Journal title Community Empowerment Journal Initials CEJ Abbreviation Community Emp. J. Frequency 4 issues per year (March, June, September, and December) DOI 10.61251/cej Online ISSN 3024-8558 Management Style Open Access Chief Editor Dr. Choiril Anwar, S.Pd., M.Pd. Publisher CV. Yudhistt Fateeh in collaboration with LPPM Unissula Citation Analysis SINTA 4, DOAJ, Garuda, Dimensions, Google Scholar Community Empowerment Journal (CEJ) is a scientific multidisciplinary journal published by CV. Yudhistt Fateeh, Indonesia with ISSN Number: 3024-8558. It is in the national level that covers a lot of common problems or issues related to community services. The aim of this journal publication is to disseminate the conceptual thoughts or ideas and research results that have been achieved in the area of community services. It contains various activities of scholars or educational practitioners from all universities in handling and managing the various potentials, obstacles, challenges, and problems that exist in society. Implementation of service activities also involve the participation of the community and partners. Service activities are organized into an activity aimed at improving the welfare of society. The articles are going to be published four times each year. Any interested authors could submit their manuscript in English or Bahasa Indonesia. To maintain the quality of the published articles, the publisher of this journal collaborates with the Research and Community Service Institute of Universitas Islam Sultan Agung, Semarang. This is the proof of the MoU.
The journal's license is under Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Upaya pengembangan profesional guru bahasa Inggris SMP melalui diskusi kolaboratif dengan berbantuan Padlet di kabupaten Sumedang
Pengembangan profesional guru bahasa Inggris menjadi hal yang penting. Mereka dituntut untuk mampu beradaptasi dengan berbagai perubahan dalam paradigma pembelajaran dan kemudian menyesuaikan hal tersebut dengan bagaimana skenario pembelajaran harus dikembangkan. Tetapi hal ini menjadi menantang karena berbagai hal misalnya kesempatan mereka untuk mengembangkan diri yang terbatas bahkan mungkin nyaris tidak ada, tidak adanya komunitas belajar yang memadai, sulitnya mengatur pembagian waktu antara menjalankan tugas sebagai guru bahasa Inggris dan waktu untuk mengembangkan diri, serta keterbatasan akses. Kegiatan pengabdian ini ditujukan untuk mengenalkan penggunaan platform Padlet sebagai media yang dapat digunakan untuk diskusi kolaboratif antarguru bahasa Inggris sebagai upaya pengembangan professional mereka. Kegiatan ini dilakukan dalam bentuk pemaparan materi dan praktik dengan melibatkan komunitas guru bahasa Inggris di Kabupatan Sumedang. Kegiatan pengabdian ini diinisiasi untuk dilakukan berdasarkan hasil analisis kebutuhan yang terlebih dahulu dilakukan. Angket untuk mengumpulkan data digunakan untuk mengetahui respons peserta terkait dengan diskusi kolaboratif dengan berbantuan Padlet. Hasil analisis data menunjukkan bahwa mayoritas guru bahasa Inggris antusias dan tertarik untuk terlibat aktif dalam diskusi kolaboratif menggunakan Padlet yang ditujukan untuk peningkatan profesional mereka. Meskipun sebagian besar dari mereka telah memiliki pengalaman mengajar lebih dari lima tahun, tetapi mereka meyakini bahwa diskusi kolaboratif dengan berbantuan Padlet akan memberikan pengalaman belajar dan berkolaborasi yang menyenangkan. Kegiatan pengabdian ini menjadi rujukan bagi team peneliti untuk selanjutnya mengembangkan model diskusi kolaboratif berbantuan Padlet yang merefleksikan nilai-nilai inklusivitas di dalamnya. The professional development of English teachers is important. They are required to adapt to various changes in the learning paradigm and adjust the learning scenario accordingly. However, this is challenging due to various factors, such as limited or even non-existent opportunities for self-development, the absence of adequate learning communities, the difficulty of balancing time between performing duties as an English teacher and time for self-development, and limited access. This community service activity aimed to introduce the Padlet platform as a medium for collaborative discussions among English teachers as part of their professional development. This activity was carried out in the form of a material presentation and practice involving the English teacher community in Sumedang Regency. This community service activity was initiated based on the results of a prior needs analysis. A questionnaire was used to collect data on participants' responses to collaborative discussions using Padlet. The results of the data analysis showed that the majority of English teachers were enthusiastic and interested in actively participating in collaborative discussions using Padlet for their professional development. Although most of them had more than 5 years of teaching experience, they believed that collaborative discussions using Padlet would provide an enjoyable learning experience. This community service activity served as a reference for the research team to develop a model of collaborative discussion, further using Padlet that reflects the values of inclusivity.
Copyright (c) 2026 Audi Yundayani, Maya Puspitasari, Maximus Gorky Sembiring, Dadan Dadan https://creativecommons.org/licenses/by/4.0
Analisis kemampuan literasi Matematika siswa SMP Negri 4 Tanjungpinang dalam menyelesaikan soal AKM ditinjau dari kecemasan Matematika
Penelitian ini bertujuan untuk menganalisis kemampuan literasi matematika siswa SMPN 4 Tanjungpinang kelas IX dalam menyelesaikan soal Asesmen Kompetensi Minimum (AKM) ditinjau dari tingkat kecemasan matematika. Penelitian menggunakan pendekatan mixed methods dengan desain explanatory sequential. Subjek penelitian adalah 30 siswa kelas IX yang dipilih secara purposive. Instrumen yang digunakan meliputi angket kecemasan matematika dengan tiga faktor (kognitif, afektif, fisiologis) yang terdiri dari 18 butir pernyataan skala Likert, serta soal AKM yang mencakup konten aljabar, geometri, data dan ketidakpastian, serta bilangan pada level kognitif knowing, applying, dan reasoning. Hasil statistik deskriptif menunjukkan bahwa siswa dengan kecemasan rendah memperoleh rata-rata skor AKM sebesar 3,00 (SD=0,707), siswa dengan kecemasan sedang memperoleh rata-rata 2,73 (SD=0,883), dan siswa dengan kecemasan tinggi memperoleh rata-rata 2,67 (SD=0,577). Uji normalitas Shapiro-Wilk menunjukkan bahwa data pada kategori sedang (p=0,009) dan tinggi (p=0,000) tidak berdistribusi normal, sehingga digunakan uji Kruskal-Wallis yang menunjukkan tidak terdapat perbedaan signifikan kemampuan AKM antar kelompok kecemasan (H=0,725; p=0,696). Uji korelasi Spearman mengkonfirmasi tidak terdapat hubungan yang signifikan antara kecemasan matematika dengan kemampuan AKM (rs=0,079; p=0,678). Analisis kualitatif terhadap jawaban lima subjek terpilih mengungkap bahwa kemampuan literasi matematika lebih dipengaruhi oleh penguasaan konten dan proses berpikir matematis daripada tingkat kecemasan semata. This study aims to analyze the mathematical literacy ability of ninth-grade students at SMPN 4 Tanjungpinang in solving Minimum Competency Assessment (AKM) problems, viewed from the perspective of mathematics anxiety. The study employed a mixed methods approach with an explanatory sequential design. The research subjects were 30 ninth-grade students selected purposively. The instruments used included a mathematics anxiety questionnaire based on Suharyadi's (2003) indicators with three factors (cognitive, affective, physiological) consisting of 18 Likert-scale items, and AKM questions covering algebra, geometry, data and uncertainty, and number content at knowing, applying, and reasoning cognitive levels. Descriptive statistical results showed that students with low anxiety obtained an average AKM score of 3.00 (SD=0.707), students with moderate anxiety obtained an average of 2.73 (SD=0.883), and students with high anxiety obtained an average of 2.67 (SD=0.577). The Shapiro-Wilk normality test showed that data in the moderate (p=0.009) and high (p=0.000) categories were not normally distributed, so the Kruskal-Wallis test was used, which showed no significant difference in AKM ability among anxiety groups (H=0.725; p=0.696). The Spearman correlation test confirmed no significant relationship between mathematics anxiety and AKM ability (rs=0.079; p=0.678). Qualitative analysis of five selected subjects' answers revealed that mathematical literacy ability is more influenced by content mastery and mathematical thinking processes than by anxiety level alone.
Copyright (c) 2026 Dwi Wahyu Wijayanti, Eka Widia Astuti, Mira Febriani, Siti Nurfaiza, Silvia Fadillah Sahriani, Nurul Hilda Syani Putri https://creativecommons.org/licenses/by/4.0
Rancang bangun unit produksi biodiesel berbasis minyak jelantah untuk mewujudkan ekonomi sirkular pada agroindustri
Kegiatan produksi bawang goreng di Bangsal Pangsa Panen Gebang Mulyo menghasilkan limbah minyak jelantah dalam jumlah yang cukup besar. Limbah tersebut belum dimanfaatkan secara optimal, sehingga berpotensi menimbulkan pencemaran lingkungan. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk mendampingi pengelolaan limbah melalui pengembangan unit produksi biodiesel berbasis minyak jelantah sebagai implementasi konsep circular economy. Metode yang digunakan meliputi identifikasi potensi limbah, perancangan unit produksi biodiesel skala kecil, pelatihan proses produksi biodiesel, serta pendampingan operasional kepada mitra. Hasil kegiatan menunjukkan bahwa unit produksi biodiesel berbasis metode transesterifikasi berhasil dibangun dan dioperasikan. Unit ini mampu mengolah hingga 95% limbah minyak jelantah menjadi biodiesel dengan kualitas yang memenuhi standar SNI, sehingga dapat mengurangi limbah produksi sekaligus menghasilkan bahan bakar alternatif. Selain memberikan manfaat lingkungan, kegiatan ini juga membuka peluang ekonomi baru bagi masyarakat. Pengembangan unit biodiesel pada industri bawang goreng ini berpotensi menjadi model penerapan circular economy pada sektor agroindustri skala kecil. Pendampingan lanjutan masih diperlukan, khususnya dalam pengolahan gliserol sebagai produk samping proses biodiesel, agar seluruh limbah dapat dimanfaatkan menjadi produk bernilai tambah. Fried shallot production activities at the Gebang Mulyo post-harvest facility generate a significant amount of waste cooking oil. This waste has not been optimally utilized, leading to potential environmental pollution. This community service program aims to assist waste management through the development of a small-scale biodiesel production unit using waste cooking oil as an implementation of the circular economy concept. The methods employed include waste potential identification, design and development of a biodiesel production unit, training on biodiesel production processes, and operational assistance for the partners. The results show that the biodiesel production unit based on the transesterification method was successfully constructed and operated. The unit is capable of converting up to 95% of waste cooking oil into biodiesel that meets Indonesian National Standard (SNI) quality requirements, thereby reducing production waste while generating an alternative fuel source. In addition to environmental benefits, this program also creates new economic opportunities for the community. The development of this biodiesel unit in the fried shallot industry has the potential to serve as a model for circular economy implementation in small-scale agroindustries. Further assistance is required, particularly in the processing of glycerol as a by-product, to ensure that all waste can be transformed into value-added products).
