Jurnal Abdi Masyarakat dan Pemberdayaan Inovatif
Journal Identity Journal : Jurnal Abdi Masyarakat dan Pemberdayaan Inovatif Initials : JAMPI Editor In Chief : Erwin Eka Saputra Frequency : 2 issues per year (Semiannual) Publisher : Prodi PGSD Unsultra E-ISSN : 3089-9907 SK ISSN JAMPI – Jurnal Abdi Masyarakat dan Pemberdayaan Inovatif adalah jurnal ilmiah yang berfokus pada penerapan ilmu pengetahuan dan teknologi dalam upaya pemberdayaan masyarakat. Jurnal ini bertujuan untuk mempublikasikan penelitian dan kegiatan pengabdian yang mengedepankan inovasi sebagai solusi bagi permasalahan sosial, ekonomi, kesehatan, pendidikan, dan lingkungan. JAMPI menerima artikel-artikel yang berkaitan dengan program-program pemberdayaan masyarakat, pelatihan, serta pengembangan komunitas yang memberikan dampak nyata dan berkelanjutan. Dengan demikian, jurnal ini menjadi wadah bagi peneliti, akademisi, dan praktisi untuk berbagi pengetahuan dan pengalaman dalam memberdayakan masyarakat melalui pendekatan yang inovatif dan aplikatif.
Peningkatan Kompetensi Guru melalui Pelatihan Gerak Dasar dan Kebugaran Jasmani untuk Mendukung Aktivitas Fisik Siswa SD Negeri 4 Ranomeeto
This Community Service Program aimed to improve teachers’ competencies in understanding, designing, and implementing fundamental movement activities and physical fitness exercises to support elementary school students’ physical activity. The program was conducted at SD Negeri 4 Ranomeeto, Ranomeeto District, South Konawe Regency, Southeast Sulawesi, Indonesia, involving 15 teachers consisting of 10 classroom teachers and 5 subject teachers. The program employed a participatory training approach consisting of five stages: preparation, material delivery, demonstration and practice, mentoring and learning simulation, and evaluation. The training materials covered locomotor, non-locomotor, and manipulative movements, physical fitness, active games, and strategies for modifying activities according to students’ characteristics and available school facilities. Evaluation was conducted through pre-tests, post-tests, observations, practical activities, and participant response questionnaires. The results showed an improvement in teachers’ competencies, from an average of 60.27% before the training to 85.33% after the training, representing an increase of 25.06 percentage points. Teachers’ responses to the training reached 91.89%, categorized as very good. These findings indicate that a combination of theoretical instruction, demonstrations, direct practice, mentoring, and learning simulations can strengthen teachers’ knowledge and practical skills. The program contributes to teachers’ readiness to create active, enjoyable, safe, and developmentally appropriate learning activities that support students’ physical activity.
Copyright (c) 2026 Sarno Sarno, Muh. Yasa, La Ode Ahmad Yusran, Ashari Usman (Author) https://creativecommons.org/licenses/by/4.0
Sosialisasi Dan Pendampingan Pemanfaatan Media Pop-Up Book Digital Berbasis Kearifan Lokal Dalam Pembelajaran Bahasa Indonesia Bagi Guru Sekolah Dasar
This Community Service Program aimed to improve teachers’ understanding and skills in utilizing digital Pop-Up Book media based on local wisdom in Indonesian language learning at the elementary school level. The program was conducted at SDN 4 Ranomeeto, Ranomeeto District, South Konawe Regency, Southeast Sulawesi, with elementary school teachers as the target participants. A participatory approach was employed through four stages: preparation, socialization and demonstration, practice and mentoring, and evaluation. The program began with an identification of teachers’ needs, followed by the delivery of materials on the characteristics of digital Pop-Up Books, the benefits of digital learning media, the integration of local wisdom, and its application in Indonesian language instruction. Teachers were then given opportunities to practice using the media through hands-on activities and discussions. Evaluation was conducted through participant observation and response questionnaires to assess teachers’ understanding, skills, and responses to the program. The results indicated improved teachers’ understanding of digital Pop-Up Book concepts and utilization, as well as enhanced ability to integrate local wisdom into Indonesian language learning materials. Teachers demonstrated enthusiasm and positive responses throughout the activities. Digital Pop-Up Books were considered a potential medium for supporting more engaging, interactive, contextual, and learner-oriented instruction. The program is expected to be continued through sustained mentoring and development of digital learning content.
Copyright (c) 2026 Erwin Eka Saputra, Nur Haizah Aopmonaim, Sri Jumiaty Permatasari, Hasbi Hasbi, Ridwan Ardi, Ahmad Ahmad, Itsnain Alfajri Husain (Author) https://creativecommons.org/licenses/by/4.0
Program CERDAS DIGITAL: Penguatan Literasi, Keamanan, dan Karakter Bermedia Berbasis Nilai-Nilai Pancasila bagi Siswa SD Negeri 4 Ranomeeto
Pemanfaatan media digital oleh siswa sekolah dasar membuka peluang belajar sekaligus menghadirkan risiko hoaks, kebocoran data pribadi, phishing, perundungan siber, dan komunikasi tidak etis. Program CERDAS DIGITAL bertujuan menguatkan literasi digital, keamanan digital, dan karakter bermedia berbasis nilai-nilai Pancasila bagi 30 siswa kelas V SD Negeri 4 Ranomeeto, Kabupaten Konawe Selatan. Kegiatan dilaksanakan pada 8-16 April 2026 melalui pendidikan penyadaran, pelatihan interaktif, diskusi kasus, permainan edukatif, simulasi, dan pendampingan. Materi mencakup verifikasi informasi, perlindungan data pribadi, kata sandi kuat, pengenalan phishing, jejak digital, pencegahan perundungan siber, etika komunikasi, serta penerapan nilai Ketuhanan, Kemanusiaan, Persatuan, Kerakyatan, dan Keadilan Sosial di ruang digital. Evaluasi menggunakan pretest dan posttest, lembar observasi, serta angket respons. Rata-rata nilai meningkat dari 51,67 menjadi 83,00, atau bertambah 31,33 poin (60,65%); sebanyak 96,67% peserta mencapai skor minimal 75 pada posttest. Hasil ini menunjukkan tercapainya indikator pemahaman program, meskipun perubahan perilaku jangka panjang masih perlu dipantau. Keberlanjutan diarahkan melalui penggunaan modul, penguatan peran guru dan orang tua, serta evaluasi berkala terhadap kebiasaan bermedia siswa.
