cover
Contact Name
Paul Arjanto
Contact Email
devotionis@iiesecore.com
Phone
-
Journal Mail Official
educatione@iiesecore.com
Editorial Address
St. Mangga Dua, Waenono, Namrole District, South Buru Regency, Maluku Province - Postal Code 97544
Location
Kab. buru selatan,
Maluku
INDONESIA
DEVOTIONIS: Journal of Community Service
Published by CV Totus Tuus
ISSN : -     EISSN : 30475260     DOI : https://doi.org/10.59397/dvs.v2i1
Core Subject : Education, Social,
DEVOTIONIS: Journal of Community Service is a peer-reviewed, open-access journal dedicated to the publication of high-quality scholarly work that emphasizes the application of science, technology, and multidisciplinary expertise in community service. The journal is committed to showcasing the transformative role of academic engagement in addressing societal challenges, fostering empowerment, and promoting sustainable and inclusive development at all levels—rural, urban, coastal, and remote communities alike. This journal serves as a platform for academicians, researchers, practitioners, and policymakers to disseminate models, practices, outcomes, and lessons learned from community-based initiatives that create meaningful change. DEVOTIONIS emphasizes collaborative, participatory, and sustainable approaches that integrate local wisdom and scientific innovation. Thematic Coverage Includes, but is not Limited to: Education and Literacy Empowerment Functional literacy and numeracy programs for marginalized groups Early childhood education outreach and parental education School-community collaboration for dropout prevention Inclusive education for children with disabilities Digital literacy for elderly populations and remote communities Gender-sensitive education programs Curriculum development for non-formal education Strengthening educational resilience post-disaster or in conflict areas Health and Well-being Community-based health education and behavior change programs Mental health awareness and psychosocial support services Mobile health clinics and telemedicine in underserved areas Nutrition and food security education for vulnerable groups Maternal and child health outreach initiatives Disease prevention campaigns (e.g., malaria, dengue, TB, HIV/AIDS) Sanitation, hygiene (WASH), and clean water accessibility programs Support for elderly and persons with chronic illnesses Technology and Innovation for Society Transfer and adaptation of appropriate technology for rural livelihoods Renewable energy solutions for isolated areas (solar, micro-hydro, biogas) ICT training for youth, women, and marginalized groups Smart village and digital governance initiatives Assistive technologies for persons with disabilities Community innovation hubs and technology entrepreneurship Digital storytelling and participatory media for social change Economic Development and Entrepreneurship Entrepreneurship development and microenterprise training Financial literacy programs for women and youth Digital marketing and e-commerce empowerment for local products Strengthening community-based tourism and cultural economy Value chain development for agriculture, fisheries, and crafts Cooperative and BUMDes (village-owned enterprises) enhancement Start-up incubators and business mentoring for rural entrepreneurs Environmental Sustainability and Disaster Risk Reduction Climate change adaptation through community-based action plans Reforestation, mangrove planting, and ecosystem restoration Environmental education and participatory waste management Local innovations in sustainable agriculture and permaculture Community-based disaster risk mapping and contingency planning Development of early warning systems with local involvement Renewable resource conservation using indigenous knowledge Coastal and marine conservation with fisherfolk participation Law, Human Rights, and Public Policy Legal literacy campaigns in rural and remote areas Paralegal training for community leaders Advocacy for women’s and children’s rights Access to justice through mobile legal aid services Community participation in drafting local regulations Promotion of good governance, transparency, and anti-corruption Participatory budgeting and policy dialogues Social inclusion and protection for minority groups Arts, Culture, and Local Wisdom Revitalization of traditional arts, music, and language Cultural heritage mapping and protection initiatives Community-based tourism through cultural narratives Intergenerational learning through folklore and storytelling Integration of local wisdom in environmental and social programs Public art as a medium for social awareness and healing Creative expression for youth empowerment and identity building Governance and Institutional Strengthening Village and community planning facilitation Training and mentoring for village officials and local leaders Community development planning (RKPDes, RPJMDes) Strengthening social capital and community organizing Building resilience in local institutions during crisis periods Integrating participatory monitoring and evaluation systems Developing multi-stakeholder partnerships for sustainable development Improving public service delivery at the grassroots level Interdisciplinary and Transformative Approaches DEVOTIONIS supports articles that apply interdisciplinary perspectives and methodologies, including action research, participatory rural appraisal (PRA), design thinking, and community-based participatory research (CBPR). The journal particularly values collaboration between academic institutions and communities, where mutual learning, respect, and shared benefits are central. Authors are encouraged to submit manuscripts that demonstrate theoretical grounding, practical application, innovation, measurable impact, and potential for replication or policy contribution.
Articles 20 Documents
Kauman Cultural Village: The Transformation of Cultural Tourism Towards an Inclusive Attraction Kusumantoro; Pitaloka, Lola Kurnia; Gunawati, Iva Sofi
DEVOTIONIS Volume 2, Issue 1, January 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/dvs.v2i1.39

