<![CDATA[AbstrakWilayah kepulauan memiliki tantangan pendidikan yang kompleks akibat keterbatasan akses, sarana pendukung, serta rendahnya intensitas kolaborasi antarpemangku kepentingan pendidikan. Kondisi tersebut juga dialami sekolah mitra di Desa Gili Indah, Kabupaten Lombok Utara, yang masih menghadapi keterbatasan dalam identifikasi masalah pendidikan berbasis data dan penyusunan solusi yang sesuai dengan karakteristik wilayah kepulauan. Berdasarkan kondisi tersebut, kegiatan Pengabdian kepada Masyarakat ini bertujuan meningkatkan pemahaman dan kapasitas pemangku kepentingan pendidikan dalam mengidentifikasi, menganalisis, dan merumuskan solusi terhadap permasalahan pendidikan di wilayah kepulauan. Metode pelaksanaan menggunakan pendekatan Participatory Action Research (PAR) yang dipadukan dengan Problem-Driven Iterative Adaptation (PDIA). Kegiatan dilaksanakan melalui tahapan diseminasi, pelatihan, pendampingan, dan penyusunan Rencana Tindak Lanjut (RTL) dengan memanfaatkan data Rapor Pendidikan sebagai dasar identifikasi masalah. Kegiatan diikuti oleh 17 peserta yang terdiri atas 1 Kepala UPTD Dikbudpora Kecamatan Pemenang, 4 Pengawas Dikbudpora Kabupaten Lombok Utara, 4 kepala sekolah, dan 8 guru dari sekolah mitra. Pelaksanaan kegiatan menunjukkan adanya peningkatan pemahaman peserta terhadap tahapan identifikasi masalah berbasis PDIA sebesar 87%, tersusunnya empat dokumen RTL sekolah, serta terbentuknya komitmen kolaboratif antarpemangku kepentingan pendidikan. Kegiatan ini menunjukkan bahwa pendekatan PDIA efektif memperkuat kapasitas sekolah dalam penyelesaian masalah pendidikan berbasis data, sekaligus mendorong kolaborasi yang berkelanjutan dalam mendukung peningkatan mutu pendidikan di wilayah kepulauan. Kata kunci: kolaborasi pendidikan; pengabdian masyarakat; problem-driven iterative adaptation; rapor pendidikan; wilayah kepulauan. Abstract Island regions face complex educational challenges due to limited accessibility, inadequate supporting infrastructure, and low levels of collaboration among educational stakeholders. These conditions are also experienced by partner schools in Gili Indah Village, North Lombok Regency, Indonesia, where schools continue to encounter difficulties in conducting data-driven problem identification and developing solutions that reflect the unique characteristics of island communities. In response to these challenges, this community service program aimed to enhance the knowledge and capacity of educational stakeholders in identifying, analyzing, and addressing educational problems in island areas. The program adopted a Participatory Action Research (PAR) approach integrated with the Problem-Driven Iterative Adaptation (PDIA) framework. Activities were implemented through four stages: dissemination, training, mentoring, and the development of School Action Plans, using the Education Report Card (Rapor Pendidikan) as the primary source for problem identification. The program involved 17 participants, consisting of one Head of the Pemenang District Education Office, four school supervisors from the North Lombok Regency Education Office, four school principals, and eight teachers from partner schools. The implementation resulted in an 87% improvement in participants' understanding of PDIA-based educational problem identification, the completion of four school action plan documents, and the establishment of a collaborative commitment among educational stakeholders. These findings demonstrate that the PDIA approach effectively strengthens schools' capacity for data-driven educational problem solving while fostering sustainable collaboration to support continuous educational quality improvement in island regions. Keywords: collaborative education; community service; education report card; island regions; problem-driven iterative adaptation.]]>