Copyright (c) 2026 Saqjuddin Saqjuddin , Kasmawati Kasmawati , Chairan Zibar L.Parisu , La Sisi, Waode Ekadayanti, La Muda, Arna Juwairiyah (Author) https://creativecommons.org/licenses/by/4.0
Program “PENAKUAT”: Pendampingan Menulis Kreatif Berbasis Mind Mapping untuk Meningkatkan Literasi Siswa UPT SPF SMP Negeri 21 Makassar
Creative writing is an essential literacy competence that supports students’ academic achievement and communication skills. However, many junior high school students still experience difficulties in generating ideas, organizing writing structures, and producing coherent compositions. The PENAKUAT Program (Creative Writing Assistance Based on Mind Mapping) was implemented to improve students’ writing literacy at UPT SPF SMP Negeri 21 Makassar. This community service program aimed to enhance students’ creative writing skills, writing motivation, and classroom participation through the application of the mind mapping method. The program was conducted for four weeks involving 32 eighth-grade students using a participatory approach consisting of needs assessment, program socialization, mind mapping training, creative writing assistance, presentation, reflection, and evaluation. The evaluation employed pretest and posttest writing assessments, classroom activity observations, and student response questionnaires. The results indicated that the average writing score increased from 64.8 to 83.6. Improvements were found in idea development, text organization, vocabulary, language use, and writing mechanics. Furthermore, 90.6% of students actively participated in the activities, while 96.9% reported that the program significantly supported their writing process. The use of mind mapping enabled students to organize ideas visually, making the writing process easier, more systematic, and more creative. The program also improved students’ motivation and self-confidence in producing written work. Therefore, the PENAKUAT Program proved effective as an innovative writing literacy assistance model that strengthens school literacy culture and improves the quality of writing instruction in junior high schools.
Copyright (c) 2026 Alma Listiani, Muh. Destrian Al-Buchori, Nur Hikmah, Anita Candra Dewi (Author) https://creativecommons.org/licenses/by/4.0
Pelatihan Penyusunan Media Pembelajaran IPS Interaktif Berbasis Digital Bagi Guru Sekolah Dasar
The development of digital technology in education requires teachers to develop interactive, engaging, and learner-centered instructional media. However, some elementary school teachers still face challenges in designing and utilizing digital learning media, particularly in Social Studies (IPS) instruction. This community service program aimed to improve teachers’ understanding and skills in developing interactive digital-based Social Studies learning media. The program was conducted at SD Inpres Oeba 2 using a participatory approach through several stages, including planning, training implementation, media development practice, mentoring, and evaluation. The activities were carried out through material presentation, discussions, demonstrations, case studies, hands-on practice, consultations, and reviews of learning media developed by the teachers. The results showed that the training and mentoring activities contributed positively to improving teachers’ abilities to design digital-based Social Studies learning media. Teachers were able to develop media that integrated text, images, videos, digital resources, and interactive activities according to learning objectives and students’ characteristics. The program also increased teachers’ participation and confidence in utilizing digital technology to support Social Studies learning. The developed media have the potential to support the presentation of learning materials in a more systematic, concrete, engaging, and contextual manner. Therefore, practice-based training and mentoring can serve as relevant strategies for strengthening the digital competence of elementary school teachers. Further training and continuous mentoring are recommended to ensure the sustainable improvement and implementation of teachers’ skills in developing digital learning media in classroom instruction.
Copyright (c) 2025 Treesly Y.N Adoe, Vera R Bulu, Markus Sampe, Taty R. Koroh (Author) https://creativecommons.org/licenses/by/4.0
Sosialisasi Pemanfaatan Media Pembelajaran Digital dalam Pembelajaran IPS Sekolah Dasar untuk Menghadapi Era Pendidikan Abad ke-21
This community service program aimed to improve elementary school teachers' knowledge and competence in utilizing digital learning media for Social Studies (IPS) instruction to meet the demands of 21st-century education. The activity was conducted at SDN 5 Sungai Besar Banjarbaru and involved 15 teachers as participants. The implementation consisted of preparation, socialization sessions, demonstrations of digital learning media, interactive discussions, mentoring, and evaluation. The training materials covered the concept of digital learning, the importance of teachers' digital literacy, the utilization of digital media in Social Studies learning, and practical demonstrations using several digital platforms, including Canva, Quizizz, Google Forms, Google Maps, and YouTube Edu. The program evaluation employed a participant response questionnaire to measure teachers' understanding and readiness after participating in the activity. The evaluation results indicated an average participant satisfaction score of 91%, categorized as excellent. The highest score was obtained for the perceived benefits of the program (95%), while teachers' readiness to implement digital learning media reached 87%. The discussion session also revealed several challenges, including limited time, insufficient experience in using digital applications, and the lack of appropriate digital learning resources for Social Studies instruction. Nevertheless, the socialization program successfully enhanced teachers' knowledge, motivation, and confidence in integrating technology into classroom learning. This activity contributed positively to strengthening teachers' digital competence and served as an initial step toward implementing more innovative, interactive, contextual, and technology-based Social Studies learning in elementary schools. Continuous practical training and mentoring are recommended to ensure the sustainable integration of digital learning media into classroom practice.
Copyright (c) 2026 Arina Wulandari, Muhammad Aripin, Wulida Makhtuna, Dodit Enggar Wibowo (Author) https://creativecommons.org/licenses/by/4.0
Sosialisasi Dampak Globalisasi Terhadap Pembentukan Karakter Siswa Sekolah Dasar
Globalization has brought rapid changes to various aspects of life, including the character development of elementary school students. Easy access to information through the internet and social media provides positive benefits by broadening students' knowledge; however, it also has the potential to encourage negative behaviors if not accompanied by character strengthening. This community service program aimed to improve students' understanding of the impacts of globalization and the importance of developing positive character as preparation for living in a rapidly changing era. The program was implemented through several stages, including preparation, educational socialization, interactive discussions, educational games, and evaluation using pre-tests and post-tests. The activity was conducted at an elementary school involving 35 fifth-grade students. The materials covered the concept of globalization, its positive and negative impacts, national character values, and strategies for using digital technology wisely. The results showed a significant improvement in students' understanding, as indicated by an increase in the average score from 61.43 on the pre-test to 89.14 on the post-test, representing a 45.10% improvement. In addition, the participants demonstrated high enthusiasm throughout the program and were able to identify behaviors reflecting positive character values, such as discipline, responsibility, honesty, politeness, and patriotism in their daily lives. These findings indicate that educational socialization on globalization can serve as an effective preventive effort to strengthen character development among elementary school students from an early age.
