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Tamrin Fathoni
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INDONESIA
Journal of Conflict and Social Class (JCSC)
Published by Edujavare Publishing
ISSN : *     EISSN : 30631491     DOI : -
Core Subject : Humanities, Social,
Humanities Social Sciences
Journal of Conflict and Social Class (JCSC) E-ISSN 3063-1491 is a blind peer-reviewed journal published by Edujavare Publishing, Indonesia. Studies in the Journal of Conflict and Social Class (JCSC) include: social structure, social interaction, socialization, social conflict, social theory, social change, class and social stratification, culture, gender and sexuality, health and social welfare, media and communication, urbanization, education, religion, globalization. (See Focus and Scope). This journal article is published four times a year; 2 issues per year (June and December). E-ISSN 3063-1491
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 32 Documents
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Pelatihan Crafting Keychain Sebagai Sarana Pengembangan Karakter Dan Kreasi Anak Yayasan Mizan Amanah Krukut Rizki Ruliyana; Faradilla Azzahra Putri; Revina Febryani Gunawan
Journal of Conflict and Social Class (JCSC) Vol. 3 No. 01 (2026): Journal of Conflict and Social Class (JCSC)
Publisher : CV Edujavare Publishing

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Abstract

This community service journal aims to describe the implementation of keychain crafting training as a medium for character development and creativity enhancement for children at the Mizan Amanah Foundation. The background of this activity is the limited access of foster children to creative and character-based skill development activities. The objective of this program is to foster creativity, independence, discipline, and self-confidence through simple craft activities. The method used was participatory training involving demonstrations, guided practice, and evaluation of the work produced by participants. The results show that children were able to produce keychain crafts independently and demonstrated positive changes in attitudes such as patience, cooperation, and enthusiasm during the activity. This training proves to be effective as an alternative educational approach that integrates creativity and character building. The program also provides practical skills that can be developed into productive activities in the future.
Peningkatan Kreativitas Anak Melalui Program Pelatihan Keychain Berbasis Daur Ulang Di Yayasan Mizan Amanah Krukut Afipah Apriliana; Alfiola Deswinta Zahra; Dianti Juliana Salsabilah
Journal of Conflict and Social Class (JCSC) Vol. 1 No. 02 (2024): Journal of Conflict and Social Class (JCSC)
Publisher : CV Edujavare Publishing

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This activity aims to develop children's creativity through a training program that teaches them to make keychains using recycled materials at Yayasan Mizan Amanah Krukut. The program is designed as an educational and participatory activity, using old materials to stimulate imagination, fine motor skills, and environmental awareness in children. The method used is action research with both qualitative and quantitative approaches, through observation, practical assistance, and evaluation of the participants' work. The training is carried out step by step, starting with introducing the materials, designing the artwork, and then the actual making of the keychains. The results of this activity show an increase in children's creativity, shown through their courage in expressing ideas, variety in their artwork designs, and improved confidence. The program also raises children's awareness about creative use of waste. Therefore, the training in making keychains based on recycling has proven to be an effective creative learning medium that is both educational and sustainable.
Enhancing First Aid Competency among Mining Porters through an Asset-Based Community Development Approach in Jember, Indonesia Adhitya Chandra Setyawan; Chika Jacinta Chinemerem
Journal of Conflict and Social Class (JCSC) Vol. 3 No. 01 (2026): Journal of Conflict and Social Class (JCSC)
Publisher : CV Edujavare Publishing

