Jurnal Pengabdian IPTEK (JPIPTEK) is a peer-reviewed journal that focuses on the application of science and technology in community service and societal development, particularly in the fields of information technology, computer science, digital technology, food technology, nutrition and health technology, and business-supporting technologies. The journal serves as an academic platform for disseminating scholarly works that present practical solutions, technological innovations, and applied knowledge aimed at addressing real-world community challenges. JPIPTEK publishes articles that report the implementation of applied research and technological innovations in community engagement activities, including digital transformation initiatives, information system development, community-based technology adoption, food processing technology, nutrition and health technology applications, and technology-driven business empowerment. Emphasis is placed on technology transfer, capacity building, digital literacy, community empowerment, and sustainable technological solutions that improve community welfare and productivity. The journal welcomes contributions from academics, researchers, practitioners, and community service actors who are committed to strengthening the linkage between technological innovation and societal impact. JPIPTEK aims to encourage interdisciplinary collaboration and promote the dissemination of best practices in the application of digital technologies, food and health technologies, and business-supporting technologies to support inclusive and sustainable community development. Journal title Jurnal Pengabdian IPTEK Abbreviation JPIPTEK Frequency 4 issues per year (February, May, August, November) Type of Review Double Blind Review ISSN ISSN: 3124-2553 Editor in Chief Ayun Hapsari (Scopus ID: 58525722700) Program Studi Ilmu Hukum, Universitas Terbuka Publisher Sah Publisher, in collaboration with Universitas Sugeng Hartono DOI https://doi.org/ Indexing Google Scholar | ResearchGate | Garuda
Administrative Law Mentoring Integrated with Digital Public Service Literacy for Community Empowerment: A Community Service Program in Kedaton District, Bandar Lampung City
Indonesia’s digital public services are expanding rapidly, yet many citizens still experience administrative exclusion because platform navigation requires both digital competence and procedural legal understanding. This community service program implemented administrative law mentoring integrated with digital public service literacy to strengthen community capacity in Kedaton District, Bandar Lampung City. The program targeted three recurring citizen pain points: population administration services, social assistance data governance, and complaint handling mechanisms using SP4N–LAPOR. A participatory method combined case-based legal mentoring, platform simulation, and guided practice, supported by simplified procedural maps and complaint drafting templates. Data were collected using baseline surveys, structured observation logs during mentoring, and post-program assessments two weeks after implementation. Nationally, Ombudsman RI reported receiving 10,846 public service complaints in 2024, up from 8,452 in 2023, showing a sustained problem of service access and maladministration in everyday administrative life (Ombudsman RI, 2025a; Ombudsman RI, 2025b; Antara, 2025) [1], [11], [12]. Program evaluation results show measurable improvements in participants’ administrative-rights knowledge, independent platform use, and confidence interacting with public institutions. The novelty lies in treating administrative law not as abstract doctrine but as “applied procedural science” embedded in digital workflows, thereby connecting legal norms, platform behavior, and citizen agency within real service encounters.
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A Participatory Action Research (PAR) Approach in Digital Marketing Training to Improve Digital Literacy Skills
The digital literacy gap in schools remains a real challenge, particularly in terms of the ability to use technology creatively and productively for academic purposes. Although access to technology is becoming more widespread, many teachers and students still lack the digital competencies needed to produce content and manage digital platforms independently. This Community Service (PkM) activity employs the Participatory Action Research (PAR) approach by Kemmis and McTaggart, following a cycle of (1) Plan, (2) Act, (3) Observe, and (4) Reflect, which positions teachers and students as active participants rather than mere beneficiaries. The activity aims to improve the digital literacy competencies of teachers and students at SMP Islam Ngemplak, Boyolali, through digital marketing training covering digital marketing concepts, graphic design using Canva, and video content production using CapCut. The effectiveness of the activity was measured using pretest and posttest instruments based on a Likert scale. The training results showed a highly significant increase in digital literacy competencies of 58.5%. A joint reflection at the end of the cycle resulted in concrete recommendations for the sustainable development of digital literacy.