Copyright (c) 2026 Nurwidiana Nurwidiana, Wiwiek Fatmawati, Pungky Lela Saputri, Taufiq Hidayat https://creativecommons.org/licenses/by/4.0
Mapping the difference of CEFR levels to explore the reading difficulties of EFL students
This study maps the CEFR reading competence levels of 81 EFL grade 12 students and assess their cognitive reading challenges. Using a descriptive qualitative, objective data from the Oxford Reading CEFR Test, which was mapped to Khalifa and Weir’s (2009) framework, was combined with qualitative questionnaire findings. The findings indicate a systematic shift in reading problems. A2 levels students struggle with lower-level decoding but have a “failure to monitor comprehension” due to in adequate attentional resources, thus they are ignorant of their inability to handle higher-level activities. As basic decoding is automated, B1 students become more aware of higher-level issues such as inference. Meanwhile, B2 students confront challenges in developing a global mental model. These findings underscore the need of using customized educational interventions that are adapted to students’ specific cognitive thresholds rather than providing universal reading training.
Copyright (c) 2026 Jazlyn Zeevania Intany, Galuh Kirana Dwi Areni https://creativecommons.org/licenses/by/4.0
Peran orang tua dalam membentuk karakter anak yang berakhlak mulia di MTsN 2 Klaten Jawa Tengah
Transformasi sosial-digital menuntut penguatan peran keluarga dalam pendidikan karakter remaja, khususnya pada jenjang madrasah tsanawiyah. Program pengabdian kepada masyarakat ini bertujuan mengembangkan dan mengimplementasikan model T.A.D.A.R.U.S. sebagai kerangka operasional dalam membina akhlak berbasis kolaborasi antara keluarga dan sekolah di MTsN 2 Klaten, Jawa Tengah. Metode yang digunakan adalah pendekatan kualitatif partisipatif dengan tiga tahapan utama, yaitu persiapan, pelaksanaan, dan evaluasi, dengan pengumpulan data melalui observasi, wawancara, angket, dan dokumentasi yang dianalisis secara deskriptif kualitatif. Hasil kegiatan menunjukkan peningkatan signifikan dalam pemahaman dan keterlibatan orang tua dalam pendidikan karakter anak, serta perubahan perilaku siswa terutama dalam kedisiplinan ibadah, komunikasi, dan penggunaan gawai secara bijak. Program pembiasaan ibadah, literasi keluarga, serta penguatan adab digital terbukti efektif dalam membentuk karakter siswa secara holistik, sementara kemitraan antara sekolah dan orang tua semakin kuat melalui komunikasi terstruktur dan kegiatan parenting berkelanjutan. Evaluasi melalui rapor akhlak keluarga menunjukkan peningkatan pada indikator kejujuran, tanggung jawab, adab lisan, disiplin ibadah, dan adab digital. Dengan demikian, model T.A.D.A.R.U.S. dapat menjadi pendekatan aplikatif dan berkelanjutan dalam penguatan pendidikan karakter berbasis nilai Islam serta berpotensi direplikasi di madrasah lain dengan karakteristik serupa. Socio-digital transformation demands the strengthening of the family’s role in adolescent character education, particularly at the madrasah tsanawiyah (Islamic junior secondary school) level. This community service program aims to develop and implement the T.A.D.A.R.U.S. model as an operational framework for fostering moral character through collaboration between families and schools at MTsN 2 Klaten, Central Java. The method employed is a participatory qualitative approach consisting of three main stages: preparation, implementation, and evaluation. Data were collected through observation, interviews, questionnaires, and documentation, and analyzed using descriptive qualitative techniques. The results indicate a significant improvement in parents’ understanding and involvement in their children's character education, as well as positive changes in students’ behavior, particularly in religious discipline, communication, and responsible use of digital devices. Programs such as habituation of worship, family literacy, and strengthening digital ethics proved effective in shaping students’ character holistically, while the partnership between school and parents became stronger through structured communication and continuous parenting programs. Evaluation through the family moral report card showed improvements in indicators such as honesty, responsibility, verbal manners, religious discipline, and digital ethics. Therefore, the T.A.D.A.R.U.S. model can serve as an applicable and sustainable approach to strengthening character education based on Islamic values and has the potential to be replicated in other madrasahs with similar characteristics.
Copyright (c) 2026 Nur Hadi, Ahmad Tauchid, Taufiq Nur Muftiyanto, Abdul Ayiz, Puput Mulyono, Sri Kuncoro Dibyo Sarjono Maskuri, Muhamad Habib https://creativecommons.org/licenses/by/4.0
Edukasi pembiayaan qordhul hasan untuk meningkatkan kinerja bisnis UMKM Annisa36, Kelurahan Candi, Kec. Candisari, Kota Semarang
Kemiskinan di Jawa Tengah merupakan masalah yang belum terselesaikan hingga saat ini. Salah satu upaya untuk menurunkan kemiskinan adalah dengan pemberdayaan ekonomi melalui Usaha Mikro Kecil Menengah (UMKM). Namun mayoritas UMKM, termasuk UMKM Annisa36 masih mengalami keterbatasan akses modal, sehingga menghambat untuk pengembangan bisnisnya. Walaupun ada kreditur yang bersedia meminjami modal, namun pinjaman modal harus melalui rentenir tanpa jaminan/collateral, dengan biaya bunga yang sangat memberatkan. Oleh karena sangat urgent dilakukan edukasi pembiayaan skema Qordhul Hasan bagi UMKM Annisa36, Kec. Candi, Kota Semarang. Pembiayaan Qordhul Hasan sebagai sangat tepat diberikan kepada UMKM non bankable, yang tidak memerlukan jaminan, tanpa bunga dan selanjutnya peminjam hanya mengembalikan dana dengan cara diangsur sebesar nilai modal yang dipinjam sehingga tidak memberatkan bagi UMKM. Tujuan pengabdian masyarakat ini adalah untuk meningkatkan pengetahuan, pemahaman, dan keterampilan terkait pembiyaan modal dengan skema Qordhul Hasan bagi UMKM Annisa36, Keluarahan Candi, Kec. Candisari Kota Semarang. Metode pengabdian masyarakat, antara lain: a) Survey awal untuk mengetahui potensi dan permasalahan bisnis UMKM Annisa36, Kel. Candi, Kec. Candisari, Kota Semarang. b) Penyampaian materi Edukasi Pembiayaan skema Qordhul Hasan kepada UMKM Annisa36, Kel. Candi, Kec. Candisari, Kota Semarang, dan c) Monitoring dan penilaian kinerja terhadap hasil edukasi pembiayaan skema Qordhul Hasan. Hasilnya menunjukkan bahwa setelah dilakukan edukasi, pendampingan, serta monitoring dan evaluasi, terbukti bahwa UMKM Annisa36, Kel. Candi, Kec. Candisari, Kota Semarang mempunyai pengetahuan, pemahaman dan keterampilan mekanisme pembiayaan qordhul hasan. Dengan kemudahan akses modal ini, UMKM dapat berkembang dan bertahan dalam jangka panjang. Poverty in Central Java remains an unresolved problem. One effort to reduce poverty is economic empowerment through Micro, Small, and Medium Enterprises (MSMEs). However, the majority of MSMEs, including Annisa36, still experience limited access to capital, hampering their business development. Although creditors are willing to lend capital, these loans must be obtained through loan sharks without collateral, with very burdensome interest rates. Therefore, it is urgent to educate the Annisa36 MSMEs in Candi District, Semarang City, about the Qordhul Hasan financing scheme. Qordhul Hasan financing is highly appropriate for non-bankable MSMEs, as it requires no collateral and is interest-free. The borrower then repays the funds in installments equal to the amount of the loan, thus minimizing the burden on the MSME. The purpose of this community service is to increase knowledge, understanding, and skills related to capital financing under the Qordhul Hasan scheme for the Annisa36 MSME in Candi Village, Candisari District, Semarang City. The community service methods include: a). An initial survey to determine the business potential and challenges of the Annisa36 MSME, Candi Subdistrict, Candisari District, Semarang City. b) Delivery of educational materials on financing under the Qordhul Hasan scheme to the Annisa36 MSME, Candi Subdistrict, Candisari District, Semarang City. c) Monitoring and performance assessment of the results of the Qordhul Hasan financing education. The results showed that after educating, mentoring, monitoring, and evaluation, the Annisa36 MSME, Candi Subdistrict, Candisari District, Semarang City, has the knowledge, understanding, and skills to operate the Qordhul Hasan financing mechanism. With this easy access to capital, MSMEs can grow and survive in the long term.
Copyright (c) 2026 Mutamimah Mutamimah, Hanif Ahmadi, Dedi Rusdi https://creativecommons.org/licenses/by/4.0
Manajemen keuangan industri Keropok Warisan Losong di Trengganu Malaysia menuju era digitalisasi
Perkembangan teknologi dan e-commerce telah membuka peluang besar bagi UMKM untuk memperluas pasar mereka. Pentingnya pemanfaatan teknologi digital dalam mendukung pertumbuhan UMKM, terutama dalam menjangkau pasar yang lebih luas. Dengan memanfaatkan teknologi, UMKM dapat mengoptimalkan strategi pemasaran mereka, yakni untuk meraih pasar yang lebih luas, bahkan di tingkat internasional. Permasalahan utama yaitu pertama masalah permodalan. Banyak UMKM kesulitan mendapatkan akses ke pinjaman modal untuk mengembangkan usaha mereka Berdasarkan permasalah yang disebutkan di atas, maka tujuan pengabdian ini adalah bagaimana mengelola keuangan UMKM secara mendiri sehingga memiliki permodal yang cukup dan tingkat literacy digital yang maksimal. Solusi yang kami tawarkan yaitu memberikan pelatihan tentang manajemen keuangan untuk UMKM. Pelatihan dilakukan dengan sosialisasi dan FGD tentang sistem pengelolaan keuangan UMKM secara digital dan mandiri. Kegiatan pengabdian masyarakat telah dilakukan dengan baik. UMKM memahami bagaimana mengelola keuangan dengan baik dan mengenal beberapa teknologi keuangan yang dapat dimanfaatkan untuk dalam mengelola keuangan UMKM. The development of technology and e-commerce has opened up significant opportunities for MSMEs to expand their markets. The importance of utilizing digital technology in supporting MSME growth, especially in reaching a wider market. By utilizing technology, MSMEs can optimize their marketing strategies, namely to reach a wider market, even at the international level. The main problem is the first issue of capital. Many MSMEs have difficulty accessing capital loans to develop their businesses. Based on the problems mentioned above, the purpose of this community service is how to manage MSME finances independently so that they have sufficient capital and a maximum level of digital literacy. The solution we offer is to provide training on financial management for MSMEs. The training was carried out through socialization and FGDs on the digital and independent MSME financial management system. The community service activities have been carried out well. MSMEs understand how to manage their finances well and are familiar with several financial technologies that can be utilized in managing MSME finances.