Copyright (c) 2026 Raziska Ibrahimi, Lili Kasmini (Author); Helminsyah Helminsyah (Translator); Sofiyan Siregar (Author) https://creativecommons.org/licenses/by/4.0
Hilirisasi Produk Pembelajaran Mahasiswa melalui Pemanfaatan Buku Cerita Bergambar di Lembaga PAUD
Higher education institutions have a responsibility to ensure that learning outcomes provide tangible benefits to society through community service activities. One form of implementation is the downstreaming of student learning products, particularly picture storybooks developed in the Storytelling course, for use in Early Childhood Education (ECE) institutions. This community service program aimed to facilitate the downstreaming of student learning products through the utilization of picture storybooks as supporting media for early childhood literacy. The implementation process included identifying partner needs, coordinating with ECE institutions, distributing the picture storybooks, providing mentoring on their use in storytelling activities, and conducting evaluations through classroom observations and teacher interviews. The results indicated that the picture storybooks were well received because they were appropriate for children's developmental characteristics, enriched learning resources, increased the variety of literacy activities, and assisted teachers in delivering stories in a more engaging manner. Furthermore, the program successfully demonstrated the downstreaming of student learning products, enabling academic outputs to be utilized sustainably by the community. Therefore, this community service initiative strengthened the partnership between higher education institutions and ECE institutions in supporting the improvement of early childhood literacy learning quality.
Copyright (c) 2026 Nia Fatmawati, Nopiana Nopiana (Author) https://creativecommons.org/licenses/by/4.0
Penguatan Kepedulian Sosial Warga Belajar melalui Program Takjil dan Buka Puasa Bersama di PKBM Panrita Kota Parepare
This community service activity aimed to strengthen the social awareness of learners at PKBM Panrita, Parepare City, through the Takjil Sharing and Collective Iftar Program. The activity was initiated based on the need to develop learning experiences that extend beyond classroom boundaries and encourage learners to engage directly with the community. This program was designed as an experiential learning activity that enables learners to participate in social practices, build meaningful interactions, and develop values of empathy, solidarity, and social responsibility. The implementation method applied a participatory approach involving learners, tutors, and PKBM managers in all stages of the program. The activity stages included program planning, task distribution, preparation of takjil packages, packaging activities, distribution to the community, collective iftar, and reflection sessions. Data were collected through participatory observation, activity documentation, process records, and informal reflections from participants. The results showed that the Takjil Sharing and Collective Iftar Program positively contributed to the development of learners’ social attitudes. The activity strengthened empathy, teamwork skills, communication abilities, responsibility, confidence in social interaction, and a sense of belonging toward PKBM as a community learning institution. Furthermore, the program demonstrated that PKBM can serve as a community-based educational space that connects equivalency education, character development, and social empowerment. Supporting factors included learners’ enthusiasm, support from tutors and managers, the Ramadan atmosphere, and the culture of mutual cooperation. The challenges encountered were limited funding, short preparation time, and insufficient reflective documentation. This program is recommended to become an annual social initiative of PKBM supported by implementation guidelines, achievement indicators, structured reflection activities, and broader involvement of alumni, local partners, and surrounding communities.
Copyright (c) 2026 Dithamaya Cahyaniengsih Pratiwy, A. Hasdiansyah, Ihwan Ridwan, Salmia Salama (Author) https://creativecommons.org/licenses/by/4.0
Pelatihan Peningkatan Kompetensi Tutor Kesetaraan pada PKBM Panrita Kota Parepare
This community service program aimed to improve the competencies of equivalency education tutors at PKBM Panrita, Parepare City, through training and mentoring based on andragogical principles. The partner's main challenges included limited understanding of adult learners' characteristics, participatory learning strategies, the use of instructional media, feedback techniques, and reflective teaching practices. The program employed a participatory approach consisting of needs assessment, training, teaching simulations, mentoring, and reflective evaluation. The results demonstrated improved tutor competencies in applying adult learning principles, facilitating classroom discussions, utilizing contextual learning media, and designing assessment and follow-up learning plans. In addition, the program produced a competency needs map for tutors, a framework for tutor reflection forums, and recommendations for developing a repository of simple instructional media to enhance learning quality at PKBM. These findings indicate that needs-based training and mentoring effectively strengthen tutors' capacity to implement more participatory, contextual, and learner-centered instruction in equivalency education.
Copyright (c) 2026 Nanda Oktavia Ramadhana, A Hasdiansyah, Ihwan Ridwan, Andi Jusman Tharihkh, Salmia Salama (Author) https://creativecommons.org/licenses/by/4.0
Pendampingan Literasi Bahasa Berbasis Sosiolinguistik untuk Meningkatkan Komunikasi Siswa di Sekolah
This study aims to describe the implementation of sociolinguistics-based language literacy mentoring activities in improving students' communication skills at SMA Muhammadiyah 1 Unismuh Makassar. The program was conducted in response to communication challenges among students, particularly in the use of polite language, communication confidence, and the ability to adapt language according to social contexts in the school environment. The approach used in this study was descriptive qualitative. The subjects were students who participated in the language literacy mentoring activities. Data collection techniques were carried out through observation, interviews, documentation, and assessment of student communication practices. The results of the study indicate that sociolinguistics-based language literacy mentoring activities made a positive contribution to improving students' communication skills. Students experienced improvements in the use of polite language, speaking courage, ability to express opinions, and participation in group discussions. In addition, students were also better able to adjust their language use according to formal and informal situations in the school environment. The application of methods such as group discussions, communication simulations, role plays, and language games proved effective in creating interactive and contextual learning. The findings also show that the sociolinguistic approach helped students understand the social functions of language and strengthened their awareness of appropriate communication practices in different interaction settings. These activities also contributed to the formation of students' social character through the habit of polite and effective communication. Overall, sociolinguistics-based language literacy mentoring was able to improve communication skills while shaping students' language ethics in everyday life. Furthermore, the program contributed to fostering positive communication culture, social interaction skills, and character development among students. Therefore, this approach is recommended as a sustainable learning strategy to improve the quality of student communication in schools and can serve as an alternative model for strengthening literacy, communication competence, and character education in educational institutions.