A Dissemination to Farmer Group Members for Optimizing Coffee Harvest Yields in Ngadirejo Village, Malang Regency
Abstract. The optimization of farmer group members in utilizing coffee harvests is an important strategy for improving agricultural productivity, product quality, and community welfare. However, coffee farmer groups in Ngadirejo Village, Jabung District, Malang Regency continue to face several challenges, including limited technological adoption, inadequate post-harvest management, weak marketing networks, and insufficient managerial capacity. This community service program aimed to strengthen the capacity of farmer group members through dissemination activities, mentoring, and knowledge transfer related to coffee cultivation, post-harvest processing, organizational management, and marketing strategies. The program was implemented using a participatory dissemination approach involving direct interaction, training sessions, discussions, and continuous assistance. Activities included environmental observation, problem identification, capacity-building programs, dissemination of management and production knowledge, and evaluation of program progress. The implementation focused on enhancing farmers’ knowledge, technical skills, collaboration, access to information, and awareness of sustainable agricultural practices. The results indicate that the dissemination activities contributed positively to the development of farmer group members. Participants demonstrated improvements in knowledge, creativity, managerial capability, and understanding of post-harvest coffee processing techniques. Communication and collaboration among members became more effective, while access to marketing opportunities and production-related information improved. The program also encouraged a gradual shift from traditional farming practices toward a more organized and market-oriented agribusiness approach. Furthermore, productivity and the quality of management practices showed continuous improvement throughout the implementation period. This community service initiative demonstrates that dissemination combined with mentoring and participatory engagement can effectively strengthen the capacity of coffee farmer groups. The program contributes to improving productivity, supporting sustainable coffee agribusiness development, and enhancing community welfare. Continued support through technological innovation, institutional strengthening, and structured evaluation systems is recommended to ensure long-term sustainability and broader impact.
Training on the Use of Google Classroom-Based E-Learning at MIS Guppi Teppo
Learning in the digital age requires teachers to not only master the subject matter, but also be able to deliver creative, interactive, and in-depth learning based on digital technology. To address these issues and challenges, the author provides a solution in the form of e-learning training activities, namely training in the use of Google Classroom. The purpose of this activity is to improve teachers' digital competence in designing and implementing digital-based learning. There were 12 participants, consisting of teachers and the principal of MIS Guppi Teppo, Banggae District, Majene Regency. The implementation methods included material delivery, demonstrations, hands-on practice, mentoring, and activity evaluation. The training results showed that this activity made a significant contribution to improving teachers' understanding and competence in utilizing digital media to support digitization in education. This was evident from the participants' pretest and posttest results, which showed an increase from 63.1 to 81.8.
Practice-Based Entrepreneurship Training Through Market Validation and Mentoring: A Community Engagement Program at Universitas Sugeng Hartono
Entrepreneurship courses can become overly centered on concepts and business plans when students have limited contact with customers and market uncertainty. This article describes the implementation of a practice-based entrepreneurship training program for 24 students at Universitas Sugeng Hartono from May 14 to June 25, 2026. The program combined entrepreneurial-mindset orientation, business proposal development, preparation of marketing materials, direct market practice, weekly progress reporting, mentoring, and final reflection. A descriptive qualitative approach was used to organize evidence from proposals, progress reports, classroom observations, supporting documentation, and student reflections. The implementation produced a structured learning sequence that moved from opportunity identification to customer contact, feedback, and strategy revision. Market validation and minimum viable product concepts gave students a practical basis for testing assumptions before expanding a business idea. Weekly reports made activity, obstacles, and follow-up decisions visible, while mentoring sessions converted individual difficulties into shared problem-solving material. Because participant records were heterogeneous and did not provide a complete standardized outcome dataset, the program cannot support claims about causal effects, average revenue gains, or changes in entrepreneurial intention. Its contribution is an implementable model for connecting entrepreneurship concepts with customer-facing action and reflective mentoring. Future delivery should retain the practice cycle while adding common indicators, baseline and endline measures, and systematic reflection records