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All Journal DEVOTIONIS: Journal of Community Service Journal of Economic Education
Juliana, Novela
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : DEVOTIONIS: Journal of Community Service

 1 
Pioneering the Establishment of Waste Banks as a Form of Community Empowerment Juliana, Novela; Arjanto, Paul
DEVOTIONIS Volume 1, Issue 1, January 2024
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/dvs.v1i1.11

Abstract

The purpose of this community service activity is to socialize the making of garbage banks in increasing public awareness of the importance of not littering. In addition, the garbage bank is useful for all the people of Labuang village so that they do not throw garbage or burn rubbish, because the rubbish can generate money, crafts, etc., so that it can boost the economy of the people in Labuang village. The method of implementing the activity is carried out through socialization and assistance to the community of Kodangbang village, Namrole District, Buru Selatan Regency. The "LOLIK LALEN FEDAK FENA" Trash Bank socialization activity in Labuang Village, the community can also find out how to manage waste into economic value goods. Garbage, which has so far been only underestimated by the general public, is that rubbish is something that creates an unpleasant, dirty and disgusting odor. But with the socialization of waste management, smelly and dirty garbage, if managed properly, can be of economic value as currently done by one of the garbage banks, the "LOLIK LALEN FEDAK FENA" Garbage Bank in Labuang Village.
Strengthening Early Childhood and Primary Teacher Capacity for Digital-Age Teaching: A Community-Service Professional Development Study Juliana, Novela
DEVOTIONIS Volume 2, Issue 2, July 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/dvs.v2i2.151

Abstract

Schools increasingly expect teachers to orchestrate meaningful digital learning, yet many ECE/primary contexts still face gaps in skills, tools, and parent–school coordination; against this backdrop, the present community-service professional development (PD) program aimed to strengthen teacher capacity for adaptive, technology-enhanced instruction and ethical digital use. The intervention combined an interactive seminar–workshop with structured mentoring and involved 23 teachers, with outcomes assessed through pre/post knowledge tests, a five-dimension performance rubric applied to lesson and assessment artifacts, classroom observations of student engagement, and surveys capturing satisfaction and intent to use. Results indicated marked gains in teachers’ digital knowledge and self-efficacy; concurrent improvements appeared in the clarity of goals, constructive alignment, and rubric quality within submitted artifacts, while classrooms showed early adoption of low-barrier digital practices—such as quizzes, polls, and rapid feedback—accompanied by higher student participation. Higher-demand innovations (e.g., authentic projects, short micro-videos, and parent digital-citizenship guidelines) began to emerge but required continued support to embed sustainably. Overall, the findings suggest that practice-proximal PD—pairing concrete models/templates with guided production and iterative feedback—can quickly elevate foundational digital-pedagogical capacity in ECE/primary settings. The program offers a replicable pathway for schools to scaffold SAMR-progression, embed assessment-as-learning routines, and co-construct digital citizenship with families. Future service should extend the model with additional coaching cycles, parent workshops focused on active mediation, simple dashboards to track adoption and feedback timeliness, and longer follow-up windows to evaluate sustained classroom change.
Co-Authors Akmal Paul Arjanto Yulastri, Resti