Copyright (c) 2026 Indramini Indramini, Ilmiawan Ilmiawan (Author) https://creativecommons.org/licenses/by/4.0
Workshop Karya Tulis Ilmiah sebagai Upaya Peningkatan Kemampuan Menulis Esai Siswa SMA Negeri 8 Makassar
This community service activity aimed to improve students’ scientific essay writing skills through a workshop-based training program at SMA Negeri 8 Makassar. The program addressed students’ low proficiency in scientific writing, particularly in organizing ideas, developing content, and using appropriate academic language. A workshop and mentoring approach was implemented, consisting of preparation, material delivery, writing practice, evaluation, and reflection. Fifty-one eleventh-grade students participated in coordination with Indonesian language teachers. The results showed a significant improvement in students’ writing performance. The average essay score increased from 61 to 84 after the program. Improvements were observed in key aspects of scientific writing, including structure, idea development, language accuracy, spelling, and content creativity. In addition, observation and questionnaire data indicated increased student engagement, confidence, and motivation in writing activities. Most students (95%) reported that the workshop was beneficial and should be continued as part of learning activities. In conclusion, the Scientific Writing workshop effectively enhanced students’ essay writing skills and positively influenced their learning motivation. Therefore, a workshop-based learning model is recommended as an alternative strategy to strengthen scientific writing literacy in secondary education.
Copyright (c) 2026 Titin Zulmiyanti, M. Yusuf Saputra, Nurhardina Putri Amir, Anita Candra Dewi (Author) https://creativecommons.org/licenses/by/4.0
Pendampingan Literasi Perpustakaan melalui Metode “MINICRAFT: Mind Mapping Kreatif dan Aktif!” untuk Siswa Kelas X di SMAN 8 Makassar
This community service activity aims to improve the literacy skills of 36 tenth-grade students through mentoring the library literacy program using the MINICRAFT (Creative and Active Mind Mapping) method at SMAN 8 Makassar. This method offers a more interactive and creative literacy approach compared to conventional learning methods. The problems found in this activity were low student interest in reading, less than optimal utilization of the school library, and low student ability to understand and systematically reorganize information from reading materials. The activity was carried out systematically through the stages of initial observation, program socialization, mind mapping training, literacy mentoring, and program evaluation. In the implementation stage, students were directed to read biographical texts in the school library and then compile the results of their understanding in the form of mind maps using colors, symbols, images, and keywords creatively. The results of the activity showed that the application of the MINICRAFT method was able to increase student involvement in library literacy activities. Students demonstrated increased reading interest, creativity, critical thinking, communication skills, collaboration, and self-confidence during literacy activities and presentations. In addition, this method also helped improve creativity, critical thinking skills, communication, and students' self-confidence in the Indonesian language learning process. Utilizing the library as an interactive learning space makes literacy activities more interesting and less monotonous for students. Thus, the MINICRAFT method can be an effective learning innovation in supporting school literacy programs and improving students' reading culture in a sustainable manner.
Copyright (c) 2026 Dyah Amelia Rahma Danti, Suci Indasari Rahmadani, Aisyah Inayah Irwan , Anita Candra Dewi (Author) https://creativecommons.org/licenses/by/4.0
Penguatan Literasi Budaya melalui Pelatihan Kosakata Lokal Banten bagi Guru di SDN Balaraja 3 Kabupaten Tangerang
Strengthening cultural literacy in elementary schools is a strategic effort to address the challenges of globalization, which have the potential to shift local wisdom values. Teachers play a crucial role as primary facilitators in introducing and integrating local culture into learning. This study aims to describe the implementation of Bantenese local vocabulary training as an effort to strengthen cultural literacy for teachers at SDN Balaraja 3, Tangerang Regency. The method used was a qualitative descriptive approach with a community service model through training, outreach, and hands-on practice of using local vocabulary in learning. The participants consisted of SDN Balaraja 3 teachers who participated in the entire training series. Data collection techniques were conducted through observation, interviews, and documentation throughout the training. The results indicate that the Bantenese local vocabulary training improved teachers' understanding of the importance of cultural literacy and broadened their knowledge of regional vocabulary that can be integrated into Indonesian language learning. Furthermore, teachers demonstrated improved skills in designing local culture-based learning activities. This activity also fostered awareness of preserving regional culture through the educational process in elementary schools. Thus, this training has proven to make a positive contribution to strengthening cultural literacy in elementary schools, particularly at SDN Balaraja 3, Tangerang Regency.
Copyright (c) 2026 Yoma Hatima, Rina Yuliana, Ana Nurhasanah, Siti Rokmanaha (Author) https://creativecommons.org/licenses/by/4.0
Penguatan Kompetensi Guru Melalui Pendampingan Pembuatan Modul Ajar Inovatif Dengan Pendekatan Deep Learning Menggunakan Model CERDAS
This community service program aimed to strengthen the pedagogical and professional competencies of elementary school teachers through mentoring in developing innovative teaching modules based on the deep learning approach using the CERDAS model (Cermati, Eksplorasi, Rancang, Demonstrasi, Analisis, and Supervisi). The program was conducted at SMP Negeri 1 Atambua and involved 35 elementary school teachers representing 147 elementary schools in Belu Regency. The activity was implemented through collaboration between Fakultas Keguruan dan Ilmu Pendidikan Universitas Nusa Cendana and the Government of Belu Regency in response to teachers’ difficulties in designing teaching modules aligned with the Merdeka Curriculum and 21st century learning. The program employed training, discussion, guided practice, microteaching, reflection, and supervision activities integrated within the CERDAS mentoring model. The findings showed that the program positively improved teachers’ competencies in designing innovative and contextual teaching modules based on deep learning. The assessment results indicated that 50% of teacher groups achieved the “very good” category and 50% achieved the “good” category in developing teaching modules. In addition, 90% of participants stated that the program improved their understanding of the deep learning approach and HOTS-oriented learning implementation.The CERDAS model contributed to strengthening teachers’ abilities in developing active, collaborative, reflective, and problem-solving-oriented learning in accordance with the principles of the Merdeka Curriculum and 21st century education.
Copyright (c) 2026 Vera Rosalina Bulu, Martha Kristina Kota, Livia Eunike Paut, Habibi Musa, Juliana M. Nenohai, Sania Natonis (Author) https://creativecommons.org/licenses/by/4.0
Pemberdayaan Kelompok Rentan melalui Pelatihan Tata Kelola UMKM dalam Meningkatkan Kecakapan Hidup (Life Skills) di PKBM Panrita
The MSME governance training at the Panrita Community Learning Center (PKBM) aims to improve the life skills of vulnerable groups, including housewives, people with disabilities, and low-income communities, through participatory non-formal education. This activity includes participant identification, material planning, and a five-day training program with business simulations, case studies, group discussions, field practice, and mentoring. Evaluation was conducted through direct observation, pre- and post-test questionnaires, and reflective interviews. Results showed significant improvements in technical skills, such as financial record-keeping, business management, and marketing strategies, as well as soft skills, including communication, cooperation, negotiation, motivation, and self-confidence. Intensive interaction with mentors and hands-on practice helped participants overcome fear of failure, develop initiative, and build economic independence. Social impacts were also seen through increased community networking, collaboration, and solidarity among participants, which strengthened social capacity and business sustainability. These findings support previous research that emphasized the effectiveness of practice-based training and mentoring in the economic empowerment and life skills development of vulnerable groups. In conclusion, the MSME training at PKBM Panrita not only improves participants' technical and social competencies, but also fosters character, responsibility, discipline, and the ability to adapt to economic and social dynamics. This program serves as a sustainable community empowerment strategy relevant to local community needs.
