Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Gemi: Jurnal Penelitian dan Pengabdian Curricula: Journal of Curriculum Development
Luqman Novianto
Universitas Cokroaminoto Yogyakarta
Religion Civil Engineering, Building, Construction & Architecture Education Environmental Science Law, Crime, Criminology & Criminal Justice

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Optimalisasi Program KKN Melalui Inovasi Pojok Baca Berbasis Permainan Tradisional Sebagai Upaya Mengurangi Waktu Layar (Screen Time) Anak Dusun Somokaton Ulul Azmi Napitu; Luqman Novianto; Ediana Gradia; Oktavia Kurnia Wati; Yohana Fransiska Bahagia; Afrida Mensi; Rusdy Sangadji; Fathorrohim Fathorrohim; Faisal Bahari; Aleksandro Insani Banera Kom; Intan Kusumawati
Gemi: Jurnal Penelitian dan Pengabdian Vol. 6 No. 1 (2026): Gemi
Publisher : Universitas Cokroaminoto Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47200/gemi.v6i1.3528

Abstract

The rapid development of digital technology has led to an increase in children's screen time and a decline in reading interest in the community. This condition also occurs in Somokaton Hamlet, where children tend to spend more time with gadgets than literacy activities and social games. This article aims to describe the implementation and impact of the Community Service Program (KKN) through the innovation of a Traditional Game-Based Reading Corner as an alternative to non-digital education. The method used is a participatory qualitative approach through the stages of observation, planning, provision of facilities, and implementation of literacy activities integrated with traditional games such as congklak, engrang batok, and bakiak. The results of the program, involving 25 children aged 5–13 years, showed a significant behavior shift. Most children who previously spent their leisure time using gadgets shifted to reading activities and traditional games after the program implementation, where the number of children playing gadget games decreased drastically from 20 to only 4 children. Conversely, children voluntarily visited the reading corner routinely 3–4 times a week for at least 20–30 minutes per session. The integration of literacy and traditional games proved to be able to create a fun learning atmosphere while strengthening character values and preserving local culture. Thus, the innovation of the Traditional Game-Based Reading Corner can be an effective strategy in reducing screen time and increasing children's interest in literacy in a sustainable manner.
Implementasi model pembelajaran Pendidikan Pancasila berbasis kesehatan mental untuk pencegahan bullying Paiman Paiman; Joko Wahono; Ahmad Nasir Ari Bowo; Luqman Novianto; Oktavia Kurnia Wati
Curricula: Journal of Curriculum Development Vol. 5 No. 1 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i1.93993

Abstract

The implementation of Pancasila Education in schools has largely focused on theoretical instruction, with limited integration of mental health perspectives. As a result, teachers often have insufficient understanding of mental health concepts, while students experience various mental health challenges. This study aims to describe and develop an effective mental health–based model for implementing Pancasila Education to prevent bullying. Using an exploratory qualitative approach with a multiple-case study design, the research was conducted in six senior and vocational high schools in Yogyakarta. Data were collected through interviews, observations, and document analysis and were validated through triangulation of methods and data sources. Data analysis followed the interactive model of Miles and Huberman. The findings indicate that the implementation model comprises four key stages: establishing learning identity, identifying learning problems, formulating learning objectives, and implementing learning activities. Teachers function as facilitators who create safe and supportive learning environments, while students actively develop social and emotional awareness. This model positions schools as inclusive learning ecosystems that support character development and bullying prevention.
Co-Authors Afrida Mensi Ahmad Nasir Ari Bowo Aleksandro Insani Banera Kom Ediana Gradia Faisal Bahari Fathorrohim Fathorrohim Intan Kusumawati JOKO WAHONO Oktavia Kurnia Wati Paiman Paiman Rusdy Sangadji Ulul Azmi Napitu Yohana Fransiska Bahagia