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All Journal Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini Journal of Community Service in Early Childhood Education
Yudha Aviratri
Sekolah Tinggi Pendidikan Holistik Berbasis Karakter
Arts Humanities Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Physics Social Sciences Other

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Strengthening National Character through Literacy: STPHBK and Kayuh Literasi Collaboration Yudha Aviratri; Abdul Wahab Nafiyan
Journal of Comunity Service in Early Childhood Education Vol. 1 No. 2 (2025): Journal of Comunity Service in Early Childhood Education
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jcosece.v1i2.56

Abstract

Background: Low literacy levels in communities contribute to broader social issues, including school dropout rates, limited workforce skills, and intergenerational poverty. Strengthening family-based literacy is essential to support character development and improve quality of life. Aims: This community service program aims to enhance literacy awareness among parents, improve the capacity of Taman Bacaan Masyarakat (TBM) tutors, and foster children’s literacy skills as a foundation for character building. Methods: This program employed a community development approach with an empowerment strategy, involving collaboration between lecturers, students, and the Kayuh Literasi community. The implementation consisted of three stages: (1) raising parents’ awareness through seminars and literacy workshops, (2) mentoring TBM tutors in designing engaging and leveled literacy activities, and (3) assessing children’s literacy skills using leveled reading books. Data were collected through observation and program documentation and analyzed descriptively. Result: The results indicate an improvement in parents’ understanding of their role in supporting literacy at home, increased creativity and competence of tutors in developing literacy activities, and positive changes in children’s reading motivation and abilities. The program also demonstrated the effectiveness of collaborative efforts between higher education institutions, literacy communities, and families in promoting literacy culture. Conclusion: The implementation of a community-based literacy program through a community development and empowerment approach effectively strengthens literacy awareness and practices among families and communities. This program offers a sustainable and replicable model for fostering literacy culture and character development.
Dari Kewajiban Menuju Kapasitas: Kesenjangan Implementasi Pendidikan Inklusi di Kabupaten Cilacap Yudha Aviratri; Wahyu Khoerotunnisa
Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini Vol. 9 No. 1 (2026): Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/tunascendekia.v9i1.12588

Abstract

Penelitian ini menganalisis pelaksanaan pendidikan inklusi di Kabupaten Cilacap dengan menelaah hubungan antara kebijakan daerah, kapasitas sekolah, praktik layanan bagi peserta didik berkebutuhan khusus (PDBK), dan dukungan ekosistem pendidikan. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus pada tiga setting, yaitu Dinas Pendidikan dan Kebudayaan Kabupaten Cilacap, SD Islam Bustan El Firdaus sebagai sekolah yang telah melaksanakan pendidikan inklusi, dan SD Negeri Ujungmanik 03 sebagai sekolah yang belum melaksanakannya secara penuh. Data dikumpulkan pada April–Mei 2025 melalui wawancara semi-terstruktur, observasi partisipatif, dan dokumentasi. Analisis dilakukan secara tematik dengan pengodean, pencarian dan peninjauan tema, pendefinisian tema, serta pelaporan, disertai reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diperkuat melalui triangulasi sumber dan member check. Hasil penelitian menunjukkan adanya kesenjangan antara arah kebijakan yang mewajibkan sekolah menerima PDBK dan kapasitas implementasi di tingkat satuan pendidikan. Sejak 2019, tidak lagi diterbitkan izin inklusi khusus dan sekolah diarahkan menerima PDBK, tetapi dukungan teknis, anggaran, tenaga pendukung, fasilitas, dan pelatihan belum merata. SD Islam Bustan El Firdaus membangun kapasitas adaptif melalui diferensiasi pembelajaran, asesmen individual, buddy system, penataan ruang fleksibel, program lifeskill, terapi wicara, dan pengembangan bakat-minat. Sebaliknya, SD Negeri Ujungmanik 03 menempatkan kesiapan guru, fasilitas, media, dan pendampingan sebagai pertimbangan penting agar penerimaan PDBK tidak berhenti pada penerimaan administratif. Penelitian ini mengusulkan perspektif “kesenjangan kebijakan–kapasitas” sebagai cara membaca implementasi pendidikan inklusi di tingkat daerah.
Co-Authors Abdul Wahab Nafiyan Wahyu Khoerotunnisa