Copyright (c) 2025 Eli Eli, Ihwan Ridwan, Salmia Salama, Nursaidah Nursaidah (Author) https://creativecommons.org/licenses/by/4.0
Penguatan Sekolah Sehat Melalui Edukasi Gizi, Kesehatan Mental, dan Kebersihan Lingkungan Bagi Siswa Sekolah Dasar
Elementary schools are strategic environments for developing healthy lifestyles in early childhood. However, various health issues persist in schools, such as a low understanding of balanced nutrition, a lack of awareness of mental health, and suboptimal environmental hygiene practices. This community service activity aims to strengthen the implementation of the healthy school concept through education on nutrition, mental health, and environmental hygiene for students at Konda 13 Public Elementary School. Implementation methods include interactive educational activities, counseling, discussions, simulations, and hands-on practice tailored to the characteristics of elementary school students. Educational materials include an introduction to balanced nutrition, the importance of maintaining mental health through simple emotional management, and the instilling of clean and healthy lifestyle habits in the school environment. The activity was carried out with the involvement of students, teachers, and the school administration as primary partners. Results showed an increase in student knowledge and awareness regarding healthy eating patterns, the importance of maintaining mental health, and environmental hygiene practices such as disposing of trash properly and maintaining classroom cleanliness. Furthermore, students demonstrated a more positive and participatory attitude during the activity. This program contributes to supporting the creation of a healthy, comfortable, and conducive school environment for the learning process. Thus, strengthening healthy schools through integrated education can be an effective strategy for improving the health and well-being of elementary school students.
Copyright (c) 2025 Erwin Eka Saputra, Kasmawati Kasmawati, I Gede Panca, Arna Juwairiyah, Rifal Rifal , Fela Fela, Fitriani Fitriani, Sudirman Bira (Author) https://creativecommons.org/licenses/by/4.0
Workshop Transformasi Kelas dengan Smart TV Digital: Optimalisasi TV Digital Pemerintah sebagai Jendela Dunia di Kelas
The development of digital technology has driven the need for classroom transformation towards innovative, contextual learning, and oriented towards strengthening 21st-century competencies. One potential technology that can be utilized in elementary schools is government digital TV supported by Smart TV devices. However, the use of this technology has not been optimal due to the limited digital literacy of teachers. This community service activity aims to improve the digital literacy of teachers at SDN 8 Konda through the Classroom Transformation Workshop with Digital Smart TV: Optimizing Government Digital TV as a Window to the World in the Classroom. The implementation method uses a participatory approach that actively involves teachers through four stages: planning, workshop implementation, mentoring, and evaluation. The results of the activity show that the workshop and mentoring were able to improve teachers' understanding of digital literacy, government digital TV policies, and skills in operating and integrating Smart TV into learning. Teachers began to be able to design audiovisual-based learning that is more contextual, interactive, and relevant to the characteristics of students. In addition, this activity also increased teachers' confidence in utilizing technology as part of a pedagogical strategy. The evaluation of the activity showed a positive response from participants and increased awareness of the importance of digital literacy in supporting classroom transformation. Thus, optimizing the government's Smart TV-based digital TV program has proven effective as a means of strengthening teachers' digital literacy and has the potential to become a model for developing innovative learning in elementary schools.
Copyright (c) 2025 Ahmad Ahmad, Aris Suziman, Waode Ekadayanti, Sri Marlia Puteri, Waode Heni Fitriani, Hesti Hesti, Ode Yahyu Herliani Yusuf (Author) https://creativecommons.org/licenses/by/4.0
Pelatihan Desain Grafis Berbasis Canva untuk Meningkatkan Kreativitas Guru dalam Pengembangan Media Pembelajaran di SD 2 Pulau Kanalo 2 Kabupaten Sinjai
This community service activity aims to improve teacher creativity and competence in developing digital learning media through Canva-based graphic design training at SD 2 Pulau Kanalo 2, Sinjai Regency. The main challenge faced by the partners was teachers' limited ability to design engaging, innovative, and student-centered learning media. The activity's implementation method included planning, training implementation, mentoring, and evaluation. The training took the form of an interactive workshop that included an introduction to Canva, practical instructional media creation (educational posters, interactive presentations, and student worksheets), as well as discussions and feedback. All teachers at SD 2 Pulau Kanalo 2 participated in the activity. The results showed an increase in teachers' understanding and skills in using Canva as a graphic design tool for learning. Teachers were able to produce a variety of more creative, visual, and contextual learning media products. Furthermore, the training also increased teachers' motivation to utilize digital technology in the learning process. Therefore, Canva-based graphic design training is effective in supporting teacher professional development and contributing to improving the quality of learning in elementary schools, particularly in island regions.
