Limited soft skills, understanding of personal talents, and career direction remain challenges for vocational high school students in preparing for their career development. This Community Service Program (PKM) aimed to enhance students’ soft skills, help them identify their personal talents, and develop the SMART CAREER MODEL as a talent- and soft skill-based career guidance model. The program was conducted at SMK Aljabar Batam, involving 59 students and one accompanying teacher from the student affairs division through assessment, talent mapping, soft skill training, career mentoring, evaluation, and career recommendations. The evaluation employed a 20-item instrument using a five-point scale, and the data were analyzed descriptively. The results showed that the average soft skill score increased from 3.06 to 3.75, representing a 22.55% improvement, exceeding the minimum target of 20%. The positive achievement in personal talent identification reached 83.90%, exceeding the minimum target of 80%. The program resulted in the SMART CAREER MODEL as a conceptual-applicative PKM output. The model provides a mentoring framework that integrates personal talent identification, soft skill development, evaluation, and career development recommendations for vocational high school students. As the evaluation was limited to short-term outcomes, continued mentoring and follow-up evaluation are recommended.

The utilization of digital technology in learning remains a challenge for non-formal education instructors, particularly in developing interactive learning media that can enhance student engagement. Rumah Belajar Alempureng, as the partner institution in this community service program, faced challenges related to the limited use of digital game-based learning media in the learning process. This community service activity aimed to improve instructors’ understanding of the Game-Based Learning concept, enhance their skills in utilizing Online Stopwatch as a game-based learning medium, and assist them in developing more creative, interactive, and engaging learning activities for students. The program was implemented using a participatory training approach through material delivery, demonstrations of Online Stopwatch features, hands-on practice, mentoring in educational game development, and evaluation through pre-test, post-test, and participant satisfaction questionnaires with 10 participants. The results showed an improvement in participants’ understanding and skills in utilizing Online Stopwatch as a Game-Based Learning medium. The pre-training evaluation showed an average score of 2.25 on a 5-point scale, whereas the post-training evaluation showed an average score of 4.25 on a 5.00-point scale, categorized as very good, while the overall participant satisfaction level reached 84.44%, also categorized as very good. Furthermore, participants were able to develop game-based learning activities by utilizing Online Stopwatch features. This activity contributes to the development of a Game Based Learning based mentoring model through the use of a simple digital technology the Online Stopwatch which can enhance teachers’ digital pedagogical competencies and be replicated to create more interactive, creative, and student-centered learning experiences.

Kemampuan literasi merupakan keterampilan dasar yang penting bagi peserta didik dalam memahami informasi dan menyelesaikan soal berbasis cerita. Namun, peserta didik UPTD SD Negeri 9 Metro Pusat masih mengalami kesulitan dalam memahami isi soal, mengidentifikasi informasi penting, menentukan ide pokok, serta menyelesaikan soal secara sistematis. Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan kemampuan literasi peserta didik melalui Sosialisasi Trik Mudah Literasi: Menyelesaikan Soal Berbasis Cerita. Metode yang digunakan adalah pendekatan partisipatif dan edukatif melalui tahapan persiapan, pre-test, penyampaian materi, pelatihan, praktik, diskusi interaktif, post-test, dan tindak lanjut. Kegiatan diikuti oleh 21 peserta didik kelas V dan VI. Hasil kegiatan menunjukkan adanya peningkatan kemampuan peserta didik, ditandai dengan rata-rata persentase jawaban benar yang meningkat dari 35,24% pada pre-test menjadi 87,62% pada post-test. Peserta didik juga menunjukkan antusiasme dan keaktifan selama kegiatan. Dengan demikian, sosialisasi trik mudah literasi dapat meningkatkan kemampuan peserta didik dalam memahami dan menyelesaikan soal berbasis cerita secara lebih sistematis.

Abstract The rapid development of Artificial Intelligence (AI), particularly generative AI, provides new opportunities for teachers to develop instructional materials more efficiently and creatively. However, many teachers still experience difficulties in using AI effectively and responsibly, especially in developing effective prompts and transforming AI-generated outputs into contextual instructional materials. This community engagement program aimed to strengthen high school teachers’ capacity to use AI for instructional material development through practical training and contextualized mentoring. The program covered AI in education, prompt development, and the use of several AI-supported platforms, followed by hands-on practice based on participants’ instructional needs. A participatory and experiential approach was employed to encourage teachers to explore, evaluate, and refine AI-generated outputs. Evaluation included pre-test and post-test results, a final questionnaire, participant feedback, observation, and expert validation of the AI guidance module. Based on 23 valid paired responses, the mean score increased from 4.37 to 4.67, with 78.26% of participants showing improvement. The final evaluation reached a mean of 4.71 out of 5, while the AI guidance module achieved 94.22% expert validation. These findings indicate that practical and contextualized AI training can strengthen teachers’ initial capacity to use AI as a supportive tool for instructional material development.