<![CDATA[Latar belakang: Literasi halal pada remaja tidak cukup hanya dengan mengenali halal dan haram; siswa juga perlu mampu menafsirkan sertifikasi, komposisi bahan, produk syubhat, dan pilihan konsumsi sehari-hari dalam lingkungan pasar yang plural. Di Phatnawitya School, guru menyampaikan keterbatasan sumber belajar halal, sedangkan asesmen awal menunjukkan pemahaman dan praktik yang belum merata. Tujuan: Program pengabdian kepada masyarakat ini bertujuan memperkuat literasi halal siswa pada dimensi pemahaman konseptual, sikap dan kesadaran, serta praktik dalam kehidupan sehari-hari. Metode: Kegiatan dilaksanakan di Phatnawitya School, Yala, Thailand Selatan, dengan intervensi edukasi utama berlangsung selama satu hari pembelajaran. Sebanyak 17 siswa Muslim tingkat menengah menyelesaikan pre-test dan post-test 15 butir yang mencakup tiga dimensi literasi halal. Kegiatan memadukan penjelasan interaktif mengenai halalan thayyiban, analisis label halal dan komposisi bahan, diskusi kasus, tanya jawab, serta refleksi yang dikaitkan dengan budaya lokal. Hasil dibandingkan secara deskriptif dan diperkuat oleh refleksi siswa. Hasil: Capaian indikator pemahaman konseptual meningkat dari rentang 52,9–94,1% menjadi 82,4–100%; sikap dan kesadaran meningkat dari 47,1–94,1% menjadi 94,1–100%; dan seluruh indikator praktik mencapai 100% pada post-test langsung, dibandingkan 58,8–94,1% pada kondisi awal. Kesadaran terhadap pentingnya sertifikasi halal meningkat dari 52,9% menjadi 94,1%, sedangkan tanggung jawab untuk mengingatkan orang lain tentang halal meningkat dari 47,1% menjadi 100%. Kesimpulan: Edukasi berbasis sekolah yang interaktif, kontekstual, dan reflektif memperkuat literasi halal secara langsung serta membantu siswa menghubungkan prinsip keagamaan dengan keputusan konsumsi praktis. Penguatan berkala dan evaluasi lanjutan diperlukan untuk menilai keberlanjutan capaian tersebut. Kata kunci: edukasi Islam, konsumsi etis, literasi halal, pembelajaran eksperiensial, siswa Muslim minoritas __________________________________________________________________ Abstract Background: Halal literacy among adolescents extends beyond the ability to distinguish between halal and haram products. It also encompasses the ability to interpret halal certification, assess product ingredients, identify doubtful products, and make informed consumption decisions in an increasingly diverse marketplace. At Phatnawitya School, teachers identified a lack of adequate resources for halal education, while preliminary assessments revealed variations in students' understanding and daily practices related to halal consumption. Objective: This community service program aimed to strengthen students' halal literacy in three domains: conceptual understanding, attitudes and awareness, and practical application in daily life. Method: The program was conducted at Phatnawitya School in Yala, Southern Thailand, with the main educational intervention delivered over one instructional day. Seventeen Muslim secondary school students completed a 15-item pretest and posttest designed to assess three dimensions of halal literacy. The activities included interactive sessions on the concept of halalan thayyiban, examination of halal labels and ingredient lists, case-based discussions, question-and-answer sessions, and reflective activities contextualized to the local culture. Pretest and posttest results were compared descriptively and complemented by an analysis of students' reflections. Result: The achievement rates across indicators of conceptual understanding increased from a pretest range of 52.9–94.1% to 82.4–100%. Similarly, attitudes and awareness improved from 47.1–94.1% to 94.1–100%. All practice-related indicators reached 100% in the immediate posttest, compared with baseline values ranging from 58.8% to 94.1%. Specifically, awareness of halal certification increased from 52.9% to 94.1%, while the proportion of students expressing a sense of responsibility to remind others about halal consumption increased from 47.1% to 100%. Conclusion: Interactive, context-based, and reflective school education can strengthen students' immediate halal literacy and facilitate the application of Islamic principles to everyday consumption decisions. Sustained educational reinforcement and follow-up assessments are needed to determine the long-term retention and practical application of the acquired knowledge and attitudes. Keywords: ethical consumption; experiential learning; halal literacy; Islamic education; Muslim minority students]]>