Copyright (c) 2025 Jusman Jusman (Author) https://creativecommons.org/licenses/by/4.0
Sosialisasi Gizi bagi Guru SDN 13 Konda untuk Mendukung Perilaku Makan Sehat Siswa Sekolah Dasar
A healthy diet in elementary school-aged children plays a crucial role in supporting physical growth, cognitive development, and academic achievement. However, low levels of nutritional understanding and teachers' limited ability to deliver nutrition education pose challenges in fostering healthy eating habits in students. This Community Service (PkM) activity aims to improve teachers' knowledge, skills, and attitudes in delivering balanced nutrition education to elementary school students. The activity was conducted at SDN 13 Konda over three days, involving eight teachers, using interactive outreach methods, discussions and questions and answers, hands-on practice in creating learning media, and evaluation. Evaluation instruments included pre-test and post-test questionnaires to measure teacher knowledge gains and observations of teachers' abilities in delivering nutrition materials. The results showed a significant increase in teachers' knowledge scores, from 62% before the outreach to 88% after the activity. Furthermore, teachers were able to design creative learning media such as educational posters, nutrition modules, storytelling, and interactive games based on balanced nutrition. The discussion also revealed challenges such as limited learning time and suboptimal parental support. Overall, this PkM activity effectively increased teachers' capacity in nutrition education and encouraged the implementation of active learning strategies in elementary schools. This program is expected to become a model for sustainable nutrition education that involves collaboration between schools and families to consistently shape healthy eating behaviors in students. Bayindir, N., & Gokce, M. (2024). Preservice primary school teachers’ perspectives on classroom-based mealtime as a tool for nutrition education and healthy eating habits. International Journal of Educational Researchers, 15(4), 69–80. https://ijer.inased.org/makale/5516 Dudley, D. A., Cotton, W. G., & Peralta, L. R. (2015). Teaching approaches and strategies that promote healthy eating in primary school children: A systematic review and meta-analysis. International Journal of Behavioral Nutrition and Physical Activity, 12, 28. https://doi.org/10.1186/s12966-015-0182-8 Elmas, C., & Arslan, P. (2020). Effect of nutrition education received by teachers on nutrition knowledge of students. Nutrition Research and Practice, 14(5), 532–539. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7520566 Fernanda, N. G., Taufiqurrahman, & Sayuningsih, E. (2023). The effect of education through PowerPoint media and infographic media on knowledge, attitude and action improvement on vegetables and fruits in school children at Elementary School Sidosermo 1 Surabaya. Journal of Nutrition Explorations, 1(1), 20–28. https://doi.org/10.36568/jone.v1i1.100 Gutkowska, K., Czarniecka-Skubina, E., & Hamulka, J. (2024). Is nutritional education in primary schools needed in the light of teachers’ perceptions on pupils’ nutrition knowledge? Annals of Agricultural and Environmental Medicine, 31(3), 371–381. https://doi.org/10.26444/aaem/186511 Jusriani, R., & Zulfitrawati. (2024). Edukasi gizi seimbang pada anak sekolah dasar. Locus Penelitian dan Abdimas, 1(2), 1–4. https://journal.tritunas.ac.id/index.php/LoA/article/view/277 Kurniasari, R., & Rahmatunnisa, R. (2021). Pendidikan gizi menggunakan media Nutriedutainment terhadap pengetahuan gizi seimbang anak sekolah dasar. Jurnal Gizi dan Kuliner, 1(2), 33–40. https://doi.org/10.35706/giziku.v1i2.4755 Maherawati, Hartanti, L., Suswanto, I., & Hernowo, K. (2025). Penerapan pola pangan sehat pada pelajar sekolah dasar menggunakan metode storytelling. Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS), 8(3), 626–637. https://riset.unisma.ac.id/index.php/jipemas/article/view/22775 Mumtazah Nadhiroh, A. K., Febrianti, A., Ultami, J. N., Ikhsan, M. A., & Hasibuan, R. (2025). Peningkatan pengetahuan gizi seimbang dan pola hidup sehat bagi siswa sekolah dasar melalui program edukasi interaktif di SDIT Swasta Al-Munaya: PKM. Bhakti Nagori, 5(2), 463–470. https://doi.org/10.36378/bhakti_nagori.v5i2.4595 Nurjannah, S., Masrikhiyah, R., & Rahmawati, Y. D. (2023). Pengaruh pendidikan gizi terhadap pengetahuan dan sikap tentang gizi pada siswa SDN Kedunguter 01 Brebes. Jurnal Ilmiah Gizi Kesehatan (JIGK), 5(1), 44–50. https://jurnal.umus.ac.id/index.php/JIGK/article/view/1316 Permadi, M. R., Mahendra, S. P., & Qondias, D. (2025). Perbedaan tingkat konsumsi zat gizi makro, status gizi dan indeks prestasi antara school feeding dan non school feeding anak usia sekolah dasar. Jurnal Edukasi Citra Olahraga, 5(1), 113–124. https://doi.org/10.38048/jor.v5i1.5239 Pratiwi, Z. A., Astuti, I. D., Apriah, N. N., & Inaroh, H. (2024). Parents’ and primary school teachers’ insights on balanced nutritious diet for children: A qualitative study. The Southeast Asian Journal of Tropical Medicine and Public Health, 54(Suppl. 2), 135–154. https://journal.seameotropmednetwork.org/index.php/jtropmed/article/view/984 Rafkhani, T. (2025). Peran media pendidikan gizi terhadap pengetahuan dan kebiasaan makan sehat pada anak sekolah. Nutrizione – Nutrition Research and Development Journal, 4(3), 31–39. https://doi.org/10.15294/nutrizione.v4i3.25104 Ruaida, N., Sammeng, W., & Haluruk, M. K. (2023). Pola makan dan status gizi anak sekolah dasar di SD Inpres 36 Rumah Tiga. Ghidza: Jurnal Gizi dan Kesehatan, 7(2), 305–315. https://doi.org/10.22487/ghidza.v7i2.1022 Safitri, N., & Hasanah, L. N. (2025). Pengaruh edukasi gizi seimbang terhadap peningkatan pengetahuan dan sikap gizi anak sekolah. Jurnal Kesehatan Tambusai, 6(1), 144–149. https://doi.org/10.31004/jkt.v6i1.40652 Safitri, Y., Juwita, D. S., & Zanisa, I. (2025). Edukasi pentingnya sarapan pagi bagi anak-anak sekolah dasar. Community Development Journal: Jurnal Pengabdian Masyarakat, 6(6), 6432–6435. https://journal.universitaspahlawan.ac.id/index.php/cdj/article/view/54748
Copyright (c) 2025 La Ode Ahmad Yusran, Muh. Yasa (Author) https://creativecommons.org/licenses/by/4.0
Pendampingan Guru dalam Pengembangan E-Learning Berbasis OBE untuk Pembelajaran Seni Musik di Kelas IV SDN 10 Kabupaten Buton Tengah
21st-century learning requires teachers to integrate digital technology and learning approaches oriented toward student competency achievement. One relevant approach is Outcome-Based Education (OBE), which focuses the learning process on measurable and meaningful learning outcomes. In the context of Music Arts learning in elementary schools, integrating OBE with e-learning is crucial because music learning requires audio-visual media and practice-based activities. However, observations at SDN 10, Central Buton Regency, indicate that teachers still face challenges in designing OBE-based Music Arts learning and optimally utilizing e-learning. This community service activity aims to improve teachers' capacity in designing, implementing, and evaluating OBE-based Music Arts learning through an e-learning platform. The method used is a participatory mentoring approach, which includes needs analysis, training and workshops, digital material development, implementation support, and monitoring and evaluation. The results of the activity indicate a significant increase in teacher competency in formulating OBE-based learning outcomes, developing teaching modules, developing e-learning media, and implementing performance-based assessments. Teachers successfully developed digital content in the form of videos, audio, and interactive worksheets that were uploaded to the school's e-learning platform. The implementation of this learning in the classroom demonstrated increased student activity, creativity, and engagement in the music project. Thus, teacher mentoring in the development of OBE-based e-learning has proven effective in improving the quality of Music Arts learning in fourth-grade students at SDN 10, Central Buton Regency. The integration of OBE and e-learning provides a more meaningful, creative, and relevant learning experience to meet the demands of 21st-century education
Copyright (c) 2025 Ridwan Ardi (Author) https://creativecommons.org/licenses/by/4.0
Penguatan Peran Guru dalam Kesehatan Mental Siswa melalui Pelatihan Coping Strategy di SDN 13 Konda
Elementary school students' mental health is a fundamental aspect in supporting successful learning, social development, and personality development. However, in many elementary schools, attention to this aspect is still not optimal, and teachers tend to focus solely on academic achievement. This Community Service (PkM) activity aims to strengthen the role of teachers in supporting student mental health through mental health-based coping strategy training at SDN 13 Konda. The implementation method uses a participatory and collaborative approach with four main stages: preparation, training, mentoring, and evaluation. The training stage is carried out in the form of an interactive workshop that equips teachers with an understanding of the concept of children's mental health, types of student stress, the role of teachers as psychological counselors, and adaptive coping techniques. The mentoring stage is carried out through classroom observations, reflective discussions, and consultations to ensure contextual implementation of strategies. Evaluation is carried out through questionnaires, observations, and teacher reflections. The results of the activity show a significant increase in teachers' understanding of student mental health, from an average pre-test of 49.1% to a post-test of 86.8%. Furthermore, teachers' skills in implementing coping strategies in the classroom also significantly improved, as evidenced by the use of empathetic language, positive conflict management, and providing students with space to express their emotions. Evaluations revealed a shift in teachers' attitudes, leading to greater sensitivity, confidence, and support for students' emotional well-being. This activity demonstrates the effectiveness of mental health-based coping strategy training in strengthening teachers' roles and creating a psychologically healthy learning environment in elementary schools.