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Abstract

Occupational safety in mining environments remains a significant concern, particularly among informal workers such as porters who often lack adequate first aid knowledge and skills. This community service program aimed to improve the competency of porters in handling emergency situations through first aid (P3K) training based on the Asset-Based Community Development (ABCD) approach. The program was conducted in Jember from April 10 to April 15, 2026, involving active porters working in mining areas. The implementation consisted of several stages, including asset identification, needs assessment, training design, and participatory learning activities such as lectures, demonstrations, and simulation-based practice. Data were collected using pre-test and post-test instruments as well as observational assessments of practical skills. The results showed a significant improvement in participants’ knowledge, indicated by an increase in the average score from 62 (pre-test) to 88 (post-test). In addition, participants demonstrated improved practical skills and greater confidence in performing first aid procedures during simulation sessions. The application of the ABCD approach contributed to active participation and effective utilization of local assets, enhancing the overall impact of the program. In conclusion, the training program proved to be effective in strengthening both knowledge and skills, while also fostering a safety-oriented culture among porters in mining communities. This approach is recommended for broader implementation in similar high-risk occupational settings.
Community Service-Based Financial Education for Sustainable Economic Development in the United States M. Neeharika
Journal of Conflict and Social Class (JCSC) Vol. 1 No. 01 (2024): Journal of Conflict and Social Class (JCSC)
Publisher : CV Edujavare Publishing

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Abstract

The rapid development of global economic systems and digital financial technology has increased the importance of financial literacy in contemporary society. Financial education is considered an essential strategy for improving economic awareness, responsible financial behavior, and sustainable community development. This community service program aims to strengthen financial literacy through community-based financial education for sustainable economic development in the United States. The program employed a qualitative participatory approach involving students, workers, families, and community members through workshops, mentoring activities, financial simulations, and collaborative learning sessions. Participants were introduced to financial management concepts, budgeting strategies, savings planning, digital financial systems, and responsible economic decision-making practices. The results demonstrated that participants experienced significant improvement in financial awareness, budgeting competence, digital financial adaptability, and confidence in managing personal finances. In addition, collaborative educational activities encouraged active participation, problem-solving abilities, and understanding of ethical financial behavior among participants. Despite challenges related to differences in educational backgrounds, technological familiarity, and access to financial resources, continuous mentoring and participatory learning strategies contributed positively to the implementation process. Overall, community service-based financial education provided valuable opportunities for improving financial literacy, strengthening economic resilience, and supporting sustainable community development. The experiences implemented in the United States can also serve as important references for developing sustainable financial literacy and community empowerment programs in various educational and social contexts worldwide.
Community Service-Based Accounting Education for Financial Awareness Development in the United States Yitian Zhang
Journal of Conflict and Social Class (JCSC) Vol. 1 No. 02 (2024): Journal of Conflict and Social Class (JCSC)
Publisher : CV Edujavare Publishing

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Abstract

The rapid development of global economic systems and digital financial technology has increased the importance of accounting literacy and financial awareness in modern society. Accounting education is considered an essential strategy for improving financial management skills, economic responsibility, and sustainable community development. This community service program aims to strengthen financial awareness through community service-based accounting education in the United States. The program employed a qualitative participatory approach involving students, workers, small business owners, and community members through workshops, mentoring activities, accounting simulations, and collaborative learning sessions. Participants were introduced to budgeting techniques, bookkeeping principles, financial reporting systems, digital accounting technologies, and ethical financial management practices to improve accounting competence and responsible financial behavior. The results demonstrated that participants experienced significant improvement in accounting literacy, budgeting competence, financial recording abilities, and confidence in managing financial information systematically. In addition, collaborative educational activities encouraged active participation, problem-solving skills, and awareness regarding financial transparency and accountability. Despite challenges related to technological access, educational diversity, and varying levels of accounting understanding, continuous mentoring and participatory educational approaches contributed positively to the implementation process. Overall, community service-based accounting education provided valuable opportunities for improving financial awareness, strengthening economic resilience, and supporting sustainable community development in the United States. The educational approaches implemented in this program can also serve as important references for developing accounting literacy and financial empowerment programs in other educational and social contexts worldwide.
Community Service-Based Accounting Education for Sustainable Financial Development in Luxembourg Achen Karriel
Journal of Conflict and Social Class (JCSC) Vol. 1 No. 02 (2024): Journal of Conflict and Social Class (JCSC)
Publisher : CV Edujavare Publishing

