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All Journal Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner MAYARA: Jurnal Pengabdian Masyarakat
Fitria Zulfa
Sekolah Tinggi Agama Islam Darussalam Kunir
Religion Humanities Education Environmental Science Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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Peningkatan Kemampuan Makharijul Huruf melalui Pelatihan Personal bagi Santri Kelas Awal MD Al-Ittihad Cidahu, Subang Muhammad Adzki Haidar Lutfhi; Nurmala Nurmala; Gina Sonia; Fitria Zulfa; Yuliana Yuliana
MAYARA: Jurnal Pengabdian Masyarakat Vol. 4 No. 3 (2026): September - Desember
Publisher : Yayasan Miftahul Ulum Sangatta Kutai Timur (KEP. MENKUMHAM RI No. AHU-0014779.AH.01.04.Tahun 2018) bekerjasama dengan Jurusan Tarbiyah STAI Sangatta Kab. Kutai Timur.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71382/mayara.jurn.peng.masy..v4i3.415

Abstract

Most first- to third-grade students at Madrasah Diniyah Al-Ittihad, Cidahu Village, Subang Regency, had not yet mastered Arabic letters and the correct makharijul huruf, hindering their fluency in reciting the Qur'an. This community service activity aimed to improve students' mastery of makharijul huruf through personal training combined with a participatory approach involving daily cycles of planning, action, observation, and reflection. It was carried out over three effective days in mid-August, involving five facilitators and seventeen to twenty-three actively participating students per session out of thirty targeted students, with the pre-test attended by eighteen students and the post-test by fifteen students; because attendance varied between the two sessions, the pre- and post-test results reflect a between-group comparison across sessions rather than a matched comparison of identical students. Based on facilitators' qualitative observation using a simple rubric, the average pronunciation accuracy was estimated to increase from twenty-three to thirty-five percent, alongside a mapping of the five letters most frequently mispronounced, which is highlighted here as a key outcome in its own right rather than merely a supporting figure. Facilitators also observed a positive change in students' confidence in pronouncing Arabic letters, and the activity gave the madrasah a difficulty map to guide continued independent mentoring. These preliminary, observation-based results suggest that personal training combined with participatory principles is a promising, low-cost approach for resource-limited nonformal religious institutions, although they should be interpreted with caution given the short duration and the absence of a validated measurement instrument.
Edukasi Pencegahan Bullying melalui Pendekatan Partisipatif pada Siswa Sekolah Dasar di SDN Sindangsono, Kabupaten Subang Siti Nur Azizah; Fitria Zulfa; Ahmad Farihin; Titania Raesha Rahma; Putri Anggraeni
MAYARA: Jurnal Pengabdian Masyarakat Vol. 4 No. 3 (2026): September - Desember
Publisher : Yayasan Miftahul Ulum Sangatta Kutai Timur (KEP. MENKUMHAM RI No. AHU-0014779.AH.01.04.Tahun 2018) bekerjasama dengan Jurusan Tarbiyah STAI Sangatta Kab. Kutai Timur.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71382/mayara.jurn.peng.masy..v4i3.423

Abstract

Bullying remains a concern at SDN Sindangsono because teasing and name-calling occur in student interactions, while students’ understanding of the forms of bullying is still limited. This community service activity aimed to describe bullying prevention education through a participatory approach for third- and fourth-grade students. The activity involved 64 students, consisting of 34 third-grade and 30 fourth-grade students, and included an initial question-and-answer session, presentation of learning materials, an educational video, discussion, sharing session, written reflection, oral evaluation, and a joint commitment. Evaluation was conducted through the initial question-and-answer session and oral evaluation. At the beginning of the activity, students’ responses were more focused on physical bullying. Fifteen students (23.4%) voluntarily stated that they had engaged in actions they understood as bullying, while all participants stated that they had experienced feeling bullied, mainly through teasing and name-calling. After the activity, students’ responses began to include verbal, social, and social media-related forms of bullying, accompanied by reflective responses regarding peer interactions. All participants also took part in a joint commitment to prevent bullying. The activity indicated a broader understanding of bullying, the emergence of reflection, and student participation in bullying prevention.
The Implementation Of Curriculum Supervision By The Education And Culture Office Of Elementary Schools In Subang Regency Muhammad Adzki Haidar Luthfi; Siti Nur Azizah; Fitria Zulfa; Aminudin
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 4 November 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i4.1944

Abstract

Curriculum supervision by the education office is crucial for keeping curriculum implementation in elementary schools consistent with its planning, particularly during the transition to the Merdeka Curriculum. However, studies of supervision conducted by the Education and Culture Office as an external agency at the regency level remain limited. This study aims to describe the planning, implementation, evaluation and follow-up, and obstacles of curriculum supervision by the Education and Culture Office of Subang Regency in elementary schools. A qualitative descriptive approach was employed, with data collected through in-depth interviews, observation, and documentation studies involving supervisors, school principals, and office staff. The data were analyzed using the interactive model of data reduction, data display, and conclusion drawing, and their trustworthiness was examined through source and technique triangulation. The results show that supervision is planned annually through an Annual Supervision Work Plan (RKPT), implemented through at least four school visits per year, individual supervision, and the Teacher Working Group (KKG) and Principals' Working Conference (MKKS) forums, and followed up through written recommendations, technical coaching, and a digital reporting system. Four main obstacles were identified: an imbalanced supervisor-to-school ratio, limited budget and operational facilities, varied competence of principals and teachers, and the replication of curriculum documents across schools. The study concludes that effective supervision depends not only on administrative completeness but also on adequate resources, continuous coaching, and a collaborative approach that is sensitive to the conditions of each school. The study contributes an empirical account of curriculum supervision by a regency-level Education and Culture Office and recommends differentiated supervision planning, redistribution of supervisors with adequate operational funding, structured coaching for principals and teachers, and contextual curriculum assistance.
Co-Authors Ahmad Farihin Aminudin Gina Sonia Muhammad Adzki Haidar Lutfhi Muhammad Adzki Haidar Luthfi Nurmala Nurmala Putri Anggraeni Siti Nur Azizah Titania Raesha Rahma Yuliana Yuliana