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Akhmad Dahlan
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swagati@amikom.ac.id
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+6282137445155
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Lembaga Penelitian dan Pengabdian Masyarakat Universitas Amikom Yogyakarta, Gedung Unit 6 Lt.1 Jl. Ringroad Utara, Condongcatur, Depok, Sleman, Yogyakarta, 55283
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INDONESIA
SWAGATI: Journal of Community Service
Published by Universitas AMIKOM Yogyakarta
ISSN : 29867940     EISSN : 29867339     DOI : http://dx.doi.org/10.24076/swagati
Core Subject : Economy, Science, Education, Social, Engineering,
Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Social Sciences Other
SWAGATI: Journal of Community Service is a journal that aims to be a medium of communication and scientific information resulting from community service. The scope of published articles includes studies on community empowerment in computer science, economics, social science, and technology. However, the Editors can accept other fields still relevant to community service activities. SWAGATI is officially registered and has an ISSN (International Standard Serial Number): Electronic and Print. E-ISSN : 2986-7339 P-ISSN : 2986-7940
Arjuna Subject : Umum - Umum
Articles 74 Documents
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Increasing the Income of the Mekar Mattirosompe Hydroponic Farmer Group through Solar-Powered Catfish and Vegetable Cultivation. Achmad Fajar Muhammad Muhammad; Rahmatia Thahir Thahir; Nurlaela Nurlaela; Ahmad Swandi Swandi; Fina Melani Putri Putri
SWAGATI : Journal of Community Service Vol. 4 No. 1 (2026): March
Publisher : Universitas AMIKOM Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24076/swagati.2026v4i1.2767

Abstract

The Community Partnership Program (PKM) aims to increase the income of the Mekar Hydroponic Farmers Group in Mattirosompe Village, Liukang Tupabbiring District, through the implementation of a solar-powered aquaponics system. By utilizing this technology, the farmer group is expected to overcome electricity constraints, increase agricultural productivity, and strengthen business management. The program also focuses on training in business planning and developing the managerial capacity of group members. The program's implementation results in increased production of water spinach, which can be harvested regularly, as well as good potential for catfish growth. Furthermore, the success of this program is expected to serve as a model for other farmer groups in the archipelago, supporting economic sustainability and awareness of the importance of renewable energy in the community. Through collaboration between universities and local communities, this program not only provides direct benefits but also builds a foundation for the development of modern, sustainable agriculture.
School Entrepreneurship through STEM PjBL Learning in Aquaponic Fish and Vegetable Farming Using Renewable Energy Rahmatia Thahir Thahir; Nurlaela Nurlaela; Nurul Magfirah Magfirah; Sri Rahmadhanningsih Rahmadhanningsih
SWAGATI : Journal of Community Service Vol. 4 No. 1 (2026): March
Publisher : Universitas AMIKOM Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24076/swagati.2026v4i1.2768

Abstract

This Community Partnership Empowerment Program aims to enhance the capacity of science teachers and junior high school students in Pangkajene and Islands Regency through the implementation of STEM Project-Based Learning (PjBL) using a solar-powered aquaponics system. The program addresses two main problems: teachers’ limited ability to design innovative and integrative science learning and the underdeveloped school-based entrepreneurship education. The project was implemented at SMPN 1 Bungoro through five stages: socialization, training, technology implementation, mentoring and evaluation, and sustainability planning. The training results indicated a significant improvement in teachers’ understanding, with an N-Gain score of 0.70 (high category). Moreover, a school entrepreneurship unit was established utilizing an aquaponics system with a capacity of 100 net pots and 300 catfish, powered entirely by solar energy. The program not only produced tangible outputs such as vegetables and fish but also fostered environmental awareness, self-reliance, and managerial skills among participants. Overall, this program serves as a contextual learning model integrating science, technology, entrepreneurship, and renewable energy, while strengthening school–community partnerships to promote sustainable education and local economic resilience.
Independent Energy Program to Overcome Electricity Limitations and Support Digital School Management in Pulau Sembilan, Sinjai. Nurwidyayanti Nurwidyayanti; Andi Irwandi; Suryani Syahrir; Ahmad Swandi; Fina Melani Putri
SWAGATI : Journal of Community Service Vol. 4 No. 1 (2026): March
Publisher : Universitas AMIKOM Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24076/swagati.2026v4i1.2769

Abstract

This Community Service Program (PKM) was implemented in response to limited electricity access and low utilization of information technology in schools located in island regions. These conditions resulted in restricted use of ICT devices, high operational costs due to dependence on generators, and low digital literacy among teachers. The program aimed to provide an alternative energy solution through the installation of a 600 Wp Solar Power Plant (PLTS) while simultaneously enhancing teachers’ digital capacity to support technology-based school management. The implementation methods included socialization, PLTS installation, technical training on solar energy system maintenance, and training on the use of digital media for school administration and learning. The results indicate that the school now has a stable, cost-efficient, and environmentally friendly electricity source. Teachers are able to independently operate and maintain the PLTS and produce at least three digital media products per school, such as learning websites, interactive applications, and animated presentation media. The program has improved school management efficiency, diversified learning quality, and increased student motivation. In addition to providing direct benefits, it has raised awareness of renewable energy importance in island communities and holds strong potential for replication in other island areas.
Enhancing Environmental Awareness and School Entrepreneurship through Smart Farming and Solar Energy Based Waste Processing Andi Rizal; Achmad Fajar Muhammad; Sri Agustini; Ahmad Swandi; Sri Rahmadhanningsih; Andio Calen Evains
SWAGATI : Journal of Community Service Vol. 4 No. 1 (2026): March
Publisher : Universitas AMIKOM Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24076/swagati.2026v4i1.2780

Abstract

The Community Partnership Program (PKM), entitled Increasing Environmental Awareness and School Entrepreneurship through Smart Farming and Solar-Based Waste Processing, aimed to enhance environmental awareness and strengthen school entrepreneurship in Pangkajene Kepulauan Regency, Indonesia. The program engaged teachers and students through three integrated innovations: (1) a solar-powered aquaponics smart farming system, (2) an educational waste-processing unit (eco-station), and (3) a mini solar power plant (PLTS). These innovations created a contextual and sustainable learning ecosystem while addressing limited knowledge of waste management, renewable energy, and entrepreneurship. The program resulted in a moderate improvement in teachers’ understanding (N-Gain >= 0.5), the establishment of a school waste-processing unit, and the implementation of contextual science lesson plans by more than 70% of teachers. In addition, the school produces 5–6 kg of vegetables and catfish weekly, approximately 105 kg of compost within six months, and at least two value-added products. More than 30 students actively participated in production and distribution activities, fostering entrepreneurial and environmental competencies. Overall, the program strengthened school capacity and contributed to SDGs 4 (Quality Education), 7 (Affordable and Clean Energy), 12 (Responsible Consumption and Production), and 13 (Climate Action)

Page 8 of 8 | Total Record : 74

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