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The rapid advancement of financial systems and digital accounting technologies has increased the importance of accounting literacy and financial awareness in contemporary society. Accounting education is considered an essential strategy for improving financial management competence, responsible economic behavior, and sustainable financial development within communities. This community service program aims to strengthen financial awareness through community service-based accounting education in Luxembourg. The program employed a qualitative participatory approach involving students, workers, entrepreneurs, and community members through workshops, mentoring activities, accounting simulations, and collaborative learning sessions. Participants were introduced to budgeting techniques, bookkeeping practices, financial reporting systems, digital accounting applications, and ethical financial management principles to improve accounting competence and financial responsibility. The results demonstrated that participants experienced significant improvement in accounting literacy, budgeting competence, financial recording abilities, and confidence in managing financial information systematically. In addition, collaborative educational activities encouraged active participation, analytical thinking, and awareness regarding financial transparency and accountability. The integration of digital accounting education also strengthened participants’ technological adaptability and understanding of modern financial management systems. Despite challenges related to differences in educational backgrounds, technological familiarity, and accounting understanding, continuous mentoring and participatory educational approaches contributed positively to the implementation process. Overall, community service-based accounting education provided valuable opportunities for improving financial awareness, strengthening community economic resilience, and supporting sustainable financial development in Luxembourg. The collaborative educational approaches implemented in this program can also serve as important references for developing accounting literacy and financial empowerment programs in various educational and social contexts worldwide.
Strengthening Information Networking Literacy Through Digital Collaboration Models in the United States Zeqiu Xu
Journal of Conflict and Social Class (JCSC) Vol. 2 No. 1 (2025): Journal of Conflict and Social Class (JCSC)
Publisher : CV Edujavare Publishing

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Abstract

The rapid development of digital technology has transformed communication patterns, information exchange, and collaborative interaction in educational and community environments. This community service program aims to strengthen information networking literacy through digital collaboration models inspired by practices implemented in the United States. The program employed a qualitative participatory approach involving university students, educators, and community members as participants. The implementation stages included needs analysis, socialization, digital literacy training, mentoring, and evaluation activities. Participants were introduced to various collaborative digital platforms such as Google Workspace, Zoom, Microsoft Teams, and online networking media to improve communication competence, information-sharing skills, and collaborative interaction. The results of the program indicated that participants experienced significant improvement in digital literacy awareness, communication effectiveness, and the ability to utilize digital collaboration tools for academic and professional purposes. In addition, participants demonstrated greater understanding of ethical communication, information verification, and responsible participation in digital environments. The program also strengthened participants’ confidence in engaging with online networking activities and collaborative learning systems. Despite several challenges such as technological inequality and varying levels of digital competence, continuous mentoring and participatory learning approaches contributed positively to the success of the activities. Overall, the implementation of information networking literacy through digital collaboration models provides valuable opportunities for improving community empowerment, educational interaction, and digital participation in the contemporary information era. The experiences and collaborative practices implemented in the United States can serve as important references for developing sustainable digital literacy programs in educational and community service contexts.
Strengthening Digital Literacy Through Computer Science Education: Community Collaboration in Sydney, Australia Shuwen Zhou
Journal of Conflict and Social Class (JCSC) Vol. 2 No. 1 (2025): Journal of Conflict and Social Class (JCSC)
Publisher : CV Edujavare Publishing