Copyright (c) 2025 Muh. Yasa, La Ode Ahmad Yusran, Erwin Eka Saputra (Author) https://creativecommons.org/licenses/by/4.0
Sosialisasi Kesadaran Anti-Bullying Berbasis Pembelajaran IPS sebagai Upaya Penguatan Karakter Sosial Siswa di SDN 03 Konda
Bullying remains a social issue in elementary schools and negatively affects students’ social development and character formation. Preventive efforts are therefore required through educational strategies integrated into classroom learning. This community service program aimed to increase anti-bullying awareness and strengthen students’ social character through social studies (IPS) based learning at SDN 03 Konda. The program employed an educational and participatory approach consisting of preparation, socialization activities, reinforcement through social studies instruction, and evaluation. During the socialization stage, students were introduced to bullying concepts, various forms, and harmful effects on social interaction. These ideas were reinforced by integrating social values such as empathy, respect, cooperation, and responsibility into learning activities. Results indicated improved student understanding of bullying, awareness of respectful behavior, and positive changes in peer interaction. Learning activities connecting social studies content with everyday social experiences promoted meaningful learning and supported internalization of positive social values. In addition, the program strengthened teachers’ roles as facilitators of character education and supported sustainability of anti-bullying values in daily classroom practices. Overall, socialization of anti-bullying awareness through social studies based learning proved effective for creating a safe, inclusive, and supportive elementary school environment.
Copyright (c) 2025 Saqjuddin Saqjuddin, Erwin Eka Saputra, Chairan Zibar L. Parisu, La Sisi, Nur Haizah Aopmonaim, La Ode Alwahab, Irma Sari, Sartika Sartika (Author) https://creativecommons.org/licenses/by/4.0
Local Wisdom-Based Environmental Education in Higher Education: Implementing Siri’ na Pacce Values through Community Service
The issue of low environmental awareness and behaviour in higher education institutions requires an educational approach that is not only technical in nature, but also rooted in local cultural values. Muhammadiyah University Parepare, as a campus that promotes the slogan Bugis Mendunia (Bugis Goes Global), is committed to internalising Bugis local wisdom values in creating an environmentally friendly campus. This Community Service activity aims to implement the Bugis Heritage Course through environmental education based on Siri' na Pacce values for the academic community of Muhammadiyah University Parepare. The implementation method uses an educational-participatory approach combined with training and awareness through the creation of educational video media. The stages of the activity included planning, production, post-production, and dissemination of the video to students, lecturers, and educational staff. The results of the activity showed that educational videos based on Bugis local wisdom were able to become a contextual and relevant awareness-raising medium for campus life. The main output in the form of educational videos contributes to increasing the academic community's understanding of environmental awareness as a moral responsibility, personal honour, and social empathy. In addition, this activity strengthens the role of students as educational facilitators and agents of change in building an environmentally friendly campus culture. This PkM activity has the potential for sustainability through the use of educational media in lectures and other campus activities, so that the values of Bugis local wisdom can continue to be actualised in a sustainable manner.
Copyright (c) 2025 Ihwan Ridwan, Nur Aqila, Aida Marsugo, Qanita Fidelma, Nurhayati Muhitha, A. Hasdiansyah (Author) https://creativecommons.org/licenses/by/4.0
Pelatihan dan Pendampingan Penyusunan Bahan Ajar IPAS Berbasis Kearifan Lokal Rote Ndao bagi Guru-Guru SD GMIT Oemaulain Kabupaten Rote Ndao
This community service activity aims to improve teachers' pedagogical competence in developing local wisdom-based science teaching materials at GMIT Oemaulain Elementary School. The background to this activity is based on teachers' limited ability to connect science teaching materials to the cultural and environmental contexts of their students. The implementation method includes three main stages: needs analysis-based planning, a workshop on developing teaching materials, and intensive mentoring in developing teaching modules. The participants were all teachers at GMIT Oemaulain Elementary School. The results of the activity showed a significant increase in teachers' conceptual understanding and practical skills in designing contextual science teaching materials. Teachers were able to integrate local resources such as ikat weaving, palm trees, and coastal ecosystems into the teaching modules. Furthermore, the teachers' response to this activity was very positive, marked by high enthusiasm and active participation during the training and mentoring. Overall, this activity successfully strengthened teachers' pedagogical competence and encouraged more meaningful science learning for students. Integrating local wisdom has proven to be an effective strategy in increasing the relevance, creativity, and quality of learning in elementary schools.