Copyright (c) 2026 Edy Suprianto, Ahmad Salim, Yusliena binti Yusoff https://creativecommons.org/licenses/by/4.0
Enhancing reading instruction through multimodal, literacy, and AI integration
Low levels of reading interest and student engagement remain major challenges in high school English instruction. This issue is further exacerbated by the continued use of conventional teaching strategies and the limited integration of multimodal media and digital technologies. This community service program aimed to enhance teachers’ pedagogical competence in teaching reading through a multimodal approach, literacy enrichment, and the use of Artificial Intelligence (AI). The program was implemented in three stages: a workshop, the development of teaching modules, and classroom implementation, involving 52 high school English teachers from the MGMP in Sidoarjo Regency. Data were collected through pre-activity and post-activity questionnaires and analyzed descriptively. The results indicate a significant improvement in teachers’ understanding of multimodal, literacy-based, and AI-assisted reading instruction, increasing from approximately 60–70% at the initial stage to over 85% after the workshop. All participants successfully developed instructional modules, and more than 75% implemented them in their classrooms. This implementation contributed to increased student engagement, as reflected in higher levels of participation and interaction during reading activities. These findings suggest that a practice-based training approach—integrating workshops, module development, and classroom implementation—is effective in enhancing teachers’ competence and promoting more interactive and contextualized reading instruction. It is recommended that similar programs be sustained through ongoing mentoring to ensure long-term impact.
Copyright (c) 2026 Sheila Agustina, Vidya Mandarani, Akbar Wiguna, Fika Megawati, Yunita Sabillah Damayanti, Achmad Oddy Syam Prayoga, Zaidan Al Zuhdi https://creativecommons.org/licenses/by/4.0
Pemberdayaan UMKM pujasera Gedongan melalui pendampingan foto produk smartphone
Kegiatan pengabdian masyarakat ini dilaksanakan di Pujasera Gedongan, Colomadu, Karanganyar, dengan tujuan untuk meningkatkan kemampuan pemasaran usaha mikro, kecil, dan menengah (UMKM) setempat melalui fotografi produk yang efektif menggunakan smartphone. Mayoritas peserta merupakan pelaku usaha kuliner yang sangat mengandalkan media visual untuk mempromosikan produk mereka. Kegiatan ini meliputi serangkaian workshop dan pelatihan langsung yang berfokus pada teknik fotografi dasar, pencahayaan, komposisi, editing dengan aplikasi mobile, dan menciptakan tampilan produk yang estetis.Hasilnya menunjukkan peningkatan yang signifikan dalam kemampuan peserta untuk menghasilkan foto produk berkualitas tinggi menggunakan smartphone mereka. Sebelum pelatihan, sebagian besar peserta kurang memiliki pengetahuan tentang pencahayaan dan komposisi yang tepat, sehingga sering kali menghasilkan gambar produk yang tidak menarik dan tidak jelas. Setelah sesi pelatihan, peserta menunjukkan peningkatan kepercayaan diri dan kreativitas dalam memotret produk mereka, dengan banyak yang mampu menerapkan teknik seperti penataan flat-lay, pencahayaan alami, dan pemilihan latar belakang secara efektif. Selain itu, pelatihan ini menumbuhkan apresiasi yang lebih kuat terhadap pentingnya visual branding dan dampaknya terhadap penjualan online. Kegiatan pengabdian masyarakat ini berhasil meningkatkan potensi pemasaran digital pelaku UMKM di Pujasera Gedongan dengan membekali mereka dengan keterampilan fotografi yang praktis dan mudah diakses menggunakan smartphone. This community service activity was carried out at Pujasera Gedongan, Colomadu, Karanganyar, with the aim of improving the marketing capabilities of local micro, small, and medium enterprises (MSMEs) through effective product photography using smartphones. The majority of participants were culinary entrepreneurs who heavily rely on visual media to promote their products. This activity included a series of workshops and hands-on training that focused on basic photography techniques, lighting, composition, editing with mobile applications, and creating aesthetic product displays. The results showed a significant increase in participants' ability to produce high-quality product photos using their smartphones. Before the training, most participants lacked knowledge of proper lighting and composition, often resulting in unattractive and unclear product images. After the training session, participants showed increased confidence and creativity in photographing their products, with many being able to apply techniques such as flat-lay styling, natural lighting, and background selection effectively. In addition, the training fostered a stronger appreciation of the importance of visual branding and its impact on online sales. This community service activity has succeeded in increasing the digital marketing potential of MSME actors at Pujasera Gedongan by equipping them with practical and easily accessible photography skills using smartphones.
Copyright (c) 2026 Evelyne Henny Lukitasari, Yunita Primasanti, Risma Sakti Pambudi https://creativecommons.org/licenses/by/4.0
Penguatan kesiapan pedagogis guru Sekolah Dasar melalui pendampingan pembelajaran Bahasa Inggris berbasis Realia dan Project-Based Learning
Kebijakan pemerintah yang menempatkan Bahasa Inggris sebagai mata pelajaran wajib di Sekolah Dasar mulai tahun 2027 menuntut kesiapan pedagogis guru, khususnya guru kelas non-Bahasa Inggris. Namun, pada praktiknya, banyak guru masih menghadapi kendala berupa rendahnya kepercayaan diri, keterbatasan strategi pembelajaran, serta minimnya penggunaan media konkret. Kegiatan pengabdian ini bertujuan untuk memperkuat kesiapan pedagogis guru melalui workshop dan praktik mengajar terbimbing berbasis realia dan Project-Based Learning (PjBL). Kegiatan workshop dilaksanakan di Kampus Universitas Muhammadiyah Sidoarjo dengan melibatkan 10 guru kelas dari SD Kreatif Muhammadiyah Bangil. Metode yang digunakan meliputi tahapan perencanaan, pelaksanaan workshop, implementasi di kelas, serta evaluasi reflektif melalui pre dan post activity berupa pertanyaan terbuka dan wawancara singkat. Hasil kegiatan menunjukkan adanya perubahan positif pada persepsi dan praktik guru, di mana Bahasa Inggris tidak lagi dipandang sebagai mata pelajaran yang sulit, melainkan dapat diajarkan secara kontekstual melalui benda nyata dan aktivitas sederhana. Selain itu, terjadi peningkatan kepercayaan diri guru serta keterlibatan siswa dalam pembelajaran. Implikasi dari kegiatan ini menunjukkan bahwa pendekatan berbasis praktik langsung dan penggunaan realia dapat menjadi strategi efektif dalam mendukung kesiapan implementasi kebijakan Bahasa Inggris di sekolah dasar secara lebih kontekstual dan berkelanjutan. The government policy mandating English as a compulsory subject in elementary schools starting in 2027 requires teachers’ pedagogical readiness, particularly among non-English homeroom teachers. However, in practice, many teachers still face challenges related to low self-confidence, limited instructional strategies, and minimal use of concrete teaching media. This community service program aimed to strengthen teachers’ pedagogical readiness through workshops and guided teaching practice based on realia and Project-Based Learning (PjBL). The workshop was conducted at Universitas Muhammadiyah Sidoarjo and involved 10 homeroom teachers from SD Kreatif Muhammadiyah Bangil. The methods included planning, workshop implementation, classroom application, and reflective evaluation through pre- and post-activity open-ended questions and short interviews. The findings indicated positive changes in teachers’ perceptions and instructional practices, in which English was no longer viewed as a difficult subject but as one that could be taught contextually through real objects and simple activities. In addition, improvements were observed in teachers’ self-confidence and students’ engagement during the learning process. The implications of this program suggest that a practice-oriented approach combined with the use of realia can serve as an effective strategy to support the contextual and sustainable implementation of English language policy in elementary schools.
Copyright (c) 2026 Yuli Astutik, Fika Megawati, Sheila Agustina, Nabilah Ardelia Arianto , Zayyidah Fairuzah https://creativecommons.org/licenses/by/4.0
Karies gigi merupakan masalah kesehatan mulut yang prevalensinya masih tinggi di Indonesia, khususnya pada kelompok remaja. Mayoritas kasus baru terdeteksi pada stadium lanjut karena minimnya pengetahuan tentang tanda-tanda awal karies, termasuk lesi bercak putih (white spot lesion) yang pada tahap ini sesungguhnya masih bersifat reversibel. Program pengabdian kepada masyarakat ini bertujuan untuk meningkatkan pengetahuan siswa SMK Al-Sya’iriyah, Limpung, Batang, tentang deteksi dini karies gigi melalui program edukasi interaktif “Mata Jeli, Gigi Sehat”. Kegiatan dilaksanakan pada 12 Juni 2025 dengan desain one-group pre-post test yang melibatkan 35 siswa. Intervensi terdiri atas empat sesi edukasi yang mencakup identifikasi visual karies tahap awal, pengenalan gejala non-visual, konsep remineralisasi, serta opsi perawatan preventif. Data dianalisis menggunakan uji paired t-test untuk perbandingan nilai pengetahuan dan uji Wilcoxon signed-rank untuk perbandingan distribusi kategori. Rerata nilai pretest sebesar 47,43 ± 14,42 meningkat secara signifikan menjadi 78,29 ± 14,35 pada posttest, dengan rerata peningkatan 30,86 ± 5,07. Uji paired t-test menunjukkan perbedaan yang sangat signifikan [t(34) = 36,01, p < 0,001] dengan ukuran efek yang sangat besar (Cohen’s d = 2,14). Uji Wilcoxon mengonfirmasi perubahan distribusi kategori yang signifikan (p < 0,001), di mana proporsi siswa berkategori “tinggi” meningkat dari 0% menjadi 62,9%. Program edukasi interaktif berbasis visual ini terbukti efektif meningkatkan pengetahuan deteksi dini karies pada remaja, mendukung paradigma kedokteran gigi minimal invasif. Dental caries remains a highly prevalent oral health problem in Indonesia, particularly among adolescents. Most cases are detected at advanced stages due to limited awareness of early caries signs, including white spot lesions, which are still reversible at that stage. This community service program aimed to improve the knowledge of students at SMK Al-Sya’iriyah, Limpung, Batang, regarding early dental caries detection through an interactive educational program titled “Sharp Eyes, Healthy Teeth” (Mata Jeli, Gigi Sehat). The program employed a one-group pre-post test design involving 35 students on June 12, 2025. The intervention comprised four educational sessions covering visual identification of early caries, non-visual symptoms, remineralization principles, and preventive treatment options. Data were analyzed using a paired t-test for score comparison and the Wilcoxon signed-rank test for categorical distribution. Mean pre-test scores (47.43 ± 14.42) increased significantly to 78.29 ± 14.35 at post-test, with a mean improvement of 30.86 ± 5.07. The paired t-test demonstrated a highly significant difference [t(34) = 36.01, p < 0.001] with a very large effect size (Cohen’s d = 2.14). The Wilcoxon test confirmed a significant shift in knowledge category distribution (p < 0.001), with the proportion of students in the “high” category increasing from 0% to 62.9%. The visual-based interactive educational program was effective in significantly improving adolescents’ early dental caries detection knowledge, supporting the minimal invasive dentistry paradigm.
