PERDIKAN (Journal of Community Engagement)

Talaandig mothers’ engagement for sustainable peace

Geraldine Delos Cientos Villaluz — 2024-12-29

The need for more contextualized literature for peace education courses in Central Visayas has become demanding for teachers seeking comprehensible peace concepts from indigenous perspectives. Concepts on peace introduced in universities’ undergraduate and graduate programs are published documents from Western experiences underlined by resolutions from the United Nations conferences on peace. This study sought to draw out peace concepts from the perspectives of Indigenous women who are conflict-settling mothers of the Talaandig tribe in northern Mindanao, Philippines, to contribute to the literature gap in peace education courses. Ethnographic-grounded theory approaches in the qualitative methods applied Charmaz’s (2006) coding and memo-writing steps. Three objectives were laid out to draw out definitions of peace from Indigenous women’s perspectives, illustrate images of peace through a soil painting workshop, and contribute an educational framework for a culture of sustainable peace from Indigenous mothers’ peacekeeping strategies, designed into three research phases. Twenty-one mothers who are active in peacekeeping activities have been chosen by the mother coordinator as participants. This study has resulted in a pool of Indigenous concepts of peace drawn out from narratives of mothers’ engagements in conflict settling and peacekeeping, soil-painted images of peace illustrating values relevant to the needs of today’s world, and a working framework for peace education from Indigenous women’s perspectives. This joint work of mothers and academic communities opens possibilities for contextualized peace concepts and values responsive to today’s world.

Pelatihan metacognitive memorizing model untuk penguatan pemahaman Bahasa Arab qur’ani bagi penghafal al-Qur’an berbasis chunking digital materials

Moh. Fery Fauzi — 2024-12-30

Teaching Qur’anic Arabic is often overlooked in programs for Qur’an memorization, even though it is essential for students to memorize and comprehend the divine message in its original language. Teaching Qur’anic Arabic has faced challenges in the digital era in many pesantren. They have faced numerous problems in media usage and teaching methods, especially for teachers who are teaching students specializing in Qur’an memorization. This community service programs aim to provide Metacognitive Memorizing Model Training to strengthen understanding of Qur’anic Arabic for Qur’anic memorizers based on Chunking Digital Materials. This community service activity was conducted at Pondok Pesantren Tahfizul Qur’an Al-Mu’anawiyah, Sambisari, Ceweng, Diwek, Jombang. This service activity was carried out in 5 phases, namely: (1) socialization of activities to partners; (2) assessment of technological pedagogical content knowledge (TPACK); (3) Focus Group Discussion (FGD) between the service team and the head of the foundation and pesantren administrators; (4) training in the application of the Metacognitive Memorizing Model to strengthen understanding of Qur’anic Arabic; and (5) mentoring. The results of this activity are that the community service team has developed Moodle-based e-learning for interactive Arabic language learning, written a book entitled ‘E-Learning Arabic Language Learning,’ and researched and published work related to Arabic Language Learning innovations. The level of technology readiness for the community service is at level 4, which is the application of the use, development, and application of technology in society. The result of this training activity is that the students of Al-Qur’an memorization have high enthusiasm for learning Arabic and can apply the Qur’anic Arabic Comprehension of Chunking Digital Materials method.

[Pengajaran Bahasa Arab Qur’ani sering terabaikan dalam program-program hafalan Al-Qur’an, padahal hal ini sangat penting bagi siswa/santri tidak hanya untuk menghafal tetapi juga memahami pesan Ilahi dalam bahasa asli, yakni bahasa Arab. Pengajaran bahasa Arab Qur’ani menghadapi tantangan dan kendala di banyak pesantren. Mereka menghadapi berbagai masalah dalam penggunaan media dan metode pengajaran, terutama bagi para guru dalam mengajar siswa yang focus dalam menghafal Al-Qur’an. Pengabdian ini bertujuan untuk memberikan Pelatihan Metacognitive Memorizing Model untuk penguatan pemahaman Bahasa Arab Qur’ani bagi penghafal Al-Qur’an berbasis Chunking Digital Materials. Kegiatan pengabdian ini dilakukan di Pondok Pesantren Tahfizul Qur'an Al-Mu'anawiyah, Sambisari, Ceweng, Diwek, Jombang. Kegiatan pengabdian ini dilakukan dalam 5 fase, yaitu: (1) sosialisasi kegiatan kepada mitra; (2) pengkajian Technological Pedagogical Content Knowledge (TPACK); (3) Focus Group Discussion (FGD) antara tim pengabdian dengan ketua yayasan dan pengurus pesantren; (4) pelatihan penerapan Metacognitive Memorizing Model untuk penguatan pemahaman Bahasa Arab Qur’ani; dan (5) pendampingan. Keunggulan kegiatan ini adalah tim pengabdian telah mengembangkan e-learning berbasis moodle untuk pembelajaran Bahasa Arab interaktif dan menulis buku berjudul, “E-Learning Pembelajaran Bahasa Arab” serta meneliti dan memublikasikan karya terkait inovasi Pembelajaran Bahasa Arab (PBA). Tingkat Kesiapterapan Teknologi (TKT) pengabdian ini berada pada level 4, yaitu aplikasi penggunaan, pengembangan, dan penerapan teknologi di masyarakat. Hasil dari kegiatan pelatihan ini adalah santri penghafal Al-Qur'an memiliki antusias yang tinggi dalam belajar bahasa Arab dan mampu menerapkan pembelajaran bahasa Arab Qur'ani dengan media Chunking Digital Materials.]

