<![CDATA[Literasi terapan perlu diperkenalkan sejak dini agar peserta didik mampu menghubungkan kreativitas dengan fungsi produk dan memahami keterkaitan antaraktivitas dalam suatu sistem. Namun, pembelajaran pada lembaga pendidikan nonformal umumnya masih didominasi penguatan akademik dasar dan belum banyak mengintegrasikan literasi Teknik Industri berbasis praktik. Kegiatan pengabdian ini bertujuan memperkenalkan prinsip dasar ergonomi, desain produk, dan rantai pasok kepada peserta didik Yayasan Bina Umat Hasanah Klaten. Kegiatan dilaksanakan pada 14 Maret 2026 selama sekitar tiga jam dengan melibatkan 60 peserta dari kelompok usia heterogen, yaitu 4–15 tahun, lima pendamping yayasan, tiga dosen, dan lima mahasiswa. Metode yang digunakan adalah pendampingan partisipatif melalui penjelasan interaktif, praktik desain tumbler secara individual, permainan peran rantai pasok, presentasi karya, dan evaluasi lisan. Hasil kegiatan menunjukkan bahwa seluruh peserta menghasilkan satu desain tumbler, sedangkan 10 karya dipilih sebagai hasil terbaik melalui penilaian dosen dan pendamping yayasan. Dari 10 pertanyaan evaluasi lisan, delapan dapat dijawab dengan benar oleh peserta secara sukarela. Berdasarkan evaluasi lisan kelompok, sebagian peserta mampu mengenali aspek fungsi, kenyamanan, serta tahapan sederhana penyediaan produk. Hasil kegiatan menunjukkan bahwa penggunaan produk sehari-hari dan permainan peran dapat digunakan sebagai media kontekstual untuk memperkenalkan konsep dasar Teknik Industri serta mendorong keterlibatan peserta dalam pembelajaran berbasis praktik. Meskipun demikian, evaluasi belum mengukur perubahan pemahaman individual karena tidak menggunakan pretest dan posttest terstruktur. Strengthening Industrial Engineering Literacy through Ergonomic Tumbler Design and Supply Chain Simulation for Students Abstract Applied literacy needs to be introduced from an early age so that learners can connect creativity with product functionality and understand the interrelationships among activities within a system. However, learning activities in non-formal educational institutions are generally still dominated by basic academic reinforcement and have not widely integrated practice-based Industrial Engineering literacy. This community service activity aimed to introduce basic principles of ergonomics, product design, and supply chains to participants at the Bina Umat Hasanah Foundation in Klaten. The activity was conducted on March 14, 2026, for approximately three hours and involved 60 participants from a heterogeneous age group ranging from 4 to 15 years, five foundation facilitators, three lecturers, and five university students. A participatory mentoring approach was implemented through interactive explanations, individual tumbler-design practice, supply-chain role-playing activities, product presentations, and oral evaluation. The results showed that all participants produced one individual tumbler design, while 10 works were selected as the best designs through assessments conducted by the lecturers and foundation facilitators. Of the 10 oral evaluation questions, eight were answered correctly by participants on a voluntary basis. Based on the group oral evaluation, some participants were able to recognize aspects of product function, user comfort, and the basic stages involved in product delivery. The results indicate that everyday products and role-playing activities can serve as contextual learning media for introducing basic Industrial Engineering concepts and encouraging participant engagement in practice-based learning. Nevertheless, the evaluation did not measure changes in individual understanding because no structured pretest and posttest were administered.]]>
