Kuliah kerja masyarakat (KKM) years 2019 raised the subject of community empowerment through the development of creative economy. Most of student do not have enough knowledge in the determination of the work program to be applied in the community activities in the kuliah kerja masyarakat (KKM), no shortage of waste paper, the local currency must be entrepreneurs on college students in utilization of waste as yet there is no. Objectives of the activities devotion through knowledge sharing to students through the utilization of waste paper to become how to make handicrafts including providing knowledge and skills and to improve entrepreneurial interest through the use of waste paper to students. The importance of activites is knowledge sharing. Participants activities of are KKM students in kecamatan Cikeusal and kecamatan Ciomas. Activities started by observation this field to find the problems that arise implementation are the next stage of the preparation of materials and practice making handicrafts. The results are knowledge sharing that took place to students able to  provide understanding as provisions in empowering community. Through the knowledge sharing, KKM students increase skill development have especially in any by elementary substance waste paper to handicrafts. The outer covering this activity is the product handicrafts with basic made waste paper that is tissue box

This study aimed to find the answers about inculcating Islamic education values through a mentoring model in the student activity unit (SAU) of spirituality. This study applied a qualitative approach with key informants referring to the student members of the spirituality SAU at IAIN Curup in the academic year of 2019/2020. Data collection was carried out by observation and in-depth interviews, and the analysis was further carried out using the Miles’ et al. approach composed of data reduction, data presentation, and conclusion drawing. This study drew a conclusion that: The process of inculcating Islamic educational values carried out in the spirituality SAU by means of mentoring started from the opening, core activities, closing, and evaluation stages. The values of Islamic education instilled extended to faith, worship, and morals realized from various activities or programs existing in the spirituality SAU, such as Silaturahim, ifthor jama'i, rihlah or tadabbur of nature and visitation of figures.