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All Journal International Journal of Educational Research Excellence (IJERE) International Journal of Community Service (IJCS)
Insan Fahmi Siregar
Universitas Graha Nusantara, Indonesia
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Fintech Optimization and Digital Financial Literacy in UMKM Empowerment: A Community Service Study for Financial Inclusion in the Society 5.0 Era. Hikmah Sekarningtyas; Suryati Eko Putro; Bincar Nasution; Rahmah Juliani Siregar; Lukmanul Hakim Aziz; Insan Fahmi Siregar
International Journal of Community Service (IJCS) Vol. 5 No. 1 (2026): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijcs.v5i1.1884

Abstract

Micro, Small, and Medium Enterprises (UMKM) play a crucial role in Indonesia’s economy, contributing 61.9% to GDP and 97% to national employment. However, their digital transformation is hindered by low fintech adoption and limited digital financial literacy. This study evaluates a community service program aimed at enhancing fintech utilization and digital financial literacy among UMKM in five regencies of East Java. Using a quasi-experimental pretest-posttest control group design, 240 participants were randomly assigned to intervention and control groups. Data were collected through validated questionnaires measuring fintech adoption index (FAI), digital financial literacy index (DFLI), and business performance. The results show significant improvements in fintech adoption (21.4%, p < 0.001), digital financial literacy (18.7%, p < 0.001), and monthly revenue (17.3%, p < 0.01). These findings indicate that structured training integrating fintech and digital literacy effectively supports UMKM digital transformation and advances financial inclusion in the Society 5.0 era.
Critical Pedagogy Approach to Teaching the History of the 17 August 1945 Proclamation: Enhancing Multicultural Awareness and Historical Empathy Burhanuddin; Bincar Nasution; Insan Fahmi Siregar
International Journal of Educational Research Excellence (IJEREC) Vol. 6 No. 1 (2027): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijerec.v6i1.2087

Abstract

This study investigates the implementation of a critical pedagogy framework in teaching the history of Indonesia’s Proclamation of Independence on 17 August 1945, aiming to cultivate multicultural awareness and historical empathy among senior high school students. Employing a qualitative case study design, data were gathered through classroom observations, semi-structured interviews with a history teacher, focus group discussions with students, and analysis of instructional documents and student reflective writings. Thematic analysis revealed that the critical pedagogy intervention, characterized by problem-posing dialogue, interrogation of dominant nationalist narratives, and engagement with marginalized voices from diverse ethnic and social groups, significantly transformed students’ historical understanding. Three overarching themes emerged: (1) the deconstruction of a monolithic national narrative toward a pluralistic conception of the independence struggle; (2) the development of multicultural awareness marked by recognition of the roles of ethnic minorities, women, and youth organizations; and (3) the cultivation of historical empathy through perspective-taking and affective connection with historical actors. The findings underscore the potential of critical pedagogy to disrupt the banking model of history education and to foster a more inclusive and empathetic historical consciousness. The study offers practical insights for history curriculum reform in multicultural societies, highlighting both the affordances and challenges of enacting critical approaches within examination-oriented educational systems.
Co-Authors Bincar Nasution Bincar Nasution Burhanuddin Hikmah Sekarningtyas Lukmanul Hakim Aziz Rahmah Juliani Siregar