Abstract

Kauman Village in Kudus Regency has great potential for cultural tourism, but it still faces several challenges, particularly in terms of inclusivity and diversification of tourist attractions. The development of culture-based tourism in this village is crucial for boosting the local economy and attracting more visitors. Through the Participatory Rural Appraisal (PRA) method, this service explored local cultural potentials such as traditional games. The program successfully involved the community in tourism development, raising awareness of cultural potential, and creating new business opportunities. The successful revitalization of traditional games such as jumping rope, egrang bambu, and gobak sodor has attracted tourists and strengthened Kauman Village's identity as an inclusive cultural tourism destination. The service results show that a participatory approach and proper cultural promotion can significantly enhance tourism appeal and economic impact for the local community.
Improving Literacy Through Read Aloud Picture Books at Klis Christian Elementary School Rumtutuly, Fransheine; Johanzs, Dovila
DEVOTIONIS Volume 2, Issue 1, January 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/dvs.v2i1.49

Abstract

This Community Service Activity aims to improve the literacy of elementary school students through the read-aloud method using picture books at SD Kristen Klis, Klis Village, Pulau Moa District, Southwest Maluku Regency. The background of this activity is the low interest and reading ability of students, caused by the lack of variation in teaching methods and limited vocabulary. The activity was conducted in December 2024 and included several stages: planning, program development, implementation of read-aloud sessions, and evaluation. The picture books used were selected based on the age appropriateness for the students and the inclusion of character values. The read-aloud sessions are conducted expressively and interactively, accompanied by follow-up activities such as drawing, writing short sentences, and discussions. The results of the evaluation through observation and comprehension tests show an increase in reading interest, listening skills, speaking confidence, as well as understanding of the story content and character values. More than 80% of the students were able to correctly answer most of the comprehension questions. In conclusion, the read-aloud method with picture books is effective in enhancing early literacy skills and shaping students' character through enjoyable and meaningful learning experiences.
Strengthening Student Assessment Skills Through School–Community Collaboration Lating, Ainun Diana; Mahaly, Sawal; Jumail; Pattimura, Indah Hasni
DEVOTIONIS Volume 2, Issue 1, January 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/dvs.v2i1.50

Abstract

Assessment is a crucial step in planning and developing an effective guidance and counseling program. It plays a vital role in formulating appropriate goals, targets, and methods that align with the actual needs of the counselees. Without accurate assessment, a guidance and counseling program may lose direction and fail to meet its objectives effectively. The objective of this community service activity (PKM) is to assist guidance and counseling teachers in identifying students' problems and to develop students’ skills in using assessment tools. The implementation of the PKM activity was carried out through several stages, including preparation, implementation, mentoring, and evaluation. To achieve the goals of the PKM, several methods were applied, namely lectures and class discussions, group discussions, and question-and-answer sessions. The results of the PKM activity revealed that there are several issues among students that need to be addressed by guidance and counseling teachers. These include personal problems, which constitute the largest proportion at 42.6%, followed by learning-related issues at 34%, social issues at 12.7%, and career-related problems at 10.7%. The latter suggests that many students experience confusion or lack adequate information regarding their educational and career choices.
Enhancing Student Assessment and Well-Being Through School–Community Engagement in Vocational Boarding Education Maahury, Estin Indria; Telussa, Listen Henty; Marasabesy, Salma; Patty, Sulva; Sunset, Susan; Tepinalan, Rastika
DEVOTIONIS Volume 2, Issue 1, January 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/dvs.v2i1.51