Copyright (c) 2025 Treesly Y.N Adoe, Monica Bellandina Abolla (Author) https://creativecommons.org/licenses/by/4.0
Pelatihan Perancangan dalam Melaksanakan Penilaian Proses dan Hasil Belajar bagi Guru Taman Kanak-Kanak di Kota Bandar Lampung
Assessment is a crucial component of early childhood education (PAUD) learning because it serves to monitor children's development and learning outcomes holistically. However, many kindergarten (TK) teachers still experience difficulties in designing and implementing assessments of the learning process and outcomes according to the characteristics of early childhood. This community service activity aims to improve the competence of kindergarten teachers in Bandar Lampung City in designing and implementing assessments of the learning process and outcomes through structured training. The implementation methods include lectures, discussions, workshops, practical assessment instrument development, and mentoring. The subjects of the activity were kindergarten teachers from several kindergarten institutions in Bandar Lampung City. The results of the activity showed an increase in teachers' understanding of the PAUD assessment concept, as well as an increase in teachers' ability to develop assessment instruments for the learning process and outcomes that are in accordance with the principles of authentic assessment. This training has a positive impact on teachers' professional competence and the quality of assessment implementation in kindergarten institutions.
Copyright (c) 2025 Nopiana Nopiana, Ari Sofia, Nia Fatmawati (Author) https://creativecommons.org/licenses/by/4.0
Pendampingan Guru SD dalam Mengembangkan Pembelajaran Bahasa Indonesia Berbasis Literasi Kritis di UPTD SDI Sikumana 3
Indonesian language learning in elementary schools aims not only to improve reading and writing skills but also to foster critical thinking and in-depth literacy skills. Critical literacy enables students to systematically analyze, evaluate, and express opinions based on the texts they read. This study aims to assist teachers at SDI Sikumana 3 in developing critical literacy-based Indonesian language learning to improve the quality of teaching and students' literacy skills. The method used was Community Service (PkM) with a participatory approach. Activities were carried out through workshops, direct classroom mentoring, and evaluation of learning planning and implementation. Data were collected through observation, interviews, and documentation, then analyzed descriptively qualitatively. The results of the activities showed an increase in teachers' understanding of the concept of critical literacy, their ability to design literacy-based learning activities, and the application of critical reading and reflective writing strategies in the classroom. Teachers were able to facilitate students' questions, analyze information, and express opinions in writing and orally. This activity also encouraged the creation of a literacy culture in schools, including the use of storybooks, digital media, and group discussions. Based on these findings, critical literacy-based teacher mentoring effectively improves the quality of Indonesian language learning at the elementary school level. Recommendations from this activity include the need for sustainable programs, school management support, and the integration of critical literacy into the elementary school curriculum to ensure more contextual, critical, and creative learning.
Copyright (c) 2025 Markus Sampe, Taty R. Koroh, Habibi Musa, Habibi Musa, Monica Bellandina Abolla (Author) https://creativecommons.org/licenses/by/4.0
Sanggar Anak Desa Sebagai Pelopor Pelestarian Dan Pemberdayaan Warisan Lokal Untuk Mewujudkan Budaya Berbasis Pendidikan Di Desa Konda Satu Kabupaten Konawe Selatan
The Organizational Capacity Strengthening Program (PPK Ormawa) of the HMPS PGSD, Southeast Sulawesi University, was carried out in Konda Satu Village as a response to the declining interest of the younger generation in Tolaki culture, which has increasingly been eroded by modernization. This program aims to establish the Sanggar Anak Desa as a center for cultural preservation, enhance teacher capacity through a Tolaki culture–based teaching module, and actively involve the community and traditional institutions in education-based artistic activities. The implementation methods included planning, execution, and evaluation stages. The results of the program indicate a growing interest among children in traditional dance, improved teacher competence in integrating culture into learning, and the establishment of an institutionalized art studio formalized through a Village Head Decree (SK). In addition, the Tolaki Mini Dance Festival served as the peak cultural appreciation event, encouraging active community participation. Overall, this program contributes to strengthening cultural identity, building a culture-based educational ecosystem, and promoting the sustainability of Tolaki cultural preservation in Konda Satu Village.
Copyright (c) 2025 Chairan Zibar L. Parisu, Windi Putri Handina (Author) https://creativecommons.org/licenses/by/4.0
Pendampingan Penerapan Good Agricultural Practices (GAP) pada Budidaya Kelapa Sawit di Desa Penyeladi, Pana, Kec. Kapuas, Kabupaten Sanggau, Kalimantan Barat
Peneladi Village, Pana, Kapuas District, Sanggau Regency, West Kalimantan, is a center for oil palm plantations with high production potential. However, most farmers still rely on conventional cultivation methods that do not fully adhere to Good Agricultural Practices (GAP) standards. This impacts low productivity, the quality of fresh fruit bunches (FFB), and environmental sustainability. This community service activity aims to provide technical assistance and education on the application of GAP in oil palm cultivation, including land management, balanced fertilization, integrated pest management (IPM), and timely harvesting. Implementation methods include outreach, training, demonstration plots (demplots), and field assistance. The activity results showed an 85% increase in farmers' knowledge and skills based on pre- and post-test evaluations, as well as the implementation of more environmentally friendly and efficient cultivation practices. Farmers began implementing a fertilizer system based on soil analysis results, proper frond pruning, and mechanical weed control to reduce herbicide use. This activity contributed to increasing farmer awareness of the importance of sustainable production and environmental management. Going forward, it is hoped that GAP implementation can be consistently implemented to increase oil palm productivity in Penyeladi Village, maintain the quality of fresh fruit bunches (FFB), and preserve ecosystem sustainability.
Copyright (c) 2025 Arief Panca Putra, Bagus Nugroho, Subakho Aryo Saloko (Author) https://creativecommons.org/licenses/by/4.0
Pelatihan Pemanfaatan Biochar dari Tandan Kosong Kelapa Sawit untuk Kesuburan Tanah di Kabupaten Pelalawan
Empty oil palm fruit bunches (EFB) are a significant solid waste produced by the palm oil industry in Pelalawan Regency. Generally, this waste is not optimally utilized and instead becomes an environmental burden. One innovative and sustainable solution is to process EFB into biochar, a biochar that can significantly improve soil quality. This community service activity aims to provide training to farmer groups and surrounding village communities on techniques for producing and utilizing biochar from EFB as an organic fertilizer to improve agricultural soil fertility. Implementation methods included outreach, a hands-on demonstration of a simple pyrolysis process, and practical application of biochar in a pilot field. The results of the activity demonstrated that participants understood the benefits and techniques of biochar production and were able to apply them independently. Furthermore, there was increased public awareness of waste management based on circular economy principles. It is hoped that this activity will stimulate local innovation in agricultural waste utilization and increase sustainable agricultural productivity in Pelalawan. The development of advanced training programs and mentoring for biochar businesses are among the main recommendations of this activity.
Copyright (c) 2025 Cecep Ijang Wahyudin, Rannando (Author) https://creativecommons.org/licenses/by/4.0