Implementasi kurikulum merdeka skema mandiri belajar pada lembaga pendidikan anak usia dini

Anita Puji Astutik — 2024-12-31

Responding to the Ministry of Education and Culture's policy regarding an independent curriculum, several schools are not registered with the driving school but have not yet received encouragement. This causes an uneven understanding of the independent curriculum. Supposedly, schools that have registered in the driving school program can contact other educational units. This activity aims to overcome the lack of understanding of teachers who implement the independent learning scheme regarding the Merdeka curriculum. This is the focus of the problem, namely the limited number of Early Childhood Education Institutions in Sidoarjo district that are registered with driving schools, the lack of intensity of instruction at non-driving schools, and the lack of information in Sidoarjo district regarding the Merdeka curriculum. A solution to the partners' problems is obtained by providing teachers with an understanding of the Merdeka curriculum through workshop activities. The implementation method in this program. First, it begins with coordination and interviews regarding the implementation of the Independent Curriculum in Sidoarjo district. Coordinate with partners and research members, including lecturers and students, to create a work plan. The result of this activity is an increase in understanding about the implementation of the independent curriculum, especially in schools that take the independent learning scheme through the ability to develop teaching tools. The service team monitors and evaluates the results of the workshops that have been carried out to become the basis for implementing standard controls and as a basis for implementing continuous improvements. The conclusion from this activity is that this training has had a big impact on understanding the concept of an independent curriculum, even though the level of understanding varies between schools. As a follow-up, the team monitors continuously.

[Menyikapi kebijakan Kemendikbud tentang kurikulum merdeka, ada beberapa sekolah yang tidak terdaftar di sekolah penggerak, namun belum mendapatkan pengimbasan. Hal ini menyebabkan tidak meratanya pemahaman tentang kurikulum merdeka. Seharusnya, sekolah yang telah terdaftar dalam program sekolah penggerak dapat melaksanakan pengimbasan ke satuan Pendidikan lain. Tujuan dari kegiatan ini untuk mengatasi kurangnya pemahaman guru yang menerapkan skema mandiri belajar tentang kurikulum Merdeka. Hal inilah yang menjadi fokus permasalahan yaitu terbatasnya Lembaga Pendidikan Anak Usia Dini di kabupaten Sidoarjo yang terdaftar pada sekolah penggerak, kurangnya intensitas pengimbasan pada sekolah-sekolah non sekolah penggerak, serta minimnya kabupaten Sidoarjo tentang kurikulum Merdeka. Sehingga diperoleh solusi dari permasalahan mitra, yaitu memberikan pemahaman guru tentang kurikulum Merdeka melalui kegiatan workshop. Metode pelaksanaan dalam program ini, pertama, diawali dengan berkoordinasi dan interview mengenai implementasi Kurikulum Merdeka di kabupaten Sidoarjo. Serta mengadakan koordinasi dengan mitra serta anggota peneliti yang terdiri dari dosen dan mahasiswa untuk membuat workplan. Hasil kegiatan ini adalah adanya peningkatan pemahamannya tentang implementasi kurikulum merdeka khususnya pada sekolah yang mengambil skema mandiri belajar melalui kemampua Menyusun perangkat ajar. Tim pengabdi melakukan monitoring dan evaluasi terhadap hasil workshop yang telah dilaksanakan untuk menjadi dasar dilaksanakannya pengendalian standar serta menjadi dasar dilaksanakannya perbaikan berkelanjutan. Kesimpulan dari kegiatan ini adalah pelatihan ini sangat berdampak dalam pemahaman konsep kurikulum merdeka, meskipun tingkat pemahaman antar sekolah berbeda-beda. Sebagai tindak lanjut, tim memantau secara berkelanjutan sampai hasil pemahaman tentang kurikulum merdeka maksimal dan diimplementasikan dengan baik.]

Enhancing students’ digital skills with GENESI5: Generative AI for creative writing in the Society 5.0 era

Yusuf Hanafi — 2024-12-30

The advancement of technology in the Society 5.0 era necessitates higher digital literacy, particularly for students of the next generation. The application of AI technology has emerged as a significant solution to enhance digital skills, which is relevant not only in education but also in supporting sustainable programs such as Adiwiyata. However, the implementation of this technology among students is still relatively low, requiring interventions like specialized training. This study aims to improve the digital skills of students at SMP Negeri 8 Malang through the “GENESI5” training program, which integrates generative AI technology into both learning and extracurricular activities. A total of 52 students participated in the two-day training. The method employed in this study is Participatory Action Research (PAR), which actively involves students in the learning process. The study's findings indicate a significant improvement in students' digital skills, as demonstrated by their ability to use generative AI to create creative works aligned with the Adiwiyata theme. Therefore, this training successfully enhanced students' technological literacy and motivated them to create innovatively in the Society 5.0 era.

