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All Journal ABSYARA: Jurnal Pengabdian Pada Masyarakat Multidiciplinary Output Research for Actual and International Issue (Morfai Journal)
Fauzia Harun
Universitas Khairun
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ANALYSIS OF DIGITAL READINESS AND TPACK OF PGSD STUDENTS IN FACING THE DIGITAL TRANSFORMATION OF BASIC EDUCATION Eko Purnomo; Fauzia Harun; Wawan S. Nadra; Rasmi Hi Panu
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 6 No. 2 (2026): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.18821682

Abstract

Digital transformation in basic education requires prospective teachers to possess adequate digital readiness and Technological Pedagogical Content Knowledge (TPACK) competence. This study aims to analyze the level of digital readiness and TPACK competence of students in the Primary School Teacher Education (PGSD) Program in facing the digital transformation of basic education. This study employs a descriptive quantitative approach using a survey method. Data were collected from 95 PGSD students through digital readiness and TPACK questionnaires using a five-point Likert scale. Data analysis was conducted descriptively, including mean, median, standard deviation, percentage, and categorization into low, medium, and high levels. The results show that students’ digital readiness is in the high category (M = 4.04), while TPACK competence is also in the high category (M = 3.81). Dimensional analysis indicates that students have good mastery of access and basic digital skills, but the pedagogical integration of technology in learning still needs to be strengthened. These findings indicate that PGSD students are generally ready to face digital transformation; however, strengthening integrative TPACK-based learning is still highly necessary in teacher education programs.
Penerapan Teknologi Dalam Pelatihan Pembuatan E- Modul Untuk Mengintegrasikan Budaya Lokal Risna Srinawari; Selvi Wulandari; Fauzia Harun; Andi Rahmadani; Jein C. Flori; Sriwildasari Suleman
ABSYARA: Jurnal Pengabdian Pada Masayarakat Vol 6 No 1 (2025): ABSYARA: Jurnal Pengabdian Pada Masyarakat
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/ab.v6i1.30783

Abstract

In the context of education in Indonesia, fostering love and pride for local culture is crucial. Our country has a vast cultural diversity that, if not preserved and introduced from an early age, could be lost to the tides of modernization. Therefore, the role of teachers as strategic agents in the educational process must be encouraged to adopt more innovative approaches in teaching. This community service aims to equip teachers with the skills to create e-modules that integrate local cultural values as part of the learning process. The activities were conducted in May 2025, involving 14 teachers from SMA Negeri 11 Halmahera Selatan. The training procedure included planning, implementation, and evaluation stages. Evaluation results showed a significant improvement in teachers' understanding of local culture and technical skills, reflected in the average pretest and posttest scores, which increased from 61.4% to 90% for cultural understanding and from 58.6% to 80.3% for digital application skills. The resulting e-modules were able to present material aligned with regional characteristics, facilitating more engaging and interactive learning. This training outcome is expected to support the improvement of learning quality through culturally relevant digital media while strengthening the preservation of local culture within education. Integrating local culture into e-modules is also expected to enhance students' learning interest and critical thinking regarding cultural values.
Pejuang anti-bullying: Kampanye kebaikan melalui poster dan roleplay di SD Alkhairat 02 Kota Ternate Eko Purnomo; Bujuna Alhadad; Risna Srinawati; Kodrat Hi Karim; Rosida Marasabessy; Nurhuda Taepon; Dwi W. Nurharyanto; Ridwan Jusuf; Suhardi Abdullah; Samsu Somadayo; Selvi Wulandari; Darmawaty Hadi; Wawan S. Nadra; Ayu A. Akbar; Andi Ramadani; Asri S. Tamalene; Fauzia Harun
ABSYARA: Jurnal Pengabdian Pada Masayarakat Vol 7 No 1 (2026): ABSYARA: Jurnal Pengabdian Pada Masyarakat
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/ab.v7i1.36458

Abstract

Bullying in elementary schools can negatively affect students’ emotional, social, academic, and moral development and contribute to an unsafe school environment. This community service program aimed to improve students’ understanding of the forms, effects, and prevention of bullying while fostering empathy and the courage to respond to bullying incidents. The program was conducted at SD Alkhairat 02 Kota Ternate using a participatory-educational approach that combined interactive presentations, discussions, roleplay, and the creation of kindness campaign posters. The roleplay involved students taking the roles of perpetrators, victims, and bystanders to help them understand bullying situations and appropriate responses through the 3L approach (Lawan, Lari, Lapor—Resist, Leave, Report). Evaluation was conducted qualitatively through participatory observation during the activities, documentation of student posters, and observation of students’ responses and participation. The results showed that students began to distinguish between joking and bullying after participating in the roleplay activities. Students also demonstrated empathy toward victims and showed courage in helping their peers and reporting bullying incidents to teachers. They actively participated in creating and presenting kindness campaign posters. The activity concluded with a joint commitment declaration as “Pejuang Kebaikan” (Kindness Champions). These findings suggest that combining posters and roleplay can provide a relevant educational approach for introducing bullying prevention to elementary school students. Continued involvement of teachers, parents, and school policies is needed to support the consistent application of anti-bullying values.
Co-Authors Andi Rahmadani Andi Ramadani Asri S. Tamalene Ayu A. Akbar Bujuna Alhadad Darmawaty Hadi Dwi W. Nurharyanto Eko Purnomo Jein C. Flori Karim, Kodrat Hi Nurhuda Taepon Rasmi Hi Panu Ridwan Jusuf Risna Srinawari Risna Srinawati Rosida Marasabessy Samsu Somadayo Selvi Wulandari Sriwildasari Suleman Suhardi Abdullah Wawan S. Nadra