Abstract

This study explores how school–community engagement can enhance student assessment skills and overall well-being within the context of vocational boarding education. Conducted at SMK Pertanian Pembangunan Ambon, a vocational high school specializing in agriculture in Eastern Indonesia, the project aimed to support guidance and counseling teachers in identifying students’ developmental challenges and to improve students’ abilities in using assessment tools. Using a qualitative descriptive method, data were collected through observation, interviews, and document analysis involving dormitory managers and school leadership. Findings revealed that the boarding system plays a pivotal role in promoting academic success, especially for students from remote areas, by providing a structured and supportive environment. Key services included structured mentoring, extracurricular activities, and a well-organized dormitory management structure. The assessment phase identified a variety of student issues: personal problems (42.6%), academic difficulties (34%), social issues (12.7%), and career uncertainty (10.7%). These findings highlight the urgent need for a responsive, student-centered counseling system supported by the school and local community. The study recommends targeted improvements in dormitory infrastructure, professional development for staff, and stronger integration of assessment-driven decision-making. Overall, the project demonstrates that a well-managed residential education model, when coupled with active community engagement, can significantly foster student well-being, guidance responsiveness, and life skill development.
Empowering Parents for the Golden Age: A Community-Based Parenting Education Initiative at Al-Fatah Kindergarten Noya, Ferdinanda Sherly; Adrianti, St.; Nunuela, Nandalita
DEVOTIONIS Volume 2, Issue 1, January 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/dvs.v2i1.52

Abstract

Early childhood, especially from birth to age six, is a foundational phase often described as the “golden age” of human development, when rapid brain growth and learning potential are at their peak. During this critical stage, parenting plays a pivotal role in shaping children's cognitive, emotional, social, and moral development. However, in many contexts, including in Indonesia, parents often face challenges due to a lack of parenting knowledge, limited access to educational resources, and socio-cultural barriers. In response to these challenges, this community service program was conducted at Al-Fatah Kindergarten in Ambon with the aim of enhancing parental understanding of early childhood development and increasing awareness of the significance of their role as primary educators. The program employed a two-day interactive workshop approach, featuring themes on parenting for Generation Alpha and holistic child development. The sessions were delivered through participatory methods, including lectures, focus group discussions, real-life case sharing, and direct consultation with parenting experts. Results showed increased parental awareness and understanding of their role in child development, particularly regarding the impact of parenting styles, screen time management, emotional support, and developmental stimulation. The initiative also fostered a stronger school–community relationship and positioned the kindergarten as a collaborative center for parenting education. The success of the program illustrates that school-based parenting education, when delivered in culturally sensitive and engaging formats, can effectively bridge knowledge gaps and support families in providing nurturing, responsive, and developmentally appropriate care for their children. The findings reinforce the need for sustainable, community-driven models of parenting education that empower parents as active contributors to lifelong learning and early childhood success.
Empowering Coastal Communities for Sustainable Marine Conservation: Integrating Education, Technology, and Local Engagement in Negeri Mamala Rahabav, Patrisius; Kempa, Rudolf; Tomasila, Beatrix; Singerin, Sarlota; Sohilait, Desembra; Rumfot, Sumarni; Maahury, Estin Indria; Makaruku, Vando Kristi; Nunuela, Nandalita; Arjanto, Paul; Kunu, Matusela; Nussy, Salim; Retraubun, Fenty; Ramliani, Wa Ode; Mahulauw, Ujian; Refwutu, Meilan; Latukau, Rahmawati; Wakim, Yuliana
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.v2i2.71

Abstract

Indonesia, as the world's largest archipelagic country, holds a critical position in global marine biodiversity, encompassing over 17,000 islands within the Coral Triangle, known as the epicenter of marine diversity. This region supports extensive ecosystems that are vital for ecological balance, economic stability, and the well-being of millions of people. However, these ecosystems face severe threats from overfishing, plastic pollution, and climate change, which collectively endanger marine biodiversity and disrupt coastal livelihoods. This community service program, conducted by the Educational Administration Study Program at the Faculty of Teacher Training and Education, Universitas Pattimura, aimed to strengthen community awareness and enhance administrative capacity for sustainable marine conservation in Negeri Mamala. The program incorporated educational sessions, digital technology, and hands-on community engagement to address critical marine conservation challenges. Key activities included awareness building, community training, and the integration of immersive technologies like Augmented Reality (AR) and Virtual Reality (VR) to improve participant understanding and retention. The results demonstrated significant improvements in community awareness, administrative skills, and active participation in conservation efforts, aligning with the principles of community-based conservation. This initiative provides a promising model for other coastal communities, highlighting the potential of integrating education, technology, and local engagement to achieve long-term sustainability in marine conservation. Moving forward, continued support, strategic partnerships, and ongoing capacity building will be essential for maintaining and expanding these positive impacts.
Participatory Community Empowerment for Conflict Management and Peacebuilding in Multicultural Island Settings Leiwakabessy, Jefry Ernest Marthin; Matakena, Fransina; Litaay, Simona Christina Henderika; Picauly, Axl; Polnaya, Tiara; Safiteri, Puput
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.v2i2.80

