Journal of Community Capacity Empowerment

Empowering Students Through Eco-Enzyme Education to Reduce Household Organic Waste

2025-10-06T10:59:05+07:00

Indonesia faces a growing challenge in managing household organic waste, much of which originates from kitchen leftovers that are often discarded without proper treatment. Communities lack awareness and access to simple, low-cost solutions for processing biodegradable waste at the source. The community service program aimed to address this gap by educating vocational agriculture students on how to transform kitchen waste into eco-enzyme, a multipurpose organic liquid produced through fermentation. The program used a participatory method that combined presentations, discussions, and hands-on practice to enhance student engagement and learning outcomes. Students learned how to measure, mix, and monitor the production of eco-enzymes using locally available materials, such as fruit scraps, water, and brown sugar. The impact was measured using a pre- and post-assessment questionnaire, which was analyzed through the Mann–Whitney U test. This analysis revealed significant improvements in student knowledge, attitude, and willingness to apply eco-enzyme techniques. Field observations confirmed that students responded enthusiastically, showing curiosity and initiative during the practical sessions. The results suggest that integrating experiential environmental education into vocational school programs can help bridge knowledge gaps and inspire sustainable behavior among young people. This initiative demonstrates that empowering students through hands-on environmental learning not only improves understanding but also cultivates long-term ecological responsibility. Schools and policymakers should consider incorporating eco-enzyme training modules into the agricultural curriculum to support local waste reduction efforts and promote sustainability at the grassroots level.

Improving Farmers’ Digital Literacy for Packaging and Product Imaging in Competitive Agricultural Markets

2025-10-06T13:54:10+07:00

Smallholder farmers face persistent challenges in adding value to their agricultural products due to limited access to digital marketing knowledge and skills. Many of these farmers struggle to connect their production activities with current market demands, resulting in low product appeal and reduced income. This community service program aimed to bridge that gap by introducing digital capacity-building in packaging and product promotion. The team designed a participatory learning method that combined visual presentations, product demonstrations, and guided discussions to improve farmers’ understanding and motivation. The facilitators conducted the training at a rural farmer group in Jumapolo, involving 30 participants from various age groups. The team collected data using pre- and post-training questionnaires focused on knowledge, attitude, and behavioral intention. The Kruskal-Wallis H Test was used to analyze the differences in post-intervention score across age groups. The analysis revealed a significant improvement in learning outcomes, particularly among younger participants who were more receptive to digital tools and practices. The observations in the field also showed that younger farmers actively engaged in hands-on sessions, while older farmers preferred visual learning and peer support. This program demonstrated that digital empowerment efforts can be practical when tailored to different learning profiles. Future community programs should consider adopting segmented approaches and implementing intergenerational mentoring to ensure the inclusive adoption of digital marketing skills. Policymakers and agricultural institutions must support continuous learning models that connect production with market access through practical, user-friendly digital training.

Enhancing Youth Agricultural Literacy with Vertical Farming in Non-Formal Education Settings

2025-10-06T13:55:15+07:00

Urban youth often lack access to practical agricultural education, especially in non-formal learning environments where structured curricula are limited. The community faces increasing challenges in food security, environmental awareness, and sustainable skill-building among students with limited exposure to farming. The community service program aimed to improve students’ understanding of vertical agriculture through practical and inclusive educational activities. The facilitators delivered hands-on workshops at PKBM Cahaya Rejeki, involving 20 students in interactive sessions using recycled materials to build vertical gardens in limited urban spaces. The team applied the Wilcoxon Matched-Pairs Signed-Rank Test to compare students’ pre-test and post-test results, finding a statistically significant increase in their agricultural knowledge. Field observations confirmed the positive outcome, as students showed increased enthusiasm, curiosity, and confidence throughout the activities. The program bridged educational and environmental gaps by offering a simple, relatable, and replicable gardening model. The initiative demonstrated that vertical gardening could serve as a powerful tool to promote sustainability, practical skills, and ecological literacy among underserved urban youth. The findings suggest that local governments, educators, and community institutions should collaborate to integrate urban farming into non-formal education programs, thereby ensuring a broader impact and promoting long-term behavioral change.

Interprofessional Action for Oral Health Building a Dignified Life Through Education and Care

2025-10-06T13:56:18+07:00

Interprofessional Collaboration (IPC) is a partnership between individuals from different professional backgrounds who work together to solve health problems and provide health services. IPC occurs when various health professions collaborate with patients, families, and communities to provide comprehensive, high-quality car. The goal of interprofessional collaborative community service activities (dental and oral health screening and counseling) is to increase public awareness, attitudes, and behaviors regarding dental and oral health care. Interact and communicate directly with students regarding economic, social, and health conditions. Apply the knowledge gained in lectures to the community. The activity was carried out with the following series: a. Preparation Stage, b. Implementation Stage, and c. Evaluation Stage. This activity received a warm welcome from kindergarten children, MA MTQ students, and members of the Bulu PCM who participated enthusiastically. However, there were several challenges that need to be addressed for similar activities in the future, such as the number of community participation that did not meet the target and internal miscommunication regarding the target participants. In addition, public hesitation towards health checks indicated the need for a more educational and persuasive approach

TOGA Education and Socialization: Building Nature-Based Family Health

2025-10-08T13:52:34+07:00

The community’s demand for medicinal plants continues to grow along with the back to nature trend, which encourages the use of natural ingredients to maintain health. However, in Karangmojo Village, Weru Subdistrict, Sukoharjo Regency, many home gardens remain underutilized, even though they have the potential to serve as a source of Family Medicinal Plants (TOGA). This community service program aimed to improve the knowledge and skills of members of the Family Welfare Empowerment (PKK) group in cultivating TOGA to support family health self-reliance. The program was conducted on January 15, 2025, at the Karangmojo Village Hall using a participatory approach, including counseling, technical training, field practice, and mentoring. Participants were introduced to various medicinal plants that are easy to cultivate, planting and maintenance techniques, as well as their applications for simple home remedies. The results showed a significant increase in participants’ knowledge and skills, reflected in their high enthusiasm during practice and their commitment to developing TOGA gardens in their respective yards. A demonstration TOGA garden was successfully established in one participant’s yard as a replicable model. This activity not only provided direct benefits for family health but also opened up economic opportunities through processing harvested medicinal plants into marketable herbal products. The program is expected to be sustainable with continuous mentoring and the establishment of a village-level TOGA working group.