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All Journal Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Setawar Abdimas
Mukti Amini
Universitas Terbuka, Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Education

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EDUKASI SIAGA BENCANA BERBASIS ASET KOMUNIKASI MELALUI SEKOLAH DAN MEUNASAH DI PIDIE JAYA Riandi Marisa; Juli Firmansyah; Mukti Amini; Muhammad Sulaiman; Windra Irawan; Sitti Jamilah; Muhammad Daud; Musliadi; Muhammad Munadi
Setawar Abdimas Vol. 5 No. 2 (2026): Juli
Publisher : Universitas Muhammadiyah BengkuluUniversitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/sa.v5i2.10818

Abstract

Program Pengabdian kepada Masyarakat (PkM) ini bertujuan memperkuat kesadaran dan kapasitas pendidikan kebencanaan di SDN 6 Meureudu dan Meunasah Gampong Manyang Cut, Kabupaten Pidie Jaya, Provinsi Aceh. Gampong Manyang Cut merupakan kawasan rawan bencana banjir bandang yang terletak di sepanjang aliran Sungai Meureudu, sehingga masyarakat dan komunitas sekolah menghadapi ancaman bencana yang berulang. Kegiatan PkM dilaksanakan pada 19-21 Mei 2026 dengan menggunakan pendekatan Asset Based Community Development (ABCD) yang memanfaatkan aset lokal komunitas. Program mencakup: (1) edukasi siaga bencana banjir bagi 200 siswa dan 28 guru SDN 6 Meureudu; (2) penguatan kapasitas kebencanaan berbasis meunasah bagi masyarakat Gampong Manyang Cut; dan (3) distribusi hibah perlengkapan pendidikan sebagai dukungan konkret pascabencana. Hasil evaluasi berbasis observasi terstruktur dan lembar umpan balik menunjukkan bahwa seluruh 228 peserta (200 siswa dan 28 guru) mengikuti kegiatan secara aktif hingga selesai, dengan tingkat partisipasi 100%. Sebanyak 92% peserta mampu mengidentifikasi jalur evakuasi dan prosedur tanggap darurat berdasarkan hasil observasi sesi simulasi. Koordinasi multistakeholder yang melibatkan lima unsur pentahelix berhasil terjalin efektif. Meunasah terbukti menjadi mitra strategis dalam memperluas jangkauan program kesiapsiagaan bencana. Program ini direkomendasikan sebagai model PkM kebencanaan berbasis ABCD yang dapat direplikasi di wilayah rawan bencana lainnya di Indonesia.
P5 Activity Management Based on the Local Wisdom of the Banyumasan Community in Kindergarten Mukti Amini; Novan Ardy Wiyani; Ernayanti Nur Widhi; Murni Murni
Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 12 No 02 (2026)
Publisher : Program Studi Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/tarbawi.v12i02.12282

Abstract

Despite the increasing implementation of the Projek Penguatan Profil Pelajar Pancasila (P5) in Indonesian early childhood education, many teachers continue to struggle to design culturally meaningful project-based learning activities that effectively integrate local wisdom into the curriculum. This study addresses this gap by developing and validating a management model for P5 activities grounded in the local wisdom of the Banyumasan community. Employing a collaborative action research design with an applied research approach, the study was conducted at Tunas Bangsa Adireja Kulon Kindergarten in Central Java, Indonesia, involving one principal, three teachers, and 39 children. Data were collected through semi-structured interviews, participant observations, and document analysis, and analyzed using an interactive model of data reduction, data display, and conclusion verification. The findings reveal a three-stage management framework for implementing P5 activities grounded in local wisdom. The first stage, local wisdom planning, involves designing project modules that integrate Banyumasan cultural values, traditions, and local products into learning objectives and classroom activities. The second stage, local wisdom action, engages children in experiential learning through the exploration, production, and practice of culturally authentic local wisdom artifacts under teacher facilitation. The third stage, reflective local wisdom assessment, employs structured reflection and recall activities to evaluate children's learning experiences while reinforcing cultural identity and value internalization. The study contributes a transferable framework for managing culturally responsive project-based learning in early childhood education that may be adapted to diverse cultural contexts. By demonstrating how indigenous knowledge can be systematically integrated into project management, this research provides practical guidance for teachers and policymakers seeking to strengthen culturally sustainable education, foster children's character development, and preserve local cultural heritage.
Co-Authors Ernayanti Nur Widhi Juli Firmansyah Muhammad Daud Muhammad Munadi Muhammad Sulaiman Murni Murni Musliadi Novan Ardy Wiyani Riandi Marisa Sitti Jamilah Windra Irawan