In this modern era, the development of information and communication technology continues to advance, including its application in agriculture and environmental management. One of the rapidly growing innovations is the use of the Internet of Things (IoT) in agriculture, particularly through Smart Garden systems [1, 2]. These Smart Gardens integrate advanced technologies to monitor and manage plant irrigation and lighting automatically, thereby improving the efficiency of water and energy usage. This system is highly relevant, especially in school environments, where time and labor for conventional plant maintenance are limited [3-7].

SMP Al Izhar Pondok Labu, as an educational institution, is strongly committed to instilling environmental awareness values in its students. Environmental education at this school is not only taught through theory but also through hands-on outdoor activities. The school has a green area that serves as a practical learning facility for students to understand the importance of greening and sustainable environmental management. However, like many other schools, challenges in manually maintaining the plants often arise, especially with a busy school schedule [3, 4].

Through this community service activity, a Smart Garden program was implemented at SMP Al Izhar Pondok Labu, aiming to develop an IoT-based automatic irrigation and lighting system. This system was equipped with soil moisture sensors, light sensors, and actuators to control watering and lighting automatically according to the plants’ needs. This technology is expected to help address the challenges of manual plant maintenance and provide students with education on how technology can contribute to better environmental management.

The implementation of the Smart Garden also provides significant benefits for students' education. With the system connected to an IoT platform, students can directly learn how technology works to collect environmental data such as soil moisture, temperature, and light intensity [8]. They can also monitor and analyze this data and observe the impact of proper irrigation and lighting management on plant growth. This program not only enriches their knowledge in STEM (Science, Technology, Engineering, and Mathematics) but also fosters awareness of the importance of smart agriculture and environmental sustainability [9, 10].

Furthermore, the implementation of the Smart Garden at SMP Al Izhar can serve as a model for other schools in the DKI Jakarta area and beyond to adopt IoT technology in school greening programs. This aligns with the government’s efforts to promote environmentally friendly Green Schools that are integrated with modern technology [11, 12]. It is hoped that through this community service activity, the efficiency of green area management can be improved while also providing students with education on the use of technology for environmental sustainability.

Despite the growing discourse on the Internet of Things (IoT) in agriculture, its practical application in middle school education remains underdeveloped. Many schools lack access to contextualized digital learning tools that directly expose students to real-world technologies. Students often have limited understanding of environmentally friendly innovations, such as automated irrigation or energy-efficient systems. This program addresses that gap by introducing a replicable, low-cost Smart Garden module that integrates IoT technology into environmental learning [13]. Its novelty lies in combining project-based learning with digital literacy and sustainability education—offering a model that is both innovative and curriculum-relevant.

In addition to technical exposure, this program was also designed to foster 21st-century skills such as collaboration, communication, and problem-solving [14, 15]. Through team-based project assembly, students engaged in practical learning experiences aligned with STEM education principles, preparing them for real-world challenges. Moreover, this activity directly supports formal education competencies by applying project-based learning (PjBL) principles and integrating digital literacy into environmental and STEM contexts. By assembling IoT-based systems, students not only engaged with hands-on technology but also practiced core 21st-century skills outlined in the curriculum, including critical thinking, communication, and collaboration. This alignment reinforces the educational value of the program and highlights its relevance to national learning standards.

This community service activity was carried out on Thursday, September 12, 2024, at SMP Al Izhar Pondok Labu. Around 50 students and teachers participated in the activity, which introduced the concept and practical implementation of a Smart Garden system with automatic irrigation and lighting. The method of implementation included four key stages :

1.Introduction Session – A presentation on the basics of the Internet of Things (IoT), its application in agriculture, and the Smart Garden concept.

2.System Design Explanation – Demonstration of how the system operates using sensors and microcontrollers.

3.Hands-On Practice – Participants were grouped and guided to assemble their own Smart Garden prototype using hardware such as Arduino, soil moisture sensors, light sensors, relays, and pumps.

4.Presentation and Evaluation – Each group presented their work, explained how their system functioned, and received feedback.

The hands-on session was facilitated by lecturers and students from the Electrical Engineering Program at Universitas Pembangunan Nasional Veteran Jakarta. This interactive format enabled participants to learn both the technical and practical aspects of implementing IoT for sustainable gardening in a school environment.

In parallel with the implementation, this activity employed a descriptive research design to assess student motivation and engagement. A 5-point Likert-scale questionnaire was administered to 50 participants to measure their learning motivation, interest in IoT, and perceived relevance to real-life applications. The instrument, consisting of 12 items adapted from existing STEM motivation frameworks, was validated through expert review. A pilot test was conducted, and the instrument showed acceptable internal consistency (Cronbach’s alpha > 0.8), confirming its reliability for use in the study. Observational notes were also collected during the hands-on session using a structured rubric. Data were analyzed using descriptive statistics, and paired-sample t-tests were used to examine changes in motivation before and after the activity. Informal student reflections and feedback were also gathered to complement quantitative findings and provide deeper insight into the participants’ learning experience.

The community service activity was conducted at SMP Al Izhar Pondok Labu, South Jakarta, which is a junior high school under the supervision of the Ministry of Education and Culture. SMP Al Izhar is located at RS. Fatmawati Raya Street No. Kav. 49, RT.2/RW.1, Pondok Labu, Cilandak Subdistrict, South Jakarta City, Special Capital Region of Jakarta 12450. The location is approximately 6 kilometers from Universitas Pembangunan Nasional Veteran Jakarta, Limo Campus (Faculty of Engineering). Figure 1 shows the location of SMP Al Izhar Pondok Labu, South Jakarta.

This community service activity successfully achieved its intended objectives. First, it demonstrated a measurable improvement in students’ STEM literacy, with an average increase of approximately 25% between pre-test and post-test scores. Second, participants were able to independently assemble and operate an IoT-based Smart Garden system, applying concepts such as sensor integration, automation, and environmental monitoring. Third, the structured workshop model, which combined theoretical explanation, guided prototyping, and reflection, proved effective and is considered highly replicable for other schools aiming to integrate practical IoT learning into their curricula. However, this study has certain limitations. The sample size was limited to participants from a single school, and the evaluation relied on self-reported data and short-term observations. Future research may involve long-term impact tracking, integration with academic subjects, and application in diverse school settings to further validate the model’s scalability and effectiveness. To strengthen its long-term impact, the Smart Garden initiative is recommended to be formally integrated into the school’s environmental and science curriculum. Schools may consider establishing a student-led IoT club or periodic training sessions to deepen engagement and foster peer learning. Furthermore, collaborative partnerships with other schools or educational stakeholders could facilitate broader adoption, ensuring that technology-based environmental education becomes more accessible and sustainable across various educational settings.

The authors would like to express their sincere gratitude to SMP Al Izhar Pondok Labu for the warm welcome and excellent cooperation throughout the activity. Special thanks are also extended to the teachers and students who actively participated in the workshop, making the event run smoothly and with great enthusiasm. A special appreciation is given to Universitas Pembangunan Nasional Veteran Jakarta, particularly the Electrical Engineering Study Program, for the support and facilities provided in the implementation of this community service program.