Abstrak: Pandemi Corona Virus Diseases 2019 (Covid-19) telah berdampak diberbagai sektor kehidupan masyarakat. Berbagai kebijakan diberlakukan pemerintah sebagai  upaya  mengurangi dan memutus rantai penyebaran Covid-19 salah satunya adalah membentuk program Kampung Tangguh Semeru. Dilaksanakannya program kampung tangguh semeru ini diharapkan sebagai upaya melawan penyebaran virus Covid-19 yang dilakukan mulai lingkup terkecil, yakni dari desa dan warga sekitar. Program kampung tangguh semeru dilaksanakan sebagai upaya penanggulangan Covid-19 di Desa Tegalsari yang masuk dalam zona hijau karena tidak ada warga desa yang tertular virus Covid-19. Untuk mendukung program pemerintah tersebut, dilakukan kegiatan pengabdian di Desa Tegalsari memiliki inisiatif untuk mengadakan 1000 masker, tempat cuci tangan dan handsanitizer sebagai bentuk dukungan terhadap program pemerintah tersebut untuk memutus rantai virus Covid-19. Kontribusi yang diberikan ini sedikit banyak membantu untuk memenuhi fasilitas serta sarana prasarana Desa Tegalsari sebagai Kampung Tangguh Semeru. Semua ini nantinya akan menumbuhkan budaya hidup sehat, aman, dan tertib. Abstract: The 2019 Corona Virus Diseases (Covid-19) pandemic has impacted various sectors of people's lives. Various policies have been implemented by the government in an effort to reduce and break the chain of the spread of Covid-19, one of which is the establishment of the Kampung Tangguh Semeru program. The implementation of the Semeru Resilient Village program is expected to be an effort to fight the spread of the Covid-19 virus which will be carried out from the smallest scope, namely from villages and local residents. The Semeru Resilient Village Program is implemented as an effort to tackle COVID-19 in Tegalsari Village which is included in the green zone because no villagers have contracted the COVID-19 virus. To support this government program, are carrying out service activities in Tegalsari Village have the initiative to hold 1000 masks, hand washing stations and handsanitizers as a form of support for the government program to break the chain of the COVID-19 virus. The contribution given is more or less helping to fulfill the facilities and infrastructure of Tegalsari Village as a Tangguh Semeru Village. All of this will eventually foster a culture of healthy, safe and orderly living.

At present the world is entering the era of industrial revolution 4.0 which is closely related to information technology on the basis of human life (Kemenristekdikti, 2018a). With these changes, of course the world of education must also immediately respond to these changes. The steps that can be taken is by integrating information technology with innovative learning models. As a teacher in the Indonesian era 4.0 gave birth to a term known as Teacher 4.0 Challenges & Requirements. To become a 4.0 teacher must have 3 components, namely: 1) Human -Based & Didactical Challengee; 2) Organizational Challengee and 3) Technological Challengee. (Abdelrazeq, 2016). To support these competencies, one of the learning models that can be used is the STEM-based learning model. STEM Education is a combination of areas of Science, Technology, Engineering, and Mathematics (STEM) (Duran, et al., 2016). This paper aims to: 1) explain the perception of information technology and STEM learning for prospective economic teachers. 2) describes the efforts to integrate Information Technology and STEM-based Learning Models in the face of the Age of Industrial Revolution 4.0.

Abstract. Community Service Activities in the form of Anti-Corruption Education for High School Students (SMA) aims to: (1) Create young people who have democratic perspectives, attitudes and behaviors for the benefit of society, nation and state, have integrity, and are anti-corruption. (2) Bringing up a new generation that prioritizes services to the Indonesian people in general (3) Encouraging the birth of young political cadres who are intelligent, with integrity and anti-corruption at the level of high school students in particular. These goals can be achieved by using three methods, namely: training for high school students, simulations and anti-corruption educational games, and project based learning for the anti-corruption challenge. The results of anti-corruption education program activities in high school students include being able to provide understanding and motivation to students regarding anti-corruption attitudes through the provision of material and screening of anti-corruption films. This program is able to hone students to think critically and provide hands-on experience of corrupt practices through simulating anti-corruption games and working on project-based learning by creating posters in groups and presenting them.Keywords: Anti-Corruption, integrity, Project Based Learning.Abstrak.Kegiatan Pengabdian kepada masyarakat berupa Pendidikan Anti Korupsi pada Siswa Sekolah Menengah Atas (SMA) ini bertujuan untuk:(1) Menciptakan  generasi muda yang memiliki perspektif, sikap dan perilaku yang demokratis untuk kepentingan masyarakat, bangsa dan negara, memiliki integritas,dan anti korupsi.(2) Memunculkan generasi baru yang mengedepankan pelayanan kepada masyarakat Indonesia pada umumnya.(3) Mendorong lahirnya kader politik muda yang cerdas, berintegritas, dan anti korupsi di tingkat siswa SMA khususnya. Tujuan tersebut dapat dicapai dengan menggunakan tiga metode, yaitu: pelatihan kepada siswa-siswi SMA, simulasi dan permainan pendidikan anti korupsi, dan project based learning untuk challenge antikorupsi. Hasil dari kegiatan program pendidikan anti korupsi pada Siswa SMA antara lain adalah mampu memberikan pemahaman dan motivasi kepada siswa mengenai sikap anti korupsi melalui pemberian materi dan penayangan film anti korupsi. Program ini mampu mengasah siswa untuk berfikir kritis dan  memberikan pengalaman langsung praktik korupsi melalui simulasi permainan anti korupsi dan pengerjaan project based learning dengan membuat poster secara berkelompok dan mempresentasikannya.Kata Kunci: Anti Korupsi, integritas, Project Based Learning.

The purpose of research and development of this Interactive e-module is to provide a solution for studying Economics in high school in the sub-subject Basic equations of Accounting in online learning during the Covid 19 Pandemic. This interactive e-module research and development activity adopts the Borg Gall (2003) model which consists of 7 stages (needs analysis stage, initial draft development, validity test, draft revision, group trial, and revision stage). The results of research and development show that this Interactive e-module discusses three learning module units containing Economics material with the sub-subject of Basic Accounting Equations which is equipped with several interesting interactive features such as QR Code, music, YouTube videos, quiz applications, and games as support. students learn. This interactive e-module is very appropriate to be used as a solution for learning Economics during the Covid 19 Pandemic.

This article aims to identify how entrepreneurship literacy could trigger the emergence of potential entrepreneurs from students. This paper presented a case study of the implementation of learning innovations for entrepreneurship courses using the project-based learning (PjBL) models. The implementation of PjBL on entrepreneurship subjects aims to instill an entrepreneurial spirit in students and motivate them to become entrepreneurs. This phenomenology research uses primary data through observation and interview with respondents that attended entrepreneur courses. The result of the business plan arranged by the student was analyzed and the internalization measurement of entrepreneurial spirit was conducted through student activities in class. This study has identified the criteria such as discipline, creativity, responsibility, leadership, decision-making, learning motivation, and communication skill through classes. Based on the in-depth interviews with eight students of entrepreneurship courses, the PjBL could stimulate students to improve entrepreneurial character, mindset, and skill to support participation and performance in a range of entrepreneurial activities. The entrepreneurial spirit showed a significant difference between before and after class which can see not only in the business plan and student’s presentation skills, also in their dream to continue the business there has been started. Furthermore, this study alternated formulation for entrepreneur courses in higher education.