Abstract

Maluku Province, Indonesia, is an archipelago characterized by its vibrant cultural, ethnic, and social diversity, but also by recurrent conflicts linked to land, identity, and historical grievances. This study reports on a community service initiative in Negeri Laha, Ambon, designed to enhance local capacities for conflict management and resolution. Employing participatory action research, the program delivered a series of workshops and interactive dialogues focused on the causes, dynamics, and solutions for conflict, with special attention to land disputes involving the Indonesian Air Force and local residents. Thirty participants, including youth, women, traditional, and religious leaders, engaged in case simulations, collaborative reflection, and practical training in negotiation and mediation. The results indicate a significant increase in participants’ understanding of conflict sources, practical confidence in resolution strategies, and motivation to continue peacebuilding efforts. Key barriers identified include deep-seated mistrust, external influences, and limited institutional support for ongoing reconciliation. The initiative’s emphasis on inclusive engagement, local leadership, and culturally relevant dialogue aligns with best practices in global peacebuilding literature and demonstrates the value of university-community collaboration. This model offers promising implications for other multicultural and conflict-prone areas, supporting both immediate dispute resolution and the development of sustainable local peace infrastructures. Future efforts should prioritize sustained capacity-building, regular dialogue forums, and integrated support from government and civil society to maintain long-term social harmony and resilience.
A BSF Larvae-Based Food Waste Management: A Student-Led Innovation for Wonorejo Village in East Java Diana, Salis Ati; Melati, Inaya Sari; Musyaffa, Mirza; Fitri, Atika; Andani, Salsabila Putri
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.v2i2.106

Abstract

This community service activity was carried out to address the issue of household organic waste accumulation in Wonorejo Village by introducing a sustainable and environmentally friendly solution: the cultivation of Black Soldier Fly (BSF) larvae, commonly known as maggots. The main objective was to educate and empower local residents, particularly women involved in kitchen waste management, through a socialization and training program that promotes maggot-based waste processing. The method of implementation involved direct presentations using PowerPoint slides, followed by discussions, a question-and-answer session, and the distribution of a structured questionnaire to evaluate participants' understanding and motivation. The results indicated a high level of cognitive comprehension among participants regarding the role of maggots in decomposing organic waste and mitigating its environmental impact. Participants also showed a strong sense of responsibility toward environmental protection and a willingness to share their new knowledge. However, motivation to begin maggot cultivation was only moderate, highlighting the need for further technical training and support. The activity demonstrated the potential for maggot farming to reduce food waste by up to 60%, lower methane emissions, and offer additional income opportunities. Nevertheless, cultural stigma and inconsistent waste segregation remain challenges. This initiative revealed that, with proper education and local engagement, sustainable waste management practices can be effectively introduced in rural communities
Design-Centered Professional Development for Digital, Outcome-Aligned Classroom Assessment in Tomohon Primary Schools Senduk, Feibry Feronika Wiwenly
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.v2i2.150

Abstract

The global shift toward competency-based education underscores the need for authentic, transparent assessment, yet teacher readiness to enact such practices remains uneven in Indonesian primary schools implementing the Merdeka Curriculum. To address this gap, we aimed to strengthen teachers’ capacity to design digital, outcome-aligned evaluations—combining LKPD/task sheets with clear analytic rubrics—and to document resulting changes in classroom practice. Twenty-eight Tomohon primary teachers participated in a practice-proximal workshop followed by mentoring, with data drawn from pre–post rubric-based competency scores across five domains, audits of Canva-produced artifacts, brief classroom pilot logs, and surveys of self-efficacy and intention to use. Results showed significant median improvements in all domains, with the largest gains in rubric structure and constructive alignment; by program’s end, 92.9% of participants produced complete digital evaluation packs and 71.4% advanced beyond static layouts to interactive or workflow-integrated use. Classroom pilots indicated high on-task behavior and more frequent student reference to success criteria, while teachers reported higher self-efficacy and strong intentions for sustained adoption. These findings suggest that design-centered professional development, paired with low-barrier authoring tools, can accelerate authentic assessment capacity and enhance classroom processes in resource-varied primary settings. Benefits to schools include a shared language of quality, faster planning-to-practice cycles, and clearer, fairer evaluations for learners and families. We recommend scaling bimtek-plus-mentoring with rubric libraries, embedding brief accessibility micro-clinics, formalizing peer moderation, and extending future cycles to feedback quality and inclusive/multimodal rubrics.
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.

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