Garuda - Garba Rujukan Digital

Strengthening Educators’ Digital Competence through an Asset-Based Participatory Approach for Pedagogical and Administrative Innovation in Rural Areas Sureni; Busahdiar; Khoirul Anam
Bisma : Bimbingan Swadaya Masyarakat Vol. 8 No. 3 (2026): August 2026
Publisher : STAI Miftahul ULa Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/avf36t21

Rural communities in developing economies frequently encounter systemic barriers in human resource development, including limited pedagogical training among non-formal educators, fragmented digital administrative workflows, and inadequate financial management skills. Objective: This article critically evaluates the implementation and transformative outcomes of an Asset-Based Capacity Building (ABCD-CBSD) framework designed to elevate professional competence, digital literacy, child safety awareness, and financial management across diverse rural stakeholder groups. Methods: Using a six-week participatory action design, the intervention engaged primary school teachers, non-formal religious tutors, village administrative personnel, and youth leaders across five iterative stages: Discovery, Dream, Design, Destiny, and Sustainability. Data were collected through pre- and post-competency evaluations, structured observational rubrics, and semi-structured interviews. Results: Quantitative analysis revealed substantial skill gains across all training streams, showing an average competency increase of 46.2 percentage points (pedagogical innovation increased from 42.5% to 88.5%; digital office administration from 38.0% to 84.5%; positive discipline and child safety from 45.0% to 91.0%; and early financial literacy from 35.5% to 82.0%). Furthermore, the initiative institutionalized the ‘Rumah Pintar’ (Smart House) peer-learning network and established an inclusive school charter. Conclusion and Implications: The findings confirm that synchronizing capacity building across educational, administrative, and social domains creates mutually reinforcing developmental impacts, offering a scalable blueprint for sustainable rural empowerment.

Participatory Approaches to Socio-Religious Empowerment: Building Sustainable Local Capacity Kurniawan; Sureni; Rika Sa'diyah
Bisma : Bimbingan Swadaya Masyarakat Vol. 8 No. 2 (2026): June 2026
Publisher : STAI Miftahul ULa Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/cxcamy61

Rural communities in developing regions frequently possess abundant social capital and religious infrastructure that remain underutilised due to fragmented organisational management and limited structured youth participation. Objective: This study evaluates a community-led development intervention designed to strengthen social cohesion, enhance youth public speaking and leadership competencies, and optimise administrative stewardship within rural religious and civic institutions. Methods: Employing a five-phase Participatory Community Development framework consisting of asset discovery, co-design planning, capacity building, institutionalisation, and sustainability monitoring, the intervention directly engaged 145 community members including youth leaders, religious educators, and women's social associations. Results: Empirical evaluation revealed significant enhancements across all target dimensions: public speaking confidence rose from a baseline of 32.0% to 85.5%; youth mosque participation expanded from 28.5% to 82.0%; and administrative efficiency in Quranic education centres increased from 30.5% to 84.0%. Conclusion and Implications: The participatory community development approach successfully transformed latent religious and social assets into active community governance structures. This framework offers a sustainable model for rural social development, demonstrating that structured capacity building can foster enduring community self-reliance.

Transforming Basic Education Through Asset-Based Community Development: Enhancing Core Academic Competencies in Literacy, Numeracy, and Science Sureni; Mahliga Syahputra; Siti Shofiyah
Bisma : Bimbingan Swadaya Masyarakat Vol. 8 No. 1 (2026): April 2026
Publisher : STAI Miftahul ULa Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/b8eefs97

Foundational academic skills in literacy, numeracy, and science are the foundation of primary education, yet rural communities frequently face systemic challenges in providing structured learning support. Objective: This study aims to evaluate the impact of an Asset-Based Community Development (ABCD) initiative in strengthening core academic competencies among primary school students in rural East Java. Methods: Utilizing the 5D ABCD framework, comprising Discovery, Dream, Design, Deliver, and Destiny, local community assets including non-formal religious learning centres, primary school facilities, undergraduate volunteers, and youth networks were mapped and mobilized. Diagnostic pre-intervention and post-intervention assessment tools, structured observations, and focus group discussions were administered across 120 primary pupils over a six-week intensive engagement period. Results: The empirical evaluation demonstrated statistically significant progress across all targeted academic domains: basic reading comprehension rose from 42.5% to 86.0%, foundational numeracy mastery increased from 38.0% to 81.5%, scientific inquiry reasoning improved from 35.2% to 78.4%, and public speaking confidence expanded from 31.0% to 84.2%. Four contextual learning modules were institutionalised alongside a sustainable parent-tutor network. Conclusion and Implications: The ABCD model successfully transformed community engagement from deficit dependency to local asset ownership, establishing that rural community capital can effectively bridge basic academic gaps and foster educational sustainability.

Enhancing Organisational Efficacy and Pedagogical Competence through Community-Based Research and Integrated Capacity-Building Frameworks Sureni; Tajudin; Rika Sa'diyah
Bisma : Bimbingan Swadaya Masyarakat Vol. 7 No. 6 (2026): February 2026
Publisher : STAI Miftahul ULa Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/4kd5b847

Background: Rural socio-educational institutions frequently encounter systemic limitations in pedagogical efficacy, organizational governance, and public communication capabilities. Objective: This study documents a community engagement program aimed at upgrading human capital and institutional infrastructure through a participatory capacity building intervention. Methods: Utilizing a Community-Based Research (CBR) methodology structured across four phases (Foundation & Inculturation, Co-Discovery & Asset Mapping, Collaborative Training Action, and Institutionalisation), the initiative targeted local educators, youth cadres, and community stakeholders. Results: Empirical quantitative evaluation indicated statistically significant capacity gains across key metrics, including a 69.1% increase in pedagogical preparation proficiency, a 91.2% improvement in structured public communication, and a 59.6% enhancement in institutional administrative governance. Conclusion and Implications: The participatory CBR model effectively established self-sustaining peer mentoring networks and administrative protocols, demonstrating that context-sensitive capacity building provides a scalable framework for sustainable educational empowerment in resource-constrained rural ecosystems.

Empowering Early Childhood Potential through Community-Based