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All Journal Frasa: English Education and Literature Journal Journal of Community Service (Abdisci)
Naufal Ahnaf Widiyana
Universitas Swadaya Gunung Jati
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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ENHANCING DIGITAL LITERACY IN ENGLISH TEACHERS THROUGH EDUTECHNO-PRENEURSHIP IN ELT Maisa; Naufal Ahnaf Widiyana; Muhammad Indraha Sukmana; Muhammad Fikri Fanani; Mahmud
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 7 No. 2 (2026): Vol7 No.2 September 2026
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v7i2.5218

Abstract

Education in the digital era requires English teachers, particularly pre-service teachers, to develop strong digital technology skills. This explorative case study investigates how digital literacy competence supports the development of edutechno-preneurship in English Language Teaching (ELT). The study involved four participants (two pre-service teachers and two in-service teachers) who had experience in conducting online English instruction. Data were obtained through triangulation of semi-structured interviews, digital literacy questionnaires, and classroom and platform observations. The data were analysed using thematic analysis, which generated six main themes: framing edutechno-preneurship, digital literacy competence, technology as a prime mover, personalized learning, flexibility and accessibility, and collaboration and partnership. The findings reveal that three out of four participants (75%) perceived edutechno-preneurship as the integration of education, technology, and entrepreneurship, while one participant emphasized professional self-development. All participants (100%) demonstrated good to very good levels of digital literacy competence. Observational data confirmed their effective use of various platforms, including Zoom, Google Classroom, TikTok, Canva, and YouTube, for both instructional and content-creation purposes. Most participants (75%) positioned technology as a primary driver of their teaching and entrepreneurial practices and implemented personalized and flexible learning approaches in digital environments. Collaboration was reflected through cross-platform engagement and interaction with wider learning communities. These findings indicate that digital literacy competence functions as a foundational enabler in fostering edutechno-preneurship among English teachers in the digital era.
BUILDING THE INDEPENDENCE OF THE CILEDUG WETAN VILLAGE COMMUNITY THROUGH THE THEMED COMMUNITY SERVICE PROGRAM Deni Yusup Permana; Siti Aisyah Nur Hidayah; Adyatma Saputra; Mohammad Patra Aditya; Mochamad Farid; Ikrima Istiqomah Rizkha; Salwa Ardiyansyah; Ilham Purwanto; Armansyah Armansyah; Annisa Uswatun Hasanah; Naufal Ahnaf Widiyana; Salma Elvia Nabilah; Aldi Firmansya; Nur Hadi Kusumah; Wiwi Widiyawati
Jurnal Abdisci Vol 2 No 5 (2025): Vol 2 No 5 Tahun 2025
Publisher : Ann Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62885/abdisci.v2i5.664

Abstract

Abstract: Background: Community service is one aspect of the Tri Dharma of Higher Education that contributes to social, economic, and educational development. Aim: The Thematic Community Service Program (KKN-T) aims to build the independence of the Ciledug Wetan Village community through education-based, economic, and social empowerment. Methods: This activity uses the Participation Action Research (PAR) method, which emphasizes the community's active involvement at every stage of the program, from problem identification to planning, implementation, and evaluation. Results: The activities show increased children's literacy through interactive storytelling activities, encouraging their reading interest and critical thinking. In the economic aspect, MSME actors received training in branding, digital marketing, and promotional material creation to enhance the competitiveness of local products. In addition, public awareness of environmental cleanliness has increased through education on clean and healthy living behaviors (PHBS) and the management of organic and inorganic waste. Conclusions: This program has a direct impact on the community and students through knowledge application, leadership development, and the enhancement of communication and collaboration skills. Implication: These results affirm that student involvement in community-based empowerment programs can be an effective strategy for supporting sustainable development and innovation based on local wisdom.
Co-Authors Adyatma Saputra Aldi Firmansya Annisa Uswatun Hasanah Armansyah Armansyah Deni Yusup Permana Ikrima Istiqomah Rizkha Ilham Purwanto Mahmud Maisa Mochamad Farid Mohammad Patra Aditya Muhammad Fikri Fanani Muhammad Indraha Sukmana Nur Hadi Kusumah Salma Elvia Nabilah Salwa Ardiyansyah Siti Aisyah Nur Hidayah Wiwi Widiyawati