among santri at Asy-Syifa Al-Islami Islamic Boarding School, Parung Bogor, Indonesia. The program was designed in response to the growing importance of entrepreneurship and digital competencies in supporting youth empowerment, economic participation, and sustainable community development. The activities involved Islamic boarding school students who had limited access to entrepreneurship education, digital business training, and practical technology-based learning opportunities. To address these challenges, participatory workshops, mentoring sessions, collaborative discussions, and practical digital entrepreneurship training were implemented over a three-month period involving 55 participants. The program focused on entrepreneurial mindset development, digital marketing, financial literacy, social media utilization, and small business management skills. The findings demonstrated significant improvements in entrepreneurial awareness, digital literacy, communication skills, creativity, teamwork, and self-confidence among participants. Qualitative results also revealed increased motivation among santri to develop small businesses and utilize digital platforms productively. Participants showed greater readiness to engage in entrepreneurship activities and adapt to technological developments after completing the program. The integration of entrepreneurship education and digital skills training proved effective in promoting youth empowerment and sustainable community participation. Overall, the program highlights the importance of community-based entrepreneurship and digital literacy initiatives in strengthening the socio-economic capacity of Islamic boarding school students

This study examines the implementation of a Figma-based UI/UX training program aimed at improving digital design literacy among students at Qotrun Nada Islamic Boarding School, Jakarta. The program was developed to address the limited digital competencies and practical design skills commonly found among santri in traditional Islamic educational environments. Using a project-based learning and mentoring approach, participants were introduced to fundamental concepts of User Interface (UI), User Experience (UX), and collaborative digital design using Figma. The activities included workshops, practical design exercises, mentoring sessions, and prototype development projects. The findings demonstrated significant improvements in students’ digital literacy, communication skills, teamwork, creativity, and confidence in using technology. Students successfully produced simple website prototypes that reflected basic usability and visual design principles. Furthermore, the integration of digital literacy training within the pesantren environment showed that technological skill development can be harmonized with Islamic educational values and community empowerment initiatives

Background:The digital transformation in education requires teachers to possess adequate competencies in utilizing technology to support innovative, interactive, and student-centered learning. However, the integration of digital platforms into classroom practices remains limited due to teachers’ varying levels of digital competence and experience. This community service program aimed to improve teachers’ competencies in utilizing digital platforms to support innovative learning implementation at SMAN 8 Banda Aceh. Methods:The program employed a participatory approach consisting of needs assessment, workshops, hands-on practice, mentoring, evaluation, and reflection activities. A total of 40 teachers from various subject areas participated in the program. The training materials included the use of Canva for developing digital learning media, Quizizz for gamified assessments, Google Workspace for collaborative learning, and Artificial Intelligence (AI) technologies to assist in instructional material development and creative learning activities. Program evaluation was conducted through participant observation, assessment of digital learning products, satisfaction questionnaires, and reflective discussions. Results: The results showed that participants successfully produced 18 interactive presentations using Canva, 10 digital modules, 8 Quizizz-based quizzes, and 4 evaluation instruments using Google Forms. Furthermore, teachers demonstrated improved competencies in designing digital learning media, developing technology-based assessments, integrating digital platforms into instructional practices, and utilizing AI as a learning support tool. The high level of participation and enthusiasm among participants indicated the effectiveness of the program in strengthening teachers’ digital literacy and technological competencies. Conclusion: In conclusion, the community service program successfully enhanced teachers’ competencies in utilizing digital platforms to support innovative learning in schools.

This community service activity aims to improve lecturers' competence in supervising master's student thesis proposals through interactive workshops and intensive mentoring at the Adias Institute of Technology and Business, Pemalang. The activity was carried out in two online sessions via Zoom Meeting on April 11 and May 21, 2026, involving 24 participants consisting of 12 active supervisors and 12 master's students. The approach used refers to Kolb's experiential learning model, including socialization of needs, workshops on academic standards and feedback techniques, mentoring simulations, and formative evaluations based on competency rubrics. The results of the activity showed a significant increase in all indicators of mentoring competence with an average increase of 51.7 percent. All 12 lecturers successfully developed structured mentoring plans, and 24 student proposals reached the seminar-ready stage. Theoretically, these findings strengthen the relevance of the experiential learning approach in developing lecturers' academic competence. Practically, this program provides a replicable intervention model for private universities in standardizing the quality of thesis supervision at the master's level.