Copyright (c) 2026 Sandy Christiono, Welly Anggarani, Muhammad Dian Firdausy, Amara dhanish Clarasya https://creativecommons.org/licenses/by/4.0
Penguatan kompetensi menulis esai melalui penyusunan buku antologi sebagai media edukasi di masyarakat
Program pengabdian masyarakat ini bertujuan memperkuat kompetensi menulis esai ilmiah populer bagi anggota Komunitas Satupena Jawa Tengah melalui penyusunan buku antologi sebagai media edukasi inklusif. Di tengah tantangan literasi era informasi, mitra mengalami keterbatasan dana dan pendampingan mendalam, meskipun potensi anggota tinggi dari kalangan dosen, mahasiswa, dan masyarakat awam. Pendekatan terpadu mengintegrasikan prinsip learning by doing yang terbukti efektif meningkatkan keterampilan menulis melalui praktik langsung dan pendampingan intensif. Tahapan mencakup analisis situasi, identifikasi masalah, pelatihan intensif, dan produksi antologi ber-ISBN yang dipublikasikan daring. Luaran meliputi buku antologi, peningkatan literasi, serta agen perubahan sosial di bidang perencanaan wilayah. Program ini tidak hanya mengatasi hambatan Satupena, tetapi juga mendemokratisasi pengetahuan untuk masyarakat luas, selaras dengan paradigma learning by doing yang menekankan keterlibatan aktif peserta dalam proses belajar. This community service program aims to strengthen members’ competencies in writing popular scientific essays within the Satupena Central Java Community by producing an anthology as an inclusive educational medium. Amid the literacy challenges of the information era, partners face limited funding and a lack of in-depth mentoring, despite strong potential among members drawn from lecturers, students, and the general public. A comprehensive approach integrates the proven principle of learning by doing, which effectively enhances writing skills through hands-on practice and intensive guidance. The stages include situation analysis, problem identification, intensive training, and the production of an ISBN-registered anthology published online. Expected outputs include the anthology, improved literacy, and the emergence of social change agents in regional planning. This program not only addresses Satupena’s obstacles but also democratizes knowledge for the wider community, consistent with the learning-by-doing paradigm that emphasizes active participant engagement in the learning process.
Copyright (c) 2026 Mohammad Agung Ridlo, Tjoek Suroso Hadi, Adnan Ghiffari https://creativecommons.org/licenses/by/4.0
Penggunaan buku Dongeng Nusantara Seri Bali untuk mengembangkan afektif siswa Sekolah Lentera Hati
Pendidikan merupakan kebutuhan dasar bagi manusia. Dengan pendidikan yang memadai dan berkelanjutan, para siswa berkebutuhan khusus atau yang sering disebut Anak Berkebutuhan Khusus (ABK) mendapatkan hak pendidikan yang layak seperti para siswa lainnya. Mereka mempelajari materi sesuai dengan usia mental sehingga pencapaian ranah kognitif, afektif, dan psikomotor menjadi perhatian khusus. Kegiatan pengabdian kepada masyarakat ini melibatkan 25 siswa berkebutuhan khusus di Sekolah Lentera Hati Kabupaten Kudus. Kegiatan ini berupa aktivitas mendongeng dengan menggunakan buku Dongeng Nusantara Seri Bali. Sejauh ini mereka belum pernah mendapatkan teknik pembelajaran yang serupa secara intensif. Kegiatan ini memberikan manfaat bagi para siswa dan guru di sekolah inklusi tersebut khususnya pada aspek afektif. Tujuan dari kegiatan pengabdian ini antara lain meningkatkan literasi dengan menyimak dongeng dan menumbuhkan aspek afektif dari masing-masing siswa kelas IV sampai dengan kelas VI. Adapun metode yang digunakan adalah kegiatan pembelajaran intensif. Hasil kegiatan berdampak positif terhadap ekspresi siswa pada ranah afektif berupa gambar dan tulisan yang menyiratkan kesimpulan setelah mendengar dan membaca teks dongeng. Pada akhir kegiatan, terdapat 6 siswa yang aktif dan mampu menampilkan ekspresi afektif melalui media kertas dan krayon dengan penilaian cerita dari segi negatif dan positif. Education is a basic human need. With sustainable and appropriate education, students with special needs, often referred to children with special needs, receive the same educational rights as other students. They study material should be appropriate to their mental age. Hence, it should adjust to cognitive, affective, and psychomotor achievement which is very crucial. There were 25 students with special needs at Sekolah Lentera Hati in Kudus Regency participated in this community service activity. This activity facilitated storytelling by using Bali Series of Nusantara Fairy Tales. So far, they had never received similar intensive learning technique. Story telling provided benefits for the students and the teachers at inclusive school, especially for affective aspect. The objectives of this community service activity included improving literacy by listening to fairy tales and developing affective aspect for each student in fourth to sixth grades. The method used was intensive learning activities. The results of these activities had a positive impact on students' affective expression, including drawings and writing that conveyed conclusions after having the fairy tale text. At the end of the activity, there were 6 students who were active and able to display affective expressions through learning media with a story from a negative and positive perspective.
Copyright (c) 2026 Elok Widiyati, Mega Mulianing Maharani https://creativecommons.org/licenses/by/4.0
Implementasi Smart HRM dan pengukuran digital Employee-Human Development Index untuk kesejahteraan karyawan
Transformasi digital yang massif telah mendorong perubahan signifikan dalam pengelolaan sumber daya manusia melalui konsep Smart Human Resource Management (Smart HRM). Namun, implementasi Smart HRM masih fokus pada efisiensi operasional dan belum sepenuhnya diarahkan pada pembangunan manusia secara holistik. Kegiatan pengabdian masyarakat ini bertujuan untuk meningkatkan pemahaman manajer SDM mengenai kontribusi Smart HRM terhadap Indeks Pembangunan Manusia (IPM) dan Digital Employee-Human Development Index (DE-HDI). Metode yang digunakan adalah pendekatan edukatif-partisipatif melalui FGD dan knowledge sharing yang melibatkan 10 manajer perusahaan manufaktur di Jawa Tengah yang sudah mengimplementasi Smart HRM di perusahaannya. Hasil kegiatan menunjukkan peningkatan kesadaran dan pemahaman manajer SDM terhadap fungsi implementasi Smart HRM sebagai pendorong (enabler) kesejahteraan karyawannya. Selain itu, kontribusi efek spillover dari tempat kerja ke masyarakat dalam bentuk peningkatan literasi digital dan kesejahteraan sosial. Dengan demikian, Smart HRM tidak hanya berperan sebagai alat manajerial, tetapi juga sebagai instrumen strategis dalam pembangunan manusia berbasis digital. Massive digital transformation has driven significant changes in human resource management through the concept of Smart Human Resource Management (Smart HRM). However, the implementation of Smart HRM has primarily focused on operational efficiency and has not been fully directed toward holistic human development. This community service activity aims to enhance HR managers’ understanding of the contribution of Smart HRM to the Human Development Index (HDI) and the Digital Employee-Human Development Index (DE-HDI). The method employed was an educational-participatory approach through focus group discussions (FGDs) and knowledge-sharing sessions involving 10 managers from manufacturing companies in Central Java that have implemented Smart HRM in their organizations. The results of the activity indicate an increased awareness and understanding among HR managers regarding the role of Smart HRM implementation as an enabler of employee well-being. In addition, there were spillover effects from the workplace to the community in the form of improved digital literacy and social welfare. Therefore, Smart HRM functions not only as a managerial tool but also as a strategic instrument for digital-based human development.
Copyright (c) 2026 Nurhidayati Nurhidayati, Olivia Fachrunnisa, Ardian Adhiatma https://creativecommons.org/licenses/by/4.0
Language, land, and learning: Teaching through an ecopedagogical lens in rural Aceh classrooms
Penelitian studi kasus kualitatif ini mengeksplorasi integrasi prinsip ekopedagogi dalam pembelajaran bahasa Inggris di pedesaan Aceh, Indonesia. Fokus penelitian ini adalah pengalaman guru dan siswa dalam mengaitkan tema lingkungan serta budaya lokal dengan pembelajaran bahasa Inggris, persepsi mereka terhadap praktik tersebut, dan tantangan yang muncul dalam pelaksanaannya. Data dikumpulkan melalui observasi kelas dan wawancara semi-terstruktur dengan delapan guru dari SMP Negeri 1 Peukan Bada, SMP Negeri 1 Lhong Raya, SMP Negeri 1 Kuta Cot Glie, dan SMP Negeri 2 Muara Tiga, Pidie, masing-masing dua guru dari setiap sekolah. Data juga diperkuat melalui analisis dokumen sebagai bentuk triangulasi. Hasil penelitian menunjukkan bahwa guru memiliki antusiasme untuk menghubungkan pembelajaran bahasa Inggris dengan realitas lokal siswa. Namun, integrasi ekopedagogi masih bersifat permukaan, terutama terbatas pada penulisan deskriptif dan pengenalan kosakata tentang lingkungan, desa, atau kehidupan sehari-hari. Pembahasan yang lebih kritis, seperti diskusi masalah ekologis dan pemecahan masalah lingkungan, masih jarang dilakukan. Hambatan utama meliputi kurangnya bahan ajar kontekstual, keterbatasan waktu, dan rendahnya kepercayaan diri guru dalam membahas topik kompleks menggunakan bahasa Inggris. Meskipun demikian, guru menilai pendekatan ini mampu meningkatkan keterlibatan siswa dan menumbuhkan kebanggaan terhadap lingkungan lokal. Studi ini menegaskan perlunya dukungan sistemik berupa pengembangan bahan ajar lokal dan pelatihan guru agar integrasi bahasa, lingkungan, dan pembelajaran dapat berlangsung lebih bermakna. This qualitative case study explores the integration of ecopedagogical principles in English language teaching in rural Aceh, Indonesia. Focusing on both teachers’ and students’ experiences, the research investigates how environmental and local cultural themes are woven into English lessons, the perceptions of these practices, and the challenges encountered in their implementation. Data were collected through classroom observations and semi-structured interviews with 8 teachers SMP Negeri 1 Peukan Bada, SMP Negeri 1 Lhong Raya, SMP Negeri 1 Kuta Cot Glie, and SMP Negeri 2 Muara Tiga, Pidie, (2 teachers from each school) with findings triangulated by document analysis. Results show that while teachers express enthusiasm for connecting English learning to local realities, such integration remains mostly superficial—limited to descriptive writing or vocabulary related to the environment or village life. Deeper engagement, such as critical discussion or problem-solving about ecological issues, is rare due to a lack of contextually relevant materials, time constraints, and limited teacher confidence in discussing complex topics in English. Teachers perceive the approach as beneficial for student engagement and local pride, but structural limitations, such as curriculum demands and textbook content, hinder sustained implementation. The study highlights the need for systemic support, including the development of locally relevant teaching resources and ongoing professional development. By documenting these complex classroom realities, the research addresses a gap in the literature on ecopedagogical English teaching in underexplored rural Indonesian contexts and calls for coordinated educational reforms to foster meaningful integration of language, land, and learning.