[Kemajuan teknologi di era Society 5.0 menuntut kemampuan literasi digital yang lebih tinggi, terutama bagi siswa sebagai generasi penerus. Pemanfaatan teknologi AI telah menjadi salah satu solusi untuk meningkatkan keterampilan digital, yang tidak hanya relevan dalam dunia pendidikan, tetapi juga untuk mendukung program berkelanjutan seperti Adiwiyata. Namun, penerapan teknologi ini di kalangan siswa masih tergolong rendah, sehingga diperlukan intervensi berupa pelatihan khusus. Penelitian ini bertujuan untuk meningkatkan keterampilan digital siswa SMP Negeri 8 Malang melalui pelatihan “GENESI5”, yang mengintegrasikan teknologi generative AI dalam proses pembelajaran dan ekstrakurikuler. Sebanyak 52 siswa mengikuti pelatihan selama dua hari. Metode yang digunakan dalam penelitian ini adalah Participatory Action Research (PAR), yang melibatkan siswa secara aktif dalam proses pembelajaran. Hasil penelitian menunjukkan peningkatan signifikan dalam keterampilan digital siswa, terlihat dari kemampuan mereka memanfaatkan generative AI untuk menghasilkan karya kreatif sesuai dengan tema adiwiyata. Dengan demikian, pelatihan ini berhasil meningkatkan literasi teknologi siswa serta memotivasi mereka untuk berkarya secara inovatif di era Society 5.0.]

Penguatan nilai-nilai profetik pada peserta didik di Madrasah Manbaul Uloom Malaysia

A. Fatikhul Amin Abdullah — 2024-12-31

The knowledge of prophetic values among the students at Madrasah Manbaul Uloom, based on an interview with Abdul Qowi, the headmaster of the Madrasah, is very low because the students focus more on memorizing the Quran without receiving in-depth religious education. Therefore, an effort must be made to understand and strengthen prophetic values as the main foundation in studying religious knowledge, especially the Quran. Thus, this service is conducted to enhance prophetic values among the students at Madrasah Manbaul Uloom. The method used in this service is the Participatory Action Research method. (PAR). This approach involves students, teachers/ustaz, and the madrasah administration in all stages of the activities, namely 25 students, five teachers, and one administrator. Meanwhile, the improvement efforts involve conducting training and workshops. The results of the service to strengthen prophetic values at Madrasah Manbaul Uloom conducted through training show an apparent increase in understanding of the prophetic values of humanization (amar ma’ruf), liberation (nahi munkar), and transcendence (tu’minuuna billah). The improvement is evident as the students begin to courageously invite their friends to engage in good activities and strive to avoid conflicts among peers. However, there needs to be a follow-up on the periodic improvement of teachers’/ustaz’ competencies to create a more holistic and meaningful learning atmosphere.

[Pengetahuan nilai-nilai Profetik Peserta didik di Madrasah Manbaul Uloom berdasarkan hasil wawancara dengan Abdul Qowi selaku Mudir Madrasah sangatlah rendah karena peserta didik lebih fokus belajar menghafal Al Quran tanpa menerima pengajaran agama secara mendalam. Sehingga perlu ada upaya untuk memahamkan dan menguatkan nilai-nilai profetik sebagai landasan utama dalam mempelajari ilmu agama khususnya Al Quran. Maka diadakanlah Pengabdian ini sebagai Upaya meningkatkan nilai-nilai profetik pada peserta didik di Madrasah Manbaul Uloom. Metode yang digunakan pada pengabdian ini adalah metode Participatory Action Research (PAR). Pendekatan ini melibatkan peserta didik/santri, guru/ustaz, dan pihak madrasah dalam seluruh tahapan kegiatan yaitu 25 santri, 5 ustaz, dan 1 pengelola. Sedangkan upaya peningkatannya dengan melakukan pelatihan dan workshop. Hasil dari pengabdian penguatan nilai-nilai profetik di Madrasah Manbaul Uloom yang dilakukan dengan cara pelatihan ini nampak terlihat adanya peningkatan pemahaman tentang nilai-nilai Profetik Humanisasi (amar ma'ruf), Liberasi (nahi munkar), dan Transendensi (tu’minuuna billah). Peningkatan itu nampak pada peserta didik mulai berani mengajak teman-temannya pada hal-hal baik dan berusaha menghindari konflik antar teman. Namun Perlu ada tindak lanjut peningkatan kompetensi guru/ustaz secara berkala agar tercipta suasana pembelajaran yang lebih holistik dan bermakna.]