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All Journal JUPE : Jurnal Pendidikan Mandala Kreasi: Jurnal Inovasi dan Pengabdian Kepada Masyaraka
Ni Luh Kariani
STKIP HAMZAR
Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences

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Implementasi Program Kuliah Kerja Nyata (KKN) Berdampak STKIP HAMZAR dalam Pencegahan Stunting melalui Pendekatan Partisipatif di Masyarakat Desa Jenggala Musafir Musafir; Hadiyaturrido Hadiyaturrido; Muhtamar Zan; Basyir Basyir; Halimatussyakdiah Halimatussyakdiah; Intan Izza Dinillah; M. Izza Mahendra; Neli Agustina; Ni Luh Kariani; Susiani Susiani
Kreasi: Jurnal Inovasi dan Pengabdian kepada Masyarakat Vol. 6 No. 2 (2026): Juli
Publisher : BALE LITERASI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/kreasi.v6i2.1966

Abstract

Stunting merupakan masalah gizi yang serius di Indonesia, yang dapat memengaruhi pertumbuhan dan perkembangan anak. Desa Jenggala merupakan salah satu wilayah yang masih menghadapi permasalahan stunting, data menunjukkan bahwa ada 30 orang anak yang masih mengalami stunting. Penelitian ini bertujuan untuk mengevaluasi implementasi program Kuliah Kerja Nyata (KKN) yang dilakukan oleh mahasiswa STKIP Hamzar dalam pencegahan stunting di Desa Jenggala. Metode yang digunakan adalah deskriptif kualitatif dengan teknik pengumpulan data melalui observasi, wawancara dengan warga dan kader posyandu, serta dokumentasi program. Mahasiswa berperan dalam memberikan edukasi gizi kepada ibu balita, pendampingan keluarga berisiko stunting, serta pelatihan pembuatan makanan sehat berbasis bahan pangan lokal. Hasil penelitian menunjukkan adanya peningkatan pengetahuan ibu-ibu balita tentang pola makan bergizi seimbang serta peningkatan partisipasi masyarakat dalam kegiatan posyandu. Keterlibatan mahasiswa terbukti mampu menjadi motor penggerak perubahan perilaku masyarakat dalam pencegahan stunting. Diperlukan kesinambungan program dan dukungan oleh pemerintah Desa dan dinas kesehatan agar upaya ini dapat memberikan dampak jangka panjang.
The Role Of Teachers In Developing The Independence Of Children Aged 5-6 Years Through The Class Rules Program Habitat Method Ni Luh Kariani; Muhammad Muhajirin; Musafir Musafir
urn:nbn:de:0000-jupe.v11i36
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/r6ymz194

Abstract

Independence is one of the essential aspects of early childhood socio-emotional development that should be nurtured through consistent habituation. Teachers play a crucial role in creating a learning environment that encourages children to perform daily activities independently. This study aimed to describe the role of teachers in fostering the independence of Group B children aged 5–6 years through the habituation method of classroom rules at TK Negeri Serikandi Karang Bajo and to identify the obstacles encountered during its implementation. This study employed a descriptive qualitative approach. The participants consisted of the principal and Group B teachers. Data were collected through observation, interviews, and documentation, and were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation. The findings revealed that teachers acted as facilitators by providing a supportive learning environment, as mentors by guiding children in implementing classroom rules, and as motivators by providing encouragement and positive reinforcement. Habituation activities included lining up before entering the classroom, wearing and arranging shoes independently, washing hands, eating together, tidying learning materials, disposing of waste properly, and taking responsibility for personal belongings. The main obstacles included children's low self-confidence, dependence on parents, differences in individual characteristics, and limited habituation practices at home. The study concludes that consistent habituation supported by active teacher involvement effectively promotes the development of independence among early childhood learners.
Co-Authors Basyir Basyir Hadiyaturrido Hadiyaturrido Halimatussyakdiah Halimatussyakdiah Intan Izza Dinillah M. Izza Mahendra Muhammad Muhajirin, Muhammad Muhtamar Zan Musafir, Musafir Neli Agustina Susiani Susiani