Salus Publica: Journal of Community Service

Strengthening Teachers’ Digital Competence through Training in Developing Educational Game-Based Learning Media at a Madrasah Tsanawiyah

Liza Efriyanti — 2026-11-02

Access to digital devices does not by itself enable teachers to produce digital learning resources. This community service program trained 12 Madrasah Tsanawiyah teachers to design educational games with Kodu Game Lab, a visual programming environment that requires no prior coding experience. The program followed seven participatory stages: needs identification, concept strengthening, demonstration, hands-on development, mentoring, product evaluation, and reflection. Its design drew on the DigCompEdu and TPACK frameworks and on established features of effective professional development. Learning was assessed with a knowledge test administered before and after the training. The group mean rose from 65 to 88, a gain of 23 points (35.38%), corresponding to an aggregate normalized gain of 0.657, which falls in the medium range. Participants also produced initial game prototypes. Because only group means were available and there was no comparison group, the result is preliminary evidence of improved knowledge rather than proof of broader digital competence. Follow-up programs should collect individual scores, rate prototypes with a validated rubric, and examine classroom use and student outcomes.

Higher Education as a Catalyst for Sustainable Development: A Unified Perspective on Service-Learning, Entrepreneurship, and Community Empowerment

Samuel PD Anantadjaya — 2026-11-02

Community service in higher education has evolved into a central pedagogical strategy that integrates academic learning with societal engagement, fostering innovation, cultural preservation, and economic resilience. This study of three student groups, focused on MSME development, entrepreneurial education, and service-learning in higher education, illustrates how universities act as catalysts for sustainable community transformation. Guided by experiential learning theory and service-learning pedagogy, student-led projects addressed challenges in MSME competitiveness, entrepreneurial innovation, and cultural heritage preservation. Faculty mentorship by Dr. Samuel PD Anantadjaya, Abdul Haris Lahuddin, MT, and Dr. Amelia Naim Indrajaya ensured academic rigor and societal relevance, transforming classroom exercises into impactful initiatives. Outcomes highlight enhanced student competencies in critical thinking, empathy, and problem-solving; strengthened community ties through culturally sensitive and economically viable interventions; and institutional advancement in embedding social innovation and sustainability into curricula. Collectively, these findings underscore that higher education, when integrating service-learning, social entrepreneurship, and experiential education, not only prepares graduates for global citizenship but also empowers communities through inclusive development, digital expansion, and cultural revitalization.

Mentoring for MSME Transformation Based on a Capacity-Building Empowerment Model in Karangbaru Village, Bekasi Regency, West Java

Eka Putri Yudilestari — 2026-11-05

Micro, small, and medium enterprises (MSMEs) in Indonesian villages often have marketable products but lack a clear understanding of their business potential, a recognizable brand, and the digital skills needed to reach wider markets. This community service program mentored 11 MSMEs, most of them culinary businesses, in Karangbaru Village, Bekasi Regency. It followed a Participatory Action Research cycle of planning, action, observation, and reflection and combined three interventions: business potential mapping with SWOT analysis, branding strengthening, and digital literacy training. Data were collected through participatory observation, semi-structured interviews, documentation, and before–after indicators, and were analyzed with Miles and Huberman’s interactive model. After mentoring, 9 MSMEs (81.8%) had a written business profile and 8 (72.7%) had created or improved a logo. Seven (63.6%) had improved their packaging, and 8 (72.7%) could state their product positioning. In digital marketing, 9 (81.8%) had social media accounts, but only 7 (63.6%) posted regularly and 6 (54.5%) sold through a marketplace. The results show that participatory mentoring helped participants establish a business identity and a digital presence more readily than sustained digital use. Continued support for content production, marketplace management, and halal certification is therefore needed.