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The rapid advancement of digital technology has transformed communication, education, and professional interaction in modern society. As digital transformation continues to influence various sectors, digital literacy and computer science education have become essential competencies for individuals and communities. This community service program aims to strengthen digital literacy through computer science education and collaborative community engagement in Sydney, Australia. The program employed a qualitative participatory approach involving students, educators, and community members through workshops, mentoring sessions, collaborative digital learning, and practical computer science activities. Participants were introduced to digital communication platforms, computational thinking concepts, collaborative technologies, and ethical digital practices to improve technological competence and responsible digital participation. The results demonstrated that participants experienced significant improvement in communication skills, technological understanding, collaborative learning abilities, and confidence in utilizing digital platforms for educational and professional purposes. In addition, the implementation of collaborative learning activities encouraged active participation, problem-solving competence, and awareness of cyber security and information verification practices. Despite challenges related to technological inequality and varying levels of digital competence, continuous mentoring and participatory educational strategies contributed positively to the success of the program. Overall, the implementation of computer science education through community collaboration in Sydney provides valuable opportunities for improving digital literacy, strengthening community empowerment, and supporting technological readiness in the contemporary digital era. The collaborative approaches implemented in Sydney can also serve as important references for developing sustainable digital literacy programs in educational and community service contexts worldwide.
Community Service-Based Computer Science Education for Digital Society Development in Shanghai, China Yadong Shi
Journal of Conflict and Social Class (JCSC) Vol. 2 No. 1 (2025): Journal of Conflict and Social Class (JCSC)
Publisher : CV Edujavare Publishing

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The rapid development of digital technology has transformed communication systems, educational practices, and social interaction in modern society. As one of the leading technological and economic centers in Asia, Shanghai, China, has actively implemented digital transformation initiatives that require communities to possess strong digital literacy and technological competence. This community service program aims to strengthen digital society development through computer science education and collaborative community engagement in Shanghai, China. The program employed a qualitative participatory approach involving students, educators, and community members through workshops, mentoring sessions, coding practices, and collaborative digital learning activities. Participants were introduced to computer science concepts, digital communication platforms, computational thinking, and responsible digital participation practices to improve technological understanding and communication competence. The findings demonstrated that participants experienced significant improvement in digital literacy awareness, collaborative communication skills, computational thinking abilities, and confidence in utilizing digital technologies for educational and professional purposes. In addition, collaborative learning environments encouraged active participation, problem-solving competence, and ethical digital behavior among participants. Despite several challenges related to unequal technological access and varying digital competence levels, continuous mentoring and participatory educational approaches contributed positively to the implementation process. Overall, the community service-based computer science education program provided valuable opportunities for improving digital literacy, strengthening community empowerment, and supporting sustainable digital society development in Shanghai. The collaborative educational approaches implemented in this program can also serve as important references for developing digital literacy and community-based technology education programs in other educational and social contexts worldwide.
Strengthening Educational Literacy Through Community Learning Assistance at Sanggar Bimbingan Sungai Mulia 5 Masruatus Saadah
Journal of Conflict and Social Class (JCSC) Vol. 2 No. 2 (2025): Journal of Conflict and Social Class (JCSC)
Publisher : CV Edujavare Publishing

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Educational literacy plays an important role in supporting children’s academic development, communication competence, and social participation in contemporary society. Children from migrant and marginalized communities often experience educational challenges related to literacy development, learning motivation, and limited access to educational resources. This community service program aims to strengthen educational literacy through community learning assistance at Sanggar Bimbingan Sungai Mulia 5. The program employed a qualitative participatory approach involving school-age children from Indonesian migrant communities through interactive learning activities, literacy mentoring, collaborative educational exercises, and digital literacy integration. Educational activities included guided reading sessions, storytelling, vocabulary exercises, group discussions, educational games, and collaborative learning practices designed to improve literacy competence and student engagement. The results demonstrated significant improvement in students’ reading comprehension, communication confidence, classroom participation, learning motivation, and social interaction. In addition, participatory learning methods and supportive mentoring contributed positively to students’ emotional confidence and collaborative learning abilities. The integration of digital educational media also strengthened students’ familiarity with educational technology and interactive learning resources. Despite challenges related to differences in literacy competence, learning concentration, and limited educational resources, adaptive teaching methods and continuous mentoring supported the successful implementation of the program. Overall, the community learning assistance activities provided valuable opportunities for strengthening educational literacy, educational participation, and student empowerment within migrant learning communities. The implementation of this program also demonstrates that community-based literacy education can contribute positively to sustainable educational development and social empowerment among vulnerable educational groups.

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