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Penyuluhan Nilai-Nilai Pancasila dan Toleransi Terhadap Siswa Usia Dini melalui Literasi Digital Firmananda, Fahmi Iqbal; Ependi, Zulfan; Sumianto, Sumianto; Jati, Putri Zulia; Rianita, Resti
Journal of Digital Community Services Vol. 1 No. 1 (2024): January
Publisher : Institute Of Advanced Knowledge and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/dcs.v1i1.4

Abstract

Instilling Pancasila values and tolerance towards young students is an important thing to do, especially in the current digital era. This is because young students are the nation's next generation who are vulnerable to the influence of radicalism and terrorism. Radicalism and terrorism are serious threats to the integrity of the nation and state. The current digital era makes it easier to spread radicalism and terrorism. Early age students who actively use social media are vulnerable to being exposed to these ideas. Therefore, it is important to equip young students with adequate digital literacy so they can use social media wisely and avoid the influence of radicalism and terrorism. Based on the results of observations, MI Al Wathaniyah students' understanding of the importance of digital literacy in preventing radicalism and terrorism is still low. Students do not clearly understand what digital literacy is and how digital literacy can be used to prevent radicalism and terrorism. This community service activity aims to increase the digital literacy of MI Al Wathaniyah students in preventing radicalism and terrorism. This activity was carried out in two stages. The first stage is education about the importance of digital literacy in preventing radicalism and terrorism. The second stage is the practice of using digital literacy for learning about Pancasila and tolerance. Counseling material about the importance of digital literacy in preventing radicalism and terrorism includes: Understanding digital literacy The importance of digital literacy in everyday life How to use digital literacy wisely The dangers of radicalism and terrorism How to prevent radicalism and terrorism Practical material for using digital literacy for learning about Pancasila and tolerance include: Using social media to search for information about Pancasila and tolerance Making posters or videos about Pancasila and tolerance The results of this community service activity show that MI Al Wathaniyah students have a fairly good understanding of the importance of digital literacy in preventing radicalism and terrorism. Students can also use digital literacy to learn about Pancasila and tolerance well.
Pelatihan dan Pendampingan Implementasi Green Digital Supply Chain Management bagi UMKM: Strategi Penguatan Pemasaran Digital, Inovasi dalam peningkatan Performa Bisnis : Pengabdian Firmananda, Fahmi Iqbal; Putri Zulia Jati; Hasrul, Hasrul; Ependi, Zulfan
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 3 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 3 (Januari 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i3.5245

Abstract

Program Pengabdian kepada Masyarakat (PKM) ini bertujuan mendukung peningkatan performa bisnis UMKM di Kota Bangkinang melalui pelatihan dan pendampingan implementasi Green Digital Supply Chain Management (G-DSCM), yaitu integrasi praktik rantai pasok ramah lingkungan (efisiensi sumber daya, pengurangan waste, kemasan tepat guna) dengan digitalisasi operasional (pencatatan stok–pengadaan–produksi–penjualan–pengiriman) yang selaras dengan penguatan pemasaran digital. Metode pelaksanaan menggunakan pendekatan partisipatif berbasis siklus PDCA (Plan–Do–Check–Act) melalui tahapan baseline, workshop, coaching clinic/pendampingan, serta monitoring dan evaluasi. Evaluasi dilakukan menggunakan kuesioner pra–pasca untuk mengukur perubahan pemahaman peserta dan kuesioner kepuasan untuk menilai kualitas pelaksanaan kegiatan. Hasil menunjukkan adanya peningkatan pemahaman peserta setelah mengikuti program; sebelum pelatihan mayoritas peserta (50%) berada pada kategori kurang memahami, sedangkan setelah pelatihan tidak terdapat lagi peserta pada kategori tersebut, dengan komposisi pemahaman pasca pelatihan 25% cukup, 50% baik, dan 25% sangat baik. Selain itu, mayoritas peserta menilai kegiatan pada kategori baik hingga baik sekali.