Dewi Purnamasari, Handini Arga Damar Rani, Jumrianto, Akhmad Nayazik, Ahmad Riki Andreas

Pemberdayaan Karang Taruna Melalui Pelatihan Video Editing dengan Filmora Untuk Konten TikTok

Introduction

Pemberdayaan karang taruna melalui pelatihan video editing dengan filmora untuk konten tiktok. Pemberdayaan Karang Taruna Desa Sawangan melalui pelatihan video editing Filmora untuk konten TikTok. Tingkatkan kreativitas, promosi UMKM & wisata, serta ekonomi desa.

Abstract

Pelatihan video editing menggunakan aplikasi Filmora merupakan salah satu upaya strategis dalam memberdayakan Karang Taruna di Desa Sawangan, Kecamatan Gringsing, Kabupaten Batang. Tim Pengabdian Kepada Masyarakat Universitas IVET berinisiatif memberikan pelatihan video editing dengan Filmora untuk diunggah di TikTok. Permasalahan yang dihadapi Karang Taruna Desa Sawangan adalah minimnya pengetahuan atau keahlian karena masih belum adanya terdapat pelatihan ataupun pendampingan dalam proses pembuatan konten pengetahuan untuk video editing masih terbatas. Berdasarkan hasil evaluasi, video editing sangat bermanfaat bagi para karang taruna Desa Sawangan terutama meningkatkan kreatifitas Karang Taruna guna peningkatan dan kemajuan bagi Desa Sawangan menghasilkan video berkualitas tinggi. Selain itu hasil dari pelatihan ini Karang Taruna Desa Sawangan mendapatkan edukasi dan mempraktekkan video editing melalui Filmora, tips dan trik membuat konten video TikTok yang menarik sebagai media promosi desa. Profile Desa Sawangan lebih dikenal ke masyarakat baik dari UMKM, tempat wisata, dan bisa meningkatkan pemasukan masyarakat Desa Sawangan.

Review

This abstract introduces a commendable community engagement initiative focused on empowering the "Karang Taruna" youth organization in Desa Sawangan, Indonesia. The project, led by Universitas IVET, aimed to address a significant skill gap among the youth: video editing for digital content creation. By providing training on Filmora for TikTok, the initiative strategically targets both youth development and the promotion of local assets, such as small and medium-sized enterprises (UMKM) and tourism, in the village. This approach highlights a relevant and timely effort to equip local communities with essential digital skills in the modern media landscape. A key strength of this initiative lies in its practical and direct approach to skill transfer. The choice of Filmora as an editing tool, coupled with TikTok as a distribution platform, is highly appropriate given its accessibility and reach among youth, making the training immediately applicable. The abstract clearly articulates the anticipated benefits, including increased creativity, the production of high-quality promotional videos, and the potential to enhance the visibility and economic prosperity of Desa Sawangan through boosted UMKM and tourism. The project successfully identifies a specific need and proposes a concrete solution, underscoring the immediate positive impact on the participants' capabilities and their capacity to contribute to local development. While the abstract effectively outlines the project's goals and perceived benefits, it would significantly benefit from providing more specific details regarding its methodology and evaluation. Information such as the number of participants, the duration and structure of the training, and the specific metrics used for evaluation (beyond "hasil evaluasi") is currently lacking. Future iterations or the full paper should include empirical evidence of skill acquisition (e.g., pre/post-assessment), the actual engagement and reach of the TikTok content created, and quantitative measures of the promotional impact on UMKM and tourism. Nonetheless, this initiative represents a valuable effort in community empowerment through digital literacy, warranting further detailed reporting and consideration for replication in other contexts.

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