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All Journal LinguaScopes: International Journal of Language Education Indonesian Journal of Education and Youth Development Jurnal Sinergi Bangsa
Juni Hartiwi
STKIP PGRI Bandar Lampung
Education Languange, Linguistic, Communication & Media Other

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Workshop Kewirausahaan Digital: Strategi Pemasaran Online dan Pengelolaan Keuangan bagi UMKM Lokal Juni Hartiwi; Ajeng Ninda Uminar; SRI Sutiwi; Septika laily Anti; Elly Purwanti; Wardah Anggraini
Jurnal Sinergi Bangsa Vol. 1 No. 2 (2025): Jurnal Sinergi Bangsa
Publisher : Madiha Press

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Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi kewirausahaan digital UMKM lokal, khususnya dalam aspek strategi pemasaran online dan pengelolaan keuangan sederhana. Latar belakang kegiatan didasarkan pada rendahnya literasi digital dan finansial UMKM yang menghambat daya saing di era digital. Metode yang digunakan adalah Workshop dan Pendampingan Interaktif dengan desain Pre-test dan Post-test, yang dilaksanakan pada tanggal 29 sampai 30 Agustus 2025 di Desa Bulokarto dan melibatkan 10 perwakilan UMKM lokal. Materi fokus mencakup optimalisasi media sosial dan e-commerce untuk pemasaran, serta pencatatan transaksi dan perhitungan laba/rugi. Hasil evaluasi menunjukkan peningkatan pengetahuan yang signifikan, dengan rata-rata skor keseluruhan peserta naik sebesar 67.7% (dari 48.75 menjadi 81.75). Peningkatan tertinggi dicapai pada materi pengelolaan keuangan (74.4%). Simpulan kegiatan adalah bahwa pendekatan workshop terpadu ini terbukti efektif dalam mentransfer keterampilan praktis, memungkinkan UMKM mitra untuk mulai mengimplementasikan strategi pemasaran digital dan menertibkan pencatatan keuangan.
Analysis of Student Needs in the Development of TPACK-Based English Syllabus and Learning Plans Juni Hartiwi; Desti Nurdianti; Adhi Nurhartanto; Astirini Swarastuti; Rian Sigit Gesang Permana; Sandi Pradana
LinguaScopes: International Journal of Language Education Vol. 3 No. 1 (2026): LinguaScopes: International Journal of Language Education
Publisher : Madiha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67197/ls.v3i1.285

Abstract

The use of digital tools in English as a foreign language (EFL) classrooms is growing rapidly, but systematic evidence of what students really need from technology-based learning is still limited. As a result, curriculum developers often choose digital resources based on availability, rather than the results of the diagnosis. This study analyzes the need to prepare a syllabus and lesson plan based on the Technological Pedagogical Content Knowledge (TPACK) framework. Using an exploratory sequential mixed-methods design, data were collected through a Likert scale questionnaire of 214 EFL high school students, a focus group discussion with 18 student representatives, a semi-structured interview with nine English teachers, and a document analysis of twelve syllabus and forty-five lesson plans. Quantitative data are analyzed with descriptive statistics (mean, frequency, percentage); Qualitative data were analyzed using Miles and Huberman's interactive model in the form of data reduction, data presentation, and conclusion drawn. Results showed prominent difficulties in listening and speaking skills (M = 4.21 and 4.05 on a difficulty scale of 1-5), strong preference for interactive video and mobile-based learning (61% combined), as well as large gaps between teachers' current TPACK practices and student expectations, especially in the integrated TPACK dimension (teachers M = 2.2 versus student expectations M = 4.7). These findings are synthesized into a curriculum blueprint that positions technology as a pedagogical mediator, not a substitute for content. This study contributes a replicable empirical procedure for translating needs analysis data into a TPACK-based curriculum document, while offering methodological templates and substantive design principles for EFL syllabus developers.
The Fragility Paradox: Re-evaluating Gen Z’s Mental Health Crisis as a Radical Shift in Leadership Intelligence Juni Hartiwi; Ajeng Ninda Uminar; Liah Rosdiani Nasution
Indonesian Journal of Education and Youth Development Vol. 1 No. 3 (2025): Indonesian Journal of Education and Youth Development (IJEYD)
Publisher : STIT Pringsewu

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Abstract

The integration of Generation Z into the global workforce, projected to comprise 27% of labor by 2025, coincides with unprecedented rates of reported anxiety, depression, and burnout among this cohort. Prevailing management narratives often pathologize these traits as fragility or a lack of resilience, creating friction with traditional command-and-control leadership models. This integrative literature review challenges that deficit-based perspective by synthesizing scholarship from clinical psychology, management studies, and sociology to reframe Gen Z’s hypersensitivity as a form of high-level adaptive intelligence. Through the lens of Sensory Processing Sensitivity (SPS), the research argues that Gen Z’s emotional reactivity functions as high-fidelity signal detection, enabling the early identification of toxic dynamics, ethical lapses, and systemic risks that stoic leadership models overlook. The findings suggest that Gen Z’s deployment of clinical language reflects advanced emotional literacy rather than victimhood, and their eco-anxiety indicates a capacity for systemic consequence analysis essential for sustainable governance. The study concludes that the corporate sector is undergoing a necessary evolution from Stoic to Permeable leadership, where the very traits labeled as weaknesses are actually critical assets for navigating the ethical complexities of the modern world.
Co-Authors Adhi Nurhartanto Ajeng Ninda Uminar Astirini Swarastuti Desti Nurdianti Elly Purwanti Liah Rosdiani Nasution Sandi Pradana Septika Laily Anti Sigit Gesang Permana , Rian SRI Sutiwi Wardah Anggraini