Adolescents are a nutritionally vulnerable group at risk of double burden of malnutrition. Riskesdas 2023 data showed that the prevalence of undernutrition in adolescents aged 13–15 years in North Sumatra reached 16.8%, while overweight and obesity reached 18.3%. The habit of consuming unhealthy snacks at school is one of the main preventable risk factors through structured nutrition education. Objective: This community service program aimed to increase knowledge of balanced nutrition and healthy snack selection behavior among Grade VIII students of SMP Negeri 19 Medan. Methods: Activities were carried out through interactive lectures, demonstrations, educational games, and workshops with 64 students. Evaluation used pre-test and post-test analysis with Wilcoxon Signed Rank Test. Results: There was a significant increase in nutritional knowledge in both classes (p=0.001) and healthy snack selection behavior (p=0.000). Conclusion: The Healthy Teen School program effectively improved adolescent nutrition knowledge and behavior.

Kegiatan pengabdian masyarakat ini bertujuan untuk membekali siswa SMK Negeri 11 Semarang dengan pengetahuan, sikap, dan keterampilan yang dibutuhkan untuk bekerja di Jepang. Kegiatan dilaksanakan melalui metode penyuluhan dan workshop yang melibatkan 50 siswa kelas XII jurusan Teknik Grafika, Animasi, dan Pengembangan Game. Materi mencakup tiga pilar utama: kemampuan bahasa Jepang (minimal N5/JLPT), sikap kerja (disiplin, tanggung jawab, sopan santun, dan pantang menyerah), serta keterampilan teknis (hard skill, soft skill, dan survival skill). Tiga jalur ke Jepang diperkenalkan yaitu magang teknis (Ginou Jisshuu), Specified Skilled Worker (SSW), dan sekolah sambil bekerja (Ryuugakusei). Hasil evaluasi menunjukkan peningkatan pemahaman dan motivasi siswa untuk mengejar peluang karier di Jepang. Kegiatan ini diharapkan menjadi langkah konkret dalam meningkatkan kualitas dan daya saing lulusan SMK di pasar kerja internasional.

 This community service activity aimed to improve students’ Islamic banking literacy through an experiential learning approach based on a fiqh muamalah workshop at Latansa Darussalam Islamic Boarding School, Palembang. The activity involved 100 participants consisting of students and teachers as an effort to strengthen understanding of Islamic economic and banking principles. The methods used in the activity included lectures, discussions, question-and-answer sessions, and simulations of sharia transaction practices, enabling participants not only to gain theoretical understanding but also practical experience in implementing sharia concepts. The evaluation was conducted using pre-test and post-test instruments in the form of multiple-choice questions and Likert scales to measure participants’ level of understanding before and after the activity. The evaluation results showed an increase in the participants’ average score from 55 to 82, with a gain score of 0.6, which falls into the moderate to high category. These findings indicate that an experience-based learning approach is effective in improving conceptual and practical understanding related to Islamic economics and is recommended for broader implementation in Islamic educational institutions.

Post-disaster settlement recovery requires more than the provision of permanent housing; it demands an integrated approach covering social, economic, institutional, environmental, and disaster risk reduction dimensions. This study analyzes the Settlement Planning Document (RPP) of the Sibalaya Selatan Satellite Permanent Resettlement Area (Huntap) in Sigi Regency, Central Sulawesi, which accommodates 118 households displaced by the 2018 Palu liquefaction disaster. The research examines the RPP as a participatory planning instrument for sustainable post-disaster recovery. A qualitative participatory approach using the Community Action Plan (CAP) method was conducted from July to November 2024 through focus group discussions, participatory workshops, formation of a Core Planning Team (TIP), field observations, document reviews, and public consultations. Data were analyzed using descriptive, infrastructure, spatial, and strengths-problems-opportunities-challenges frameworks. The findings reveal that community social capital, reflected in active organizations, social networks, and digital communication infrastructure, has been transformed into economic capital. In addition, four dimensions of community resilience economic, social, communication, and competence capacities were identified at varying levels of development. The TIP also played a strategic role in integrating the RPP into village and regional development planning. The resulting RPP contains 39 priority programs valued at approximately IDR 340.6 million for 2024-2028 across infrastructure, economic, social-environmental, and disaster risk reduction sectors. The study demonstrates that the CAP approach effectively supports sustainable settlement development and offers a replicable model for post-disaster resettlement areas in Indonesia.

