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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Jurnal Pengabdian UNDIKMA Information Technology Education Journal
Nissa Aulia Belistiana Utami
Hiroshima University
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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Civic engagement in the perspective of citizenship towards civil society Asep Anggi Buldani; Dinie Anggraeni Dewi; Zulkifli Alamsah Sutanto; Cici Fitri Bety; Nissa Aulia Belistiana Utami
Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Vol. 10 No. 1 (2026)
Publisher : Directorate of Research and Community ServiceUniversitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v10i1.89638

Abstract

Civic engagement—encompassing social awareness, volunteerism, political participation, activism, and communal solidarity—is an indispensable pillar of modern nationhood. Such proactive involvement is non-negotiable for the preservation of democratic institutions and the construction of an equitable, robust civil society. Employing a rigorous literature review methodology, this study critically analyses peer-reviewed journals, academic monographs, and institutional documents to synthesise existing theoretical frameworks and empirical evidence. This approach forcefully addresses prevailing methodological gaps to establish a solid conceptual foundation for subsequent analysis. Citizen engagement, whether manifested through grassroots activism or formal political avenues, explicitly frames specific socio-political issues within the juridical parameters of citizenship—specifically, the reciprocal rights and obligations binding the individual to the state. Furthermore, the collective mobilisation of communities demonstrates a clear capacity to shape public policy and secure equitable jurisprudential outcomes. Ultimately, this study asserts a comprehensive paradigm of civic engagement within the citizenship continuum, unequivocally elucidating the critical mechanisms required to achieve absolute participatory parity.
Enhancing Teaching and Learning through Digital Storytelling: Exploring Elementary Teachers' Perspectives and Challenges in Hiroshima Prefecture Setyaningsih Rachmania; Bachrudin Musthafa; Sri Setyarini; Iyen Nurlaelawati; Takamichi Asakura; Nissa Aulia Belistiana Utami
Information Technology Education Journal Vol. 5, No. 3, August (2026)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v5i3.13303

Abstract

Purpose – This study addresses what we term the "Pedagogical Infrastructure Gap" is a condition in which educational institutions have successfully deployed digital hardware and devices through government-led initiatives while neglecting to equip teachers with the pedagogical vocabulary required to theorize their own instructional practices. Method – Employing a descriptive qualitative approach, data were collected from four in-service teachers currently pursuing postgraduate studies at Hiroshima University through semi-structured interviews and document analysis. Findings – Some of the participants actively employ multimodal and narrative-based pedagogical practices that implicit DST-related to identify or articulate their work within that conceptual framework. Implications – This study emphases the untapped pedagogical potential embedded within these implicit practices and recommends professionally-oriented interventions focused on "naming the practice" that is, on bridging the gap between what teachers already do and what they can consciously leverage through theoretical awareness. Originality – Unlike the majority of existing studies, which examine outcomes in contexts where teachers are deliberately trained in Digital Storytelling (DST), this research is uniquely positioned to document how educators accidentally arrive at Digital Storytelling (DST) through independent experimentation with multimodal tools such as iMovie and PowerPoint, thereby contributing an underexplored perspective to the global literature on ICT integration in elementary education.
Transformasi Digital Pedagogi Pancasila Berbasis GreenMetric melalui Pelatihan Mobile Learning bagi Guru SD Dinie Anggraeni Dewi; Yeni Yuniarti; Winti Ananthia; Agil Nanggala; Mega Laeni; Nissa Aulia Belistiana Utami; Asep Anggi Buldani; Destiana Eka Pujasmara; Intan Samrotul Fuadah
Jurnal Pengabdian UNDIKMA Vol. 7 No. 4 (2026): November (IN PRESS)
Publisher : LPPM Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jpu.v7i4.22597

Abstract

This community service program aims to strengthen elementary school teachers' capacity to integrate digital pedagogy, Pancasila values, and environmentally responsible practices through mobile learning. The program employed a participatory training approach consisting of five stages: Scan, Learn, Discuss, Act, and Reflect. More than 50 elementary school teachers from three partner schools in Sukabumi, Indonesia, participated in the program. Evaluation was conducted through facilitator observations, interviews, school records, and activity documentation, with the collected data analyzed descriptively. The results indicate increased awareness of cross-curricular environmental literacy, a shared understanding of pedagogically purposeful mobile learning, greater awareness of paper-saving instructional alternatives, and the development of a contextualized learning model that connects Pancasila values with ecological actions through the Eco Pancasila application. Participants' active engagement demonstrated that digital transformation was understood not merely as the replacement of conventional learning devices with digital technologies, but as a redesign of learning processes to promote meaningful learning, character development, and resource efficiency. The implementation of paperless classrooms should be undertaken gradually and inclusively, with due consideration given to accessibility, data protection, screen-time balance, and institutional support. Continued mentoring and the development of measurable classroom action plans are therefore recommended to ensure the sustainability of the program.
Co-Authors Agil Nanggala Asep Anggi Buldani Bachrudin Musthafa Cici Fitri Bety Destiana Eka Pujasmara Dewi, Dinie Anggraeni Intan Samrotul Fuadah Iyen Nurlaelawati Mega Laeni Setyaningsih Rachmania Sri Setyarini Takamichi Asakura Winti Ananthia Yeni Yuniarti, Yeni Zulkifli Alamsah Sutanto