Copyright (c) 2026 Moriyanti Moriyanti, Endah Anisa Rahma, Nyak Mutia Ismail https://creativecommons.org/licenses/by/4.0
Penyuluhan kemampuan Speaking Bahasa Inggris melalui media visual dan metode aplikatif pada Institut Ilmu Kesehatan dan Teknologi Muhammadiyah Palembang
Penyuluhan ini bertujuan untuk berbagi pengetahuan tentang metode mengekspresikan diri dalam bahasa Inggris secara terstruktur dengan bantuan alat bantu visual. Metode pelaksanaan program penyuluhan ini dilakukan melalui pendekatan edukatif dan komunikatif dengan memanfaatkan media visual sebagai alat bantu pembelajaran bahasa Inggris. Kegiatan diawali dengan pemberian pemahaman mengenai pentingnya tata bahasa (grammar) dalam komunikasi sehari-hari. Materi disampaikan secara sederhana agar peserta tidak menganggap grammar sebagai aturan yang rumit, melainkan sebagai pedoman dalam menyusun kalimat secara tepat dan mudah dipahami. Dalam pelaksanaannya, pemateri menggunakan media visual seperti gambar, diagram pola kalimat, kartu kosakata, dan tayangan audiovisual untuk membantu peserta memahami struktur bahasa Inggris secara lebih menarik dan interaktif. Selanjutnya, peserta diberikan latihan praktik melalui diskusi kelompok, permainan bahasa, serta penyusunan kalimat berdasarkan gambar dan video. Metode ini bertujuan agar peserta dapat mempelajari grammar secara komunikatif tanpa terbebani oleh hafalan aturan semata. Hasil kegiatan menunjukkan bahwa peserta lebih aktif dan antusias dalam menggunakan bahasa Inggris selama proses pembelajaran berlangsung. Selain itu, penggunaan media visual dan audiovisual membantu peserta memahami penggunaan grammar dalam komunikasi sehari-hari secara lebih mudah. Program ini juga meningkatkan kepercayaan diri peserta dalam mengekspresikan diri menggunakan bahasa Inggris dengan pola kalimat yang lebih terstruktur dan komunikatif. This counseling aims to share knowledge about methods of self-expression in English in a structured manner with the help of visual aids. This extension program is implemented through an educational and communicative approach, utilizing visual media as an aid to learning English. The activity began with providing an understanding of the importance of grammar in daily communication. The material is delivered simply so that participants do not view grammar as a complicated set of rules, but rather as a gu, in a structured manner with the help of visual aids, knowledge of methods of self-expression in Englishideline for composing sentences that are appropriately structured and easily understood. In its implementation, the presenter uses visual media, such as pictures, sentence pattern diagrams, vocabulary cards, and audiovisual presentations, to help participants understand the structure of the English language in a more engaging and interactive way. Furthermore, participants were given practical exercises through group discussions, language games, and sentence preparation based on pictures and videos. This method aims to enable participants to learn grammar communicatively without being burdened by memorizing rules alone. The results of the activity showed that participants were more active and enthusiastic in using English during the learning process. In addition, the use of visual and audiovisual media helps participants better understand grammar in daily communication. This program also increases participants' confidence in expressing themselves in English by using a more structured, communicative sentence pattern.
Copyright (c) 2026 Moehamad Ridhwan, Tiur Simanjuntak, Evi Agustinasari, Sunani Sunani https://creativecommons.org/licenses/by/4.0
Cerdas digital islami sejati: Penguatan literasi digital ramah anak bagi peserta didik TPQ At Taqwa Sedayu regency kota semarang
Perkembangan teknologi digital telah memengaruhi kehidupan anak-anak, termasuk peserta didik di lingkungan Taman Pendidikan Al-Qur’an (TPQ). Anak-anak tidak hanya membutuhkan kemampuan menggunakan perangkat digital, tetapi juga perlu dibekali etika, kehati-hatian, dan nilai keislaman dalam berinteraksi di ruang digital. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan pemahaman literasi digital Islami ramah anak bagi peserta didik TPQ AT TAQWA Sedayu Regency. Program dilaksanakan dengan edukasi dengan pendekatan berbasis Islam. Evaluasi kegiatan dilakukan menggunakan desain pretest dan posttest terhadap 32 peserta. Data dianalisis menggunakan uji paired sample t-test. Hasil menunjukkan bahwa nilai rata-rata pretest sebesar 71,34 meningkat menjadi 81,34 pada posttest, dengan selisih rata-rata sebesar 10,00 poin. Hasil uji t menunjukkan nilai t = -15,154, df = 31, dan Sig. (2-tailed) = 0,000 atau p < 0,001, sehingga terdapat perbedaan yang signifikan antara nilai pretest dan posttest. Temuan ini menunjukkan bahwa kegiatan literasi digital Islami ramah anak efektif dalam meningkatkan pemahaman peserta didik tentang penggunaan media digital secara bijak, aman, dan sesuai nilai-nilai Islam. The development of digital technology has impacted the lives of children, including students in the Al-Qur'an Education Park (TPQ). Children not only need the ability to use digital devices, but also need to be equipped with ethics, caution, and Islamic values ​​​​in interacting in the digital space. This community service activity aims to improve the understanding of child-friendly Islamic digital literacy for students of TPQ AT TAQWA Sedayu Regency. The program is implemented through education, introduction to Islamic digital content, interactive learning, creative practice, reflection, and a pledge to use digital media wisely. The activity evaluation was carried out using a pretest and posttest design on 32 participants. Data were analyzed using a paired sample t-test. The results showed that the average pretest score of 71.34 increased to 81.34 in the posttest, with an average difference of 10.00 points. The t-test results showed a t value = -15.154, df = 31, and Sig. (2-tailed) = 0.000 or p < 0.001, indicating a significant difference between the pretest and posttest scores. This finding indicates that child-friendly Islamic digital literacy activities are effective in improving students' understanding of the wise, safe, and Islamic-based use of digital media.
Copyright (c) 2026 Sari Yustiana, Muhamad Afandi, Ulfa Maghfiroh Ittaqillah https://creativecommons.org/licenses/by/4.0
Islamic Financial Planning for Entrepreneur di komunitas Gen Z Persatuan Pelajar Indonesia-Turki
Generasi Z merupakan kelompok usia produktif kelahiran 1997–2010 yang sebagian besar sedang menempuh pendidikan tinggi sekaligus mulai merintis usaha mandiri, termasuk pelajar Indonesia yang tergabung dalam Persatuan Pelajar Indonesia di Turki. Namun, semangat berwirausaha tersebut sering kali belum diimbangi dengan literasi perencanaan keuangan berbasis nilai-nilai Islam. Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan pemahaman dan keterampilan peserta dalam mengelola keuangan secara terstruktur, sehat, dan berkelanjutan melalui pendekatan Islamic Financial Planning sesuai prinsip syariah. Metode pelaksanaan kegiatan dilakukan melalui tiga tahapan utama, yaitu persiapan secara daring, pelaksanaan pelatihan secara luring di Istanbul, Turki, serta pelaporan dan evaluasi. Tahap persiapan dilaksanakan pada 6–12 Juni 2025 melalui koordinasi online bersama pengurus PPI Turki, identifikasi kebutuhan peserta, serta penyusunan materi kegiatan. Tahap pelaksanaan dilaksanakan pada 13–20 Juni 2025 di Istanbul, Turki. Selanjutnya, tahap pelaporan dan evaluasi dilaksanakan pada April–Mei 2026 melalui penyusunan laporan kegiatan dan penelaahan hasil program. Hasil kegiatan menunjukkan peningkatan pemahaman peserta mengenai pengelolaan keuangan, kemampuan menyusun rencana keuangan jangka pendek dan jangka panjang, serta penerapan prinsip keuangan Islami dalam aktivitas ekonomi. Implikasi kegiatan ini adalah terbentuknya kesadaran finansial yang lebih baik, meningkatnya kesiapan wirausaha, serta tumbuhnya kemandirian ekonomi pelajar Indonesia di Turki yang diharapkan mampu berkontribusi pada pengembangan ekonomi halal secara berkelanjutan. Generation Z is a productive age group born between 1997 and 2010, most of whom are currently pursuing higher education while beginning to develop independent business ventures, including Indonesian students who are members of the Indonesian Student Association in Türkiye. However, this entrepreneurial spirit is often not accompanied by adequate financial planning literacy based on Islamic values. This community service program aims to improve participants’ understanding and skills in managing finances in a structured, healthy, and sustainable manner through an Islamic Financial Planning approach in accordance with sharia principles. The implementation method was carried out through three main stages: online preparation, offline training in Istanbul, Türkiye, and reporting and evaluation. The preparation stage was conducted on June 6–12, 2025, through online coordination with the management of PPI Türkiye, identification of participants’ needs, and preparation of training materials. The implementation stage was conducted on June 13–20, 2025, in Istanbul, Türkiye. Furthermore, the reporting and evaluation stage was carried out in April–May 2026 through the preparation of activity reports and review of program outcomes.The results of the program showed an increase in participants’ understanding of financial management, their ability to prepare short-term and long-term financial plans, and the application of Islamic financial principles in economic activities. The implications of this program include the development of better financial awareness, increased entrepreneurial readiness, and the growth of economic independence among Indonesian students in Türkiye, which is expected to contribute to the sustainable development of the halal economy.
Copyright (c) 2026 Provita Wijayanti, Pungky Lela Saputri, Ibnu Khajar, Arifathul Khoiriyah, Isna Rafika Dewi https://creativecommons.org/licenses/by/4.0
Pengembangan media pembelajaran Match Board pada mata pelajaran Pendidikan Pancasila materi Hak dan Kewajiban Kelas IV Sekolah Dasar
Penelitian ini dilatarbelakangi oleh terbatasnya pemanfaatan media dalam pembelajaran Pendidikan Pancasila pada materi hak dan kewajiban di kelas IV sekolah dasar. Pembelajaran yang masih didominasi metode ceramah yang menyebabkan keterlibatan siswa dalam kegiatan belajar belum optimal. Oleh karena itu, diperlukan media pembelajaran yang interaktif dan menarik untuk mendukung terciptanya pembelajaran yang lebih aktif dan melibatkan siswa secara langsung. Penelitian ini bertujuan untuk mengembangkan media pembelajaran Match Board serta mengetahui tingkat kelayakan dan kepraktisannya. Metode yang digunakan adalah Research and Development (R&D) dengan model ADDIE yang meliputi tahap analisis, perancangan, pengembangan, implementasi dan evaluasi yang dilakukan secara sistematis dan bertahap. Subjek penelitian ini adalah siswa kelas IV SDN 03 Pegongsoran serta guru kelas IV. Pengumpulan data dilakukan melalui angket validasi oleh ahli materi dan ahli media, serta angket guru dan siswa. Hasil penelitian menunjukkan bahwa media Match Board memperoleh tingkat kelayakan sebesar 94% dari ahli materi dan 92% dari ahli media dengan kategori “Sangat Layak”. Selain itu, tingkat kepraktisan media memperoleh nilai sebesar 96% dari guru dan 90% dari siswa dengan kategori “Sangat Praktis”. Hal ini menunjukkan bahwa media Match Board layak dan praktis digunakan sebagai alternatif media pembelajaran yang dapat mendukung pembelajaran interaktif, menarik dan melibatkan secara aktif dalam kegiatan pembelajaran. This research is motivated by the limited use of media in Pancasila Education learning on the material of rights and obligations in grade IV elementary school. Learning is still dominated by lecture methods which causes student engagement in learning activities to be less than optimal. Therefore, interactive and interesting learning media are needed to support the creation of more active learning and involve students directly. This study aims to develop Match Board learning media and determine the level of feasibility and practicality. The method used is Research and Development (R&D) with the ADDIE model which includes the stages of analysis, design, development, implementation and evaluation carried out systematically and in stages. The subjects of this study were grade IV students of SDN 03 Pegongsoran and grade IV teachers. Data collection was carried out through validation questionnaires by material experts and media experts, as well as teacher and student questionnaires. The results showed that the Match Board media obtained a feasibility level of 94% from material experts and 92% from media experts with the category "Very Feasible". In addition, the level of practicality of the media obtained a value of 96% from teachers and 90% from students with the category "Very Practical". This shows that the Match Board media is suitable and practical to use as an alternative learning media that can support interactive, interesting learning and actively involve students in learning activities.
Copyright (c) 2026 Mei Palupi Tri Maharani, Nuhyal Ulia https://creativecommons.org/licenses/by/4.0
Strengthening students’ literacy, numeracy and character by traditional Angkola games revitalization
Literacy, numeracy, and character are important foundations for life skills in the 21st century and the indicators of a nation’s progress, so they must receive serious attention. The partners in this activity are children in Rimba Soping Village who show low literacy, numeracy skills and need character strengthening. Strengthening children's literacy, numeracy and character is done by implementing community service in revitalizing Angkola traditional games program for students in Rimba Soping Village. Traditional Angkola games such as marsimbak, markuling-kuling acca, markalas-kalas, marjambatan Tapanuli, adong ma sada carito stimulate children to build communication each other, tell what they think, count and so on which are basic literacy and numeracy skills that are needed. And through these traditional games, the characters of cooperation, honesty, love of culture, friendship, communicative, caring, discipline, orderly are instilled and strengthened. With this, children’s literacy, numeracy and character experience positive changes while preserving traditional Angkola games.
Copyright (c) 2026 Gabby Maureen Pricilia, Habib Rahmansyah, Ayustina Julia, Sahrul Batubara, Okta Amalia, Dimas Eri Sujiwo, Salsa Dillah Tijahra, Nurhusainah Nurhusainah, Mutiara Harahap, Lidya Resti Minta Ito https://creativecommons.org/licenses/by/4.0
Applying picture walk and read aloud strategies with supporting audio activities to enhance vocabulary mastery of Elementary School Students at SD Negeri 200104 Padangsidimpuan
This community service program (PKM) aims to improve English vocabulary mastery among sixth-grade students at SD Negeri 200104 Padangsidimpuan. The program implemented "Picture Walk" and "Read Aloud" strategies, structured within a systematic instructional design. To optimize the learning environment, audio technology via speakers was utilized for educational songs during ice-breaking sessions. The study involved 30 students, focusing on vocabulary related to fruits, human anatomy, and days of the week. Results indicated that the integration of audio technology and visual-based reading strategies significantly improved student engagement and vocabulary retention, fulfilling the predefined instructional objectives.
Copyright (c) 2026 Aprida Irmayana, Nina Nurbaidah, Kamisah Kamisah, Azril Maulana, Fatimah Junita Nasution, Juni Sharah Lubis, Nia Rahmadani Hasibuan, Riski Tresya, Suci Rahmadini Harahap, Yolanda Vanesa Andrini https://creativecommons.org/licenses/by/4.0
Pendampingan Guru Bahasa Inggris dalam mengimplementasikan Kurikulum Merdeka di tingkat Madrasah Tsanawiyah
Penelitian ini bertujuan mendeskripsikan pendampingan guru bahasa Inggris dalam mengimplementasikan kurikulum merdeka pada tingkat Madrasah Tsanawiyah. Penelitian ini hadir untuk mengisi kekosongan informasi mengenai integrasi pendampingan perangkat pembelajaran dan implementasinya pada mata pelajaran Bahasa Inggris di madrasah tsanawiyah, yang jarang dikaji dalam penelitian sebelumnya. Penelitian ini menggunakan metode Community Based Research (CBR) dengan model Cooperative Inquiry yang melibatkan dua orang guru bahasa Inggris sebagai mitra utama dalam proses penyusunan perangkat pembelajaran dan implementasi pembelajaran di kelas. Pengumpulan data dilakukan melalui in-job training dan on-job training selama empat kali pertemuan dengan durasi 32 JPL. Hasil penelitian menunjukkan bahwa kemampuan guru menganalisis capaian pembelajaran, menyusun ATP, merancang modul ajar, dan menerapkan pembelajaran dengan pendekatan pembelajaran mendalam meningkat. Guru juga mampu mengimplementasikan kurikulum merdeka dengan pendekatan pembelajaran mendalam, sehingga target pembelajaran dapat tercapai dengan baik. Kesimpulan penelitian ini adalah pendampingan guru oleh dosen sebagai mitra sekolah dibutuhkan untuk meningkatkan kemampuan guru dan kemampuan siswa. Implikasi penelitian ini adalah sangat penting menjalin kemitraan antara sekolah dan perguruan tinggi, karena dua lembaga tersebut saling membutuhkan untuk melahirkan dosen, guru, dan siswa yang memiliki kompetensi yang baik. This study aims to describe the process of teacher mentoring in implementing the Merdeka Curriculum (Kurikulum Merdeka) for English language instruction at the Madrasah Tsanawiyah level. The research addresses a gap in the existing literature concerning the integration of instructional device development and its implementation within English subject teaching at Islamic junior secondary schools, a context that has received limited scholarly attention. Employing a Community-Based Research (CBR) approach through a Cooperative Inquiry model, the study engaged two English language teachers as primary partners in the collaborative process of designing learning tools and implementing classroom instruction. Data were collected through a combination of in-job training and on-job training across four sessions totaling 32 teaching hours (JPL). The findings indicate significant improvements in teachers' ability to analyze learning outcomes (capaian pembelajaran), develop learning objective sequences (Alur Tujuan Pembelajaran/ATP), design instructional modules (modul ajar), and apply a deep learning instructional approach (pembelajaran mendalam). Furthermore, both teachers demonstrated the capacity to implement the Merdeka Curriculum through the deep learning approach, enabling the attainment of targeted learning outcomes. This study concludes that faculty-led mentoring as a school partnership model is essential for enhancing both teacher competence and student achievement. The implications underscore the critical importance of establishing sustained partnerships between secondary schools and higher education institutions, as both sectors are mutually dependent in cultivating competent academics, educators, and learners.
Copyright (c) 2026 Enni Akhmad, Yuwin Rustam Saleh, Nur Wahidah Thayib Pido, Sintiya S. Daud, Nur Fidyah Kaluku, Lukman Arsyad https://creativecommons.org/licenses/by/4.0
From pictures to words: Introducing young learners’ vocabulary at TK Al-Qur'an Ulfa Padangsidimpuan
This community service activity aimed to improve English vocabulary mastery among early childhood learners at TK Al-Qur’an Ulfa through the From Pictures to Words approach. The activity employed a Learning by Playing method utilizing visual media (flashcards) and audio media (songs), focusing on vocabulary related to colors and fruits. A pre-test and post-test design was used to evaluate students’ vocabulary improvement. The participants consisted of 30 kindergarten students. The results indicated a substantial increase in students’ vocabulary mastery, with the mean score improving from 53.13 in the pre-test to 75.63 in the post-test, resulting in a mean gain of 22.50 points. The paired-sample t-test analysis revealed a statistically significant difference between pre-test and post-test scores (t = 195.70, df = 29, p < .05), indicating that the intervention had a significant positive effect on students’ learning outcomes. Furthermore, the N-Gain score was 0.487 (48.7%), which falls into the moderate improvement category. In addition to the quantitative findings, students demonstrated high levels of enthusiasm and active participation throughout the learning process. These findings suggest that the integration of visual and audio media through the From Pictures to Words approach is effective in enhancing English vocabulary mastery and engagement among young learners.
Copyright (c) 2026 Wildan Iskandar Lubis, Lollo Rosa Lubis, Aulia Fitrah Ananda Ritonga, Diah Nanda Amelia Siregar, Fadillah Nursakinah, Indah Wulan Safitri, Kiky Aryani, Lelawani Hutasuhut, Lufiah Hutasuhut, Poppy Nurianda https://creativecommons.org/licenses/by/4.0
Peningkatan pengetahuan dan kepercayaan diri ibu hamil dalam mendukung keberhasilan ASI eksklusif
Pemberian ASI eksklusif masih menjadi tantangan di berbagai negara, termasuk Indonesia. Rendahnya pengetahuan dan kurangnya kepercayaan diri ibu dalam menyusui menjadi salah satu faktor yang memengaruhi keberhasilan pemberian ASI eksklusif. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan pengetahuan dan kepercayaan diri ibu hamil terkait menyusui melalui edukasi pada kelas antenatal. Kegiatan dilaksanakan di Balai Desa Kalirandu Gede, Kecamatan Cepiring, Kabupaten Kendal dan diikuti oleh 10 ibu hamil, sebagian didampingi oleh suami. Kegiatan dilakukan melalui tiga tahap, yaitu persiapan, pelaksanaan, dan evaluasi. Edukasi diberikan menggunakan metode ceramah, demonstrasi, diskusi, dan tanya jawab interaktif mengenai manfaat ASI, teknik menyusui, posisi dan perlekatan menyusui, serta ASI eksklusif. Evaluasi dilakukan menggunakan pre-test dan post-test yang terdiri dari 10 pertanyaan pengetahuan dan 5 pertanyaan terkait tingkat kepercayaan diri ibu dalam menyusui. Hasil kegiatan menunjukkan adanya peningkatan pengetahuan peserta, ditandai dengan kenaikan nilai rata-rata dari 84,4 menjadi 96,7. Selain itu, tingkat kepercayaan diri ibu dalam menyusui juga meningkat dengan nilai rata-rata dari 4,3 menjadi 7,8. Sebagian besar persepsi yang kurang tepat terkait menyusui mengalami perbaikan setelah edukasi diberikan. Edukasi menyusui melalui kelas antenatal terbukti dapat meningkatkan pengetahuan dan kepercayaan diri ibu hamil dalam mempersiapkan pemberian ASI eksklusif. Kegiatan ini diharapkan dapat mendukung keberhasilan menyusui dan meningkatkan kesehatan ibu serta bayi. Exclusive breastfeeding remains a challenge in many countries, including Indonesia. Limited knowledge and low maternal confidence in breastfeeding are among the factors affecting the success of exclusive breastfeeding practices. This community service program aimed to improve pregnant women’s knowledge and confidence regarding breastfeeding through antenatal breastfeeding education. The activity was conducted at Kalirandu Gede Village Hall, Cepiring District, Kendal Regency, and involved 10 pregnant women, some of whom were accompanied by their husbands. The program consisted of three stages: Preparation, implementation, and evaluation. Breastfeeding education was delivered through lectures, demonstrations, discussions, and interactive question-and-answer sessions covering the benefits of breastfeeding, breastfeeding techniques, positioning and attachment, and exclusive breastfeeding practices. Evaluation was carried out using pre-test and post-test questionnaires consisting of 10 knowledge questions and 5 questions related to breastfeeding confidence. The results showed an improvement in participants’ knowledge, with the average score increasing from 84.4 to 96.7. Maternal confidence in breastfeeding also increased, with the average score rising from 4.3 to 7.8. Most misconceptions regarding breastfeeding decreased after the educational intervention. Breastfeeding education through antenatal classes was effective in improving pregnant women’s knowledge and confidence in preparing for exclusive breastfeeding. This activity is expected to support successful breastfeeding practices and improve maternal and infant health outcomes.
Copyright (c) 2026 Hanifatur Rosyidah, Noveri Aisyaroh, Rizki Amalia Syajidah, Erika Novi Astuti https://creativecommons.org/licenses/by/4.0
Pelatihan pembuatan e-comic berbasis Artificial Intelligence dan Culturally Responsive Teaching bagi guru
Transformasi digital pada era Revolusi Industri 4.0 dan Society 5.0 menuntut guru memiliki kemampuan literasi digital dan keterampilan mengembangkan media pembelajaran yang inovatif, adaptif, serta relevan dengan karakteristik peserta didik. Salah satu teknologi yang mulai banyak dimanfaatkan dalam pendidikan adalah Artificial Intelligence (AI), termasuk untuk pengembangan media pembelajaran digital berbasis e-comic. Namun, pengembangan media pembelajaran tidak hanya perlu memperhatikan aspek teknologi, tetapi juga konteks budaya peserta didik melalui pendekatan Culturally Responsive Teaching (CRT). Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan kompetensi profesionalisme guru dalam merancang dan mengembangkan e-comic berbasis AI dengan pendekatan CRT. Kegiatan dilaksanakan melalui pelatihan dan pendampingan penggunaan platform AI dalam penyusunan narasi, ilustrasi, dan desain visual e-comic yang terintegrasi dengan budaya lokal peserta didik. Hasil kegiatan menunjukkan adanya peningkatan literasi digital, kreativitas, dan kompetensi pedagogis guru dalam mengembangkan media pembelajaran digital. Guru mampu menghasilkan e-comic yang lebih menarik, kontekstual, dan relevan dengan kehidupan peserta didik sehingga berpotensi meningkatkan motivasi belajar dan keterlibatan siswa dalam pembelajaran. Selain itu, guru juga memahami pentingnya integrasi nilai budaya lokal dalam proses pembelajaran agar pembelajaran menjadi lebih inklusif dan bermakna. Meskipun demikian, implementasi AI dalam pembelajaran masih menghadapi tantangan berupa keterbatasan literasi digital, akses teknologi, dan pemahaman etika penggunaan AI. Oleh karena itu, diperlukan pendampingan berkelanjutan serta dukungan sarana teknologi dan kebijakan sekolah agar inovasi pembelajaran berbasis AI dan CRT dapat diimplementasikan secara optimal. Digital transformation in the era of the Industrial Revolution 4.0 and Society 5.0 requires teachers to possess digital literacy skills and the ability to develop innovative, adaptive, and relevant learning media aligned with students’ characteristics. One of the technologies increasingly utilized in education is Artificial Intelligence (AI), including for the development of e-comic-based digital learning media. However, the development of learning media should not only focus on technological aspects but also consider students’ cultural backgrounds through the Culturally Responsive Teaching (CRT) approach. This community service program aimed to improve teachers’ professional competence in designing and developing AI-based e-comics integrated with the CRT approach. The program was implemented through training and mentoring activities on the use of AI platforms for developing narratives, illustrations, and visual designs of e-comics integrated with students’ local cultural contexts. The results showed improvements in teachers’ digital literacy, creativity, and pedagogical competence in developing digital learning media. Teachers were able to produce more engaging, contextual, and meaningful e-comics that were relevant to students’ daily lives, thereby potentially increasing learning motivation and student engagement in the learning process. In addition, teachers gained a deeper understanding of the importance of integrating local cultural values into classroom instruction to create more inclusive and meaningful learning experiences. Despite these positive outcomes, the implementation of AI in education still faces challenges related to limited digital literacy, technology access, and ethical understanding of AI use. Therefore, continuous mentoring, adequate technological support, and school policy reinforcement are necessary to ensure the sustainable implementation of AI- and CRT-based learning innovations.
Copyright (c) 2026 Hevy Risqi Maharani, Imam Kusmaryono, Mochamad Abdul Basir, Mohamad Aminudin, Dyana Wijayanti, Nila Ubaidah, Muhamad Rifki Maulana Ramadhany, Ananda Jullailatul Azizia https://creativecommons.org/licenses/by/4.0
Optimalisasi pembelajaran digital melalui pelatihan pengembangan media interaktif berbasis android bagi guru
Transformasi digital dalam dunia pendidikan menuntut guru untuk memiliki kompetensi dalam mengembangkan media pembelajaran inovatif, salah satunya berbasis Android. Guru di SMK PGRI 1 Salatiga masih menghadapi kendala rendahnya literasi digital dan ketergantungan pada metode pembelajaran konvensional. Kegiatan pengabdian masyarakat ini bertujuan untuk meningkatkan kompetensi guru dalam pembuatan media pembelajaran interaktif berbasis Android melalui metode hands-on training dan model product-based learning. Kegiatan ini dilaksanakan selama tiga hari pada Desember 2025 dengan melibatkan 25 guru sebagai peserta. Instrumen evaluasi yang digunakan meliputi pre-test, post-test, angket respon peserta, serta penilaian kualitas produk. Hasil kegiatan menunjukkan adanya peningkatan literasi digital peserta yang sangat signifikan, dengan kenaikan skor rata-rata dari 42,6 menjadi 86,4. Selain itu, sebanyak 88% peserta berhasil menghasilkan prototipe aplikasi pembelajaran interaktif yang fungsional dan siap diimplementasikan. Simpulan dari kegiatan ini adalah pelatihan berbasis praktik langsung sangat efektif dalam menurunkan hambatan teknis bagi guru dan mendorong terciptanya ekosistem inovasi media pembelajaran digital di lingkungan sekolah. Digital transformation in education requires teachers to have the competence to develop innovative learning media, including Android-based ones. However, teachers at SMK PGRI 1 Salatiga still face obstacles such as low digital literacy and reliance on conventional teaching methods. This community service activity aims to improve teacher competence in creating interactive Android-based learning media through hands-on training and product-based learning models. The activity was conducted over three days in December 2025 involving 25 teachers as participants. Evaluation instruments included pre-tests, post-tests, participant response questionnaires, and product quality assessments. The results showed a significant increase in participants' digital literacy, with an increase in the average score from 42.6 to 86.4. Additionally, 88% of participants successfully produced functional and ready-to-implement interactive learning application prototypes. The conclusion of this activity is that practice-based training is highly effective in reducing technical barriers for teachers and encouraging the creation of a digital learning media innovation ecosystem within the school environment.
Copyright (c) 2026 Sima Fatmawati, Yulina Ismiyanti, Galih Cahya Pratama https://creativecommons.org/licenses/by/4.0
Media terapi wicara Smart Hipo Talk untuk meningkatkan keterampilan berbicara pada anak penderita speech delay di Kelompok Dawis Kacang Tanah III, Kota Semarang
Keterlambatan berbicara (speech delay) pada anak usia dini menjadi permasalahan perkembangan bahasa yang semakin banyak ditemukan akibat rendahnya stimulasi komunikasi dan tingginya penggunaan gawai pada anak. Kondisi tersebut juga ditemukan pada anak-anak di Kelompok Dawis Kacang Tanah III Kota Semarang yang mengalami hambatan dalam penguasaan kosakata, respons verbal, dan komunikasi dua arah. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan keterampilan berbicara anak penderita speech delay melalui penerapan media terapi wicara Smart Hipo Talk. Metode pelaksanaan kegiatan dilakukan melalui tahapan observasi dan wawancara mitra, pelatihan penggunaan media kepada orang tua, pendampingan terapi wicara, implementasi media terapi, serta evaluasi perkembangan kemampuan berbicara anak. Media Smart Hipo Talk dikembangkan berbasis audio-visual interaktif dengan pendekatan bermain sambil belajar untuk meningkatkan stimulasi bahasa anak secara lebih menarik dan komunikatif. Dari hasil pelaksanaan kegiatan diketahui bahwa penggunaan media Smart Hipo Talk mampu meningkatkan kemampuan anak dalam menyebutkan kosakata, menirukan bunyi dan kata, merespons instruksi verbal, serta melakukan komunikasi dua arah. Selain itu, keterlibatan orang tua dalam proses terapi juga meningkat sehingga stimulasi bahasa dapat dilakukan secara berkelanjutan di lingkungan rumah. Implikasi kegiatan ini menunjukkan bahwa media Smart Hipo Talk berpotensi menjadi alternatif media terapi wicara yang inovatif, praktis, dan aplikatif untuk mendukung penanganan anak penderita speech delay di lingkungan masyarakat. Speech delay in early childhood is an increasingly common language development problem due to low communication stimulation and high use of gadgets. This condition was also found in children in the Dawis Kacang Tanah III Group in Semarang City who experienced difficulties in vocabulary mastery, verbal responses, and two-way communication. This community service activity aims to improve the speaking skills of children with speech delay through the application of Smart Hipo Talk speech therapy media. The implementation method of the activity was carried out through the stages of observation and partner interviews, training on media use for parents, speech therapy assistance, implementation of therapy media, and evaluation of the development of children's speech abilities. Smart Hipo Talk media was developed based on interactive audio-visual with a play-while-learning approach to increase children's language stimulation in a more interesting and communicative way. From the implementation of the activity, it was known that the use of Smart Hipo Talk media was able to improve children's abilities in naming vocabulary, imitating sounds and words, responding to verbal instructions, and conducting two-way communication. In addition, parental involvement in the therapy process also increased so that language stimulation could be carried out continuously in the home environment. The implications of this activity demonstrate that Smart Hipo Talk media has the potential to be an innovative, practical, and applicable alternative speech therapy tool to support the treatment of children with speech delays in the community.
Copyright (c) 2026 Meilan Arsanti, Aida Azizah, Oktarina Wardani https://creativecommons.org/licenses/by/4.0
Improving students’ English language skills through English Camp method for 3 days at Pondok Pesantren Syafi’i Akrom Pekalongan
English language proficiency is one of the essential competencies that Islamic boarding school students (pesantren) should possess to meet the needs of global education and communication. However, English learning in Islamic boarding schools (pesantren) still faces several challenges, such as limited understanding, limited opportunities for language practice, and a lack of confidence in communicating in English. The purpose of this community service activity was to improve the English skills of female students through a three-day English Camp programme at the Syafi'i Akrom Islamic Boarding School in Pekalongan. The activity was held from November 14–16, 2025, with 50 participants. The learning process includes several stages: preparation, implementation, and evaluation. The experiential learning and play-based learning approaches are implemented through activities such as vocabulary games, role-play, speaking practice, interactive quizzes, and motivational sessions for learning English. Evaluation is conducted through observation of participants' participation, learning motivation, speaking confidence, and vocabulary mastery. The results of the activities show increased participant engagement in learning, increased confidence in using English, and increased vocabulary mastery related to daily activities at the Islamic boarding school. In addition, this activity successfully strengthens collaboration between universities and Islamic boarding schools in developing language skills by creating an interactive, communicative, and enjoyable learning atmosphere. The English Camp programme has proven to be an effective learning alternative for improving teachers' English skills.
Copyright (c) 2026 Ifan Rikhza Auladi, Nani Hidayati, Putri Arifatul Ilmiyah, Alfiyyah Nur Kautsar, Monika Muhtiromi Maulidah, Nia Putri Rizki Alfitri; Sukma Putrawan https://creativecommons.org/licenses/by/4.0
Peningkatan kompetensi guru MGMP SMP di Kabupaten Tuban dalam penulisan buku teks melalui workshop kepenulisan berbasis praktik kolaboratif
Perkembangan kurikulum, transformasi digital dalam pendidikan, serta tuntutan pengembangan keprofesian berkelanjutan mendorong guru untuk tidak hanya berperan sebagai pengajar, tetapi juga sebagai pengembang sumber belajar yang inovatif. Namun, pada praktiknya masih banyak guru yang belum memiliki karya berupa buku pendidikan yang dapat digunakan sebagai bahan ajar di kelas. Kondisi ini juga ditemukan pada guru-guru yang tergabung dalam MGMP SMP Kabupaten Tuban, di mana sebagian besar guru masih bergantung pada buku terbitan umum dan belum memiliki pengalaman yang memadai dalam penulisan buku pendidikan. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi dan literasi profesional guru dalam menyusun buku pendidikan melalui pelatihan kepenulisan berbasis praktik kolaboratif. Kegiatan dilaksanakan melalui kerja sama antara MKKS dan MGMP SMP se-Kabupaten Tuban dengan Penerbit Erlangga, serta melibatkan 80 guru peserta. Metode yang digunakan meliputi ceramah untuk memberikan pemahaman konseptual tentang penulisan buku pendidikan, diskusi untuk mengidentifikasi tantangan dan berbagi pengalaman, serta praktik untuk membimbing peserta menyusun draft buku sesuai bidang studi masing-masing. Hasil kegiatan menunjukkan adanya peningkatan kompetensi peserta yang ditunjukkan oleh kenaikan rata-rata nilai pretest dari 61,8 menjadi 84,6 pada posttest. Selain itu, peserta berhasil menghasilkan rancangan buku pendidikan sebagai luaran nyata kegiatan. Temuan ini menunjukkan bahwa pelatihan berbasis praktik kolaboratif efektif dalam meningkatkan kapasitas guru dalam penulisan buku pendidikan sekaligus mendorong tumbuhnya budaya literasi, kolaborasi profesional, dan produktivitas akademik di lingkungan MGMP. Kegiatan serupa berpotensi direplikasi sebagai model pengembangan profesional guru yang berkelanjutan. Professional development requires teachers not only to serve as educators but also as developers of innovative learning resources. However, in practice, many teachers have not yet produced educational books that can be utilized as teaching materials in the classroom. This condition was also identified among teachers participating in the Junior High School Subject Teacher Forum (MGMP) in Tuban Regency, where most teachers still rely on commercially published textbooks and have limited experience in educational book writing. This community service program aimed to enhance teachers’ professional literacy and competencies in developing educational books through collaborative practice-based writing training. The program was conducted through a partnership between the Association of Junior High School Principals (MKKS), the MGMP of Junior High Schools throughout Tuban Regency, and Erlangga Publishing. A total of 80 teachers participated in the program. The training employed three methods: lectures to provide conceptual understanding of educational book writing, discussions to identify challenges and facilitate experience sharing, and practical sessions to guide participants in developing book drafts according to their respective subject areas. The results demonstrated a significant improvement in participants’ competencies, as reflected in the increase of the average pre-test score from 61.8 to 84.6 in the post-test. Furthermore, participants successfully produced educational book drafts as tangible outputs of the program. These findings indicate that collaborative practice-based training is effective in enhancing teachers’ capacities in educational book writing while fostering a culture of literacy, professional collaboration, and academic productivity within the MGMP community. Similar programs have the potential to be replicated as a sustainable model for teacher professional development.
Copyright (c) 2026 Ratna Susanti, Eni Lestari, Indri Purwanto https://creativecommons.org/licenses/by/4.0
Implementasi program DIGI-TALK melalui workshop partisipatif untuk meningkatkan literasi digital dan kemampuan Bahasa Inggris siswa
Perkembangan pesat teknologi digital telah mengubah pola komunikasi dan pembelajaran, sehingga menuntut siswa tidak hanya memiliki kemampuan berbahasa, tetapi juga literasi digital dan etika dalam penggunaan teknologi. Selain itu, penguasaan Bahasa Inggris sebagai lingua franca global serta pengembangan keterampilan abad ke-21 menjadi kompetensi penting dalam menghadapi tantangan pendidikan di era digital. Oleh karena itu, kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan pemahaman siswa terkait literasi digital, mengoptimalkan pemanfaatan teknologi dalam pembelajaran Bahasa Inggris, mengembangkan keterampilan abad ke-21, serta meningkatkan motivasi siswa untuk melanjutkan pendidikan ke jenjang perguruan tinggi. Kegiatan pengabdian ini menggunakan pendekatan partisipatif melalui model workshop yang dilaksanakan di SMK Mathla’ul Anwar dengan melibatkan 60 siswa dan 6 guru. Pelaksanaan kegiatan dilakukan melalui tiga tahap, yaitu persiapan, pelaksanaan, dan evaluasi. Teknik pengumpulan data meliputi observasi, wawancara informal, angket, dan dokumentasi. Hasil kegiatan menunjukkan adanya peningkatan pemahaman siswa terkait literasi digital dan etika digital, serta meningkatnya kesadaran terhadap pentingnya Bahasa Inggris sebagai kompetensi global. Selain itu, kegiatan ini juga berkontribusi dalam pengembangan keterampilan berpikir kritis dan komunikasi yang terlihat dari partisipasi aktif peserta dalam diskusi. Peningkatan motivasi siswa untuk melanjutkan pendidikan juga menjadi temuan penting dalam kegiatan ini. Secara keseluruhan, kegiatan ini memberikan kontribusi dalam bentuk integrasi literasi digital, pembelajaran Bahasa Inggris, dan pengembangan keterampilan abad ke-21 dalam satu kerangka pembelajaran yang holistik. Temuan ini menunjukkan bahwa pendekatan workshop partisipatif efektif dalam meningkatkan kualitas pembelajaran dan kesiapan siswa menghadapi tantangan pendidikan di era digital. The rapid development of digital technology has transformed communication and learning practices, requiring students to possess not only language proficiency but also digital literacy and ethical awareness in technology use. In addition, mastery of English as a global lingua franca and the development of 21st-century skills are essential competencies for addressing contemporary educational challenges. Therefore, this community service program aims to enhance students’ understanding of digital literacy, optimize the use of technology in English language learning, develop 21st-century skills, and increase students’ motivation to pursue higher education. This program employed a participatory approach through a workshop model conducted at SMK Mathla’ul Anwar, involving 60 students and 6 teachers. The implementation consisted of three stages: preparation, execution, and evaluation. Data were collected through observation, informal interviews, questionnaires, and documentation. The results indicate an improvement in students’ understanding of digital literacy and digital ethics, as well as increased awareness of the importance of English as a global competence. The program also contributed to the development of critical thinking and communication skills, as reflected in students’ active participation during discussions. Furthermore, an increase in students’ motivation to continue their education to higher levels was observed. Overall, this program contributes to the integration of digital literacy, English language learning, and 21st-century skills within a holistic learning framework. The findings suggest that a participatory workshop approach is effective in enhancing learning quality and preparing students for educational challenges in the digital era.
Copyright (c) 2026 Evie Kareviati, Ratih Inayah, Hendra Husnussalam, Cynantia Rachmijati, Rasi Yugafiati, Sri Supiah Cahyati https://creativecommons.org/licenses/by/4.0
Penguatan kompetensi orang tua dalam mendukung pembelajaran anak melalui international parenting session di Thammislam Tait School, Thailand
Kegiatan Pengabdian kepada Masyarakat (PKM) internasional ini dilaksanakan untuk menguatkan kompetensi orang tua dalam mendukung pembelajaran anak di lingkungan keluarga. Perkembangan teknologi, perubahan pola belajar, dan tantangan pendidikan global menuntut keterlibatan aktif orang tua dalam mendampingi anak belajar secara efektif dan berkelanjutan. Kegiatan ini dilaksanakan di Thammislam Tait School, Thailand, pada 17–19 Desember 2024 dengan melibatkan 35 orang tua/wali murid. Metode pelaksanaan mencakup tahap persiapan, pelaksanaan parenting session, diskusi interaktif, refleksi, dan evaluasi kualitatif. Instrumen evaluasi berupa lembar observasi partisipasi, panduan diskusi reflektif, dan catatan respons peserta. Materi kegiatan meliputi keterlibatan orang tua dalam pendidikan anak, strategi pendampingan belajar di rumah, komunikasi positif, motivasi belajar, serta pengelolaan teknologi digital. Kegiatan disampaikan dalam bahasa Inggris dan dibantu penerjemahan ke bahasa Thai oleh guru mitra sekolah. Hasil evaluasi kualitatif menunjukkan bahwa peserta aktif berdiskusi, mampu mengidentifikasi tantangan pendampingan belajar, serta menyampaikan rencana penerapan komunikasi positif, pengaturan waktu belajar, dan pendampingan penggunaan gawai di rumah. Program ini berkontribusi dalam memperkuat kolaborasi sekolah dan keluarga untuk mendukung keberhasilan pembelajaran anak. This international community service program was conducted to strengthen parents’ competence in supporting children’s learning within the family environment. Technological development, changing learning patterns, and global educational challenges require active parental involvement in assisting children to learn effectively and sustainably. The program was implemented at Thammislam Tait School, Thailand, on December 17–19, 2024, involving 35 parents/guardians. The implementation method consisted of preparation, parenting sessions, interactive discussions, reflection, and qualitative evaluation. The evaluation instruments included a participation observation sheet, reflective discussion guidelines, and participant response notes. The materials covered parental involvement in children’s education, home learning assistance strategies, positive communication, learning motivation, and digital technology management. The sessions were delivered in English and translated into Thai by partner school teachers. The qualitative evaluation indicated that participants actively engaged in discussions, identified challenges in assisting children’s learning, and expressed plans to apply positive communication, learning-time management, and supervised gadget use at home. This program contributed to strengthening school-family collaboration in supporting children’s learning success.
Copyright (c) 2026 Nirwanto Maruf, Putra Kasle, Elis Suminar, Nur Fitri Yana https://creativecommons.org/licenses/by/4.0