Perkembangan teknologi digital dan media sosial telah mendorong pentingnya kemampuan personal branding bagi generasi muda, khususnya siswa sekolah menengah atas. Personal branding menjadi salah satu strategi yang dapat membantu individu membangun citra diri positif, meningkatkan kepercayaan diri, serta mempersiapkan diri menghadapi dunia pendidikan maupun karier di masa depan. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan pemahaman siswa mengenai pentingnya personal branding melalui workshop interaktif di SMA Negeri 1 Batujaya. Kegiatan melibatkan 12 siswa yang terdiri atas duta siswa dan perwakilan aktif sekolah. Metode pelaksanaan dilakukan melalui penyampaian materi, diskusi, praktik sederhana, dan refleksi bersama. Evaluasi dilakukan secara kualitatif melalui observasi partisipatif dan umpan balik peserta selama kegiatan berlangsung. Hasil kegiatan menunjukkan bahwa peserta memiliki antusiasme tinggi serta mengalami peningkatan pemahaman mengenai pentingnya membangun citra diri positif dan penggunaan media sosial secara lebih strategis dalam mendukung pengembangan diri. Pendekatan partisipatif melalui workshop interaktif dinilai efektif dalam meningkatkan keterlibatan peserta selama kegiatan berlangsung.

Guru di sekolah dasar Tahfidz sering kali menghadapi tantangan besar dalam mengintegrasikan pengajaran Al-Qur’an dengan kemampuan pedagogik modern yang mendukung pembelajaran aktif. Kegiatan Pengabdian kepada Masyarakat (PKM) ini bertujuan untuk meningkatkan kompetensi pedagogik dan profesional para guru di SD Tahfidz Ibnu Umar Karawang melalui pelatihan metode pengajaran yang bermakna dan inovatif. Permasalahan utama yang ditemukan di mitra sasaran adalah keterbatasan guru dalam menerapkan pendekatan PAIKEM serta kesulitan dalam menyusun perangkat ajar yang adaptif terhadap prinsip Kurikulum Merdeka. Metode yang digunakan dalam kegiatan ini adalah kombinasi ceramah interaktif, workshop penyusunan modul/RPP, dan praktik langsung melalui sesi microteaching. Pelatihan dilaksanakan dalam tiga sesi utama: (1) pemahaman karakteristik peserta didik usia 7–12 tahun berdasarkan aspek kognitif, sosial-emosional, dan psikomotorik; (2) desain pembelajaran bermakna (meaningful learning); serta (3) strategi pembelajaran aktif seperti Problem-Based Learning (PBL), Discovery Learning, dan pembelajaran kooperatif. Hasil kegiatan menunjukkan adanya peningkatan pemahaman 15 guru peserta dalam menciptakan lingkungan belajar yang berpusat pada siswa (student-centered) serta kemampuan mengintegrasikan teknologi pembelajaran modern (IPTEKS) seperti Canva dan media interaktif dalam proses KBM. Luaran dari program ini mencakup modul pelatihan pedagogik, publikasi artikel ilmiah, dan video diseminasi hasil implementasi metode pembelajaran.

This community service program aims to implement digital marketing management strategies to optimize community based digital businesses among young generations in Jayapura City. The rapid development of digital technology has created significant opportunities for youth to develop digital businesses. however, limitations in marketing knowledge, content creation skills, and the use of digital platforms remain major challenges. This program was conducted through training, mentoring, and practical workshops focusing on digital marketing management, including market segmentation, branding strategy, social media marketing, content planning, digital advertising, and evaluation using digital analytics. The participants consisted of young entrepreneurs and youth communities who are actively involved in small scale digital business activities. The results of the program indicate an improvement in participant’s understanding and skills in managing digital marketing strategies, particularly in building brand identity, optimizing social media engagement, and designing digital promotional content. In addition, participants were able to develop structured digital marketing plans and apply them to their business activities. This program contributes to strengthening youth capacity in Jayapura City to compete in the digital economy through sustainable community based business development.

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.