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All Journal Abdimas Umtas : Jurnal Pengabdian kepada Masyarakat
Hilmi Setia Ardhi
Economic Education of Tegal Pancasakti University
Religion Agriculture, Biological Sciences & Forestry Arts Education Social Sciences

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Integrated Community-Based Education Model for Strengthening Character and Global Literacy Among Undocumented Indonesian Migrant Children Neni Hendaryati; Maia Dynar Havsari; Bahtiar Agusti; Hilmi Setia Ardhi
ABDIMAS: Jurnal Pengabdian Masyarakat Vol. 9 No. 3 (2026): ABDIMAS UMTAS: Jurnal Pengabdian Kepada Masyarakat
Publisher : LPPM Universitas Muhammadiyah Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35568/abdimas.v9i3.7973

Abstract

This community engagement program aimed to strengthen the character, global literacy, numeracy, and financial literacy of undocumented Indonesian migrant children through an integrated community-based education model implemented under the Global Educator Initiative. The program was conducted over a two-month period and involved approximately 90 children aged 6–15 years at the At-Tanzil Learning Center in Malaysia. Program implementation encompassed community outreach, active learning–based training, character education integration, the use of digital learning media through Quizizz, psychosocial support, and continuous evaluation. The program outcomes demonstrated substantial improvements across multiple dimensions, including an increase in numeracy proficiency from 40% to 75%, an improvement in the average digital learning score from 55 to 80, the adoption of regular saving habits among 60% of participants, and a reduction in absenteeism from 30% to 10%. The novelty of the program lies in its integration of character education, global literacy, financial literacy, and digital learning into a single community-based educational model specifically designed for undocumented migrant children. These findings indicate that the model effectively enhances academic competencies, character development, and essential life skills while simultaneously strengthening the institutional capacity of the learning center. Furthermore, the model offers a sustainable framework for inclusive education with strong potential for replication in migrant communities with similar socioeconomic and educational characteristics.
Co-Authors Bahtiar Agusti Maia Dynar Havsari Neni Hendaryati