DEVOTIONIS

Empowering Coastal Communities for Sustainable Marine Conservation: Integrating Education, Technology, and Local Engagement in Negeri Mamala

Patrisius Rahabav — 2025-05-16

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

Jefry Ernest Marthin Leiwakabessy — 2025-06-02

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

Salis Ati Diana — 2025-07-30

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

Feibry Feronika Wiwenly Senduk — 2025-07-31

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

Novela Juliana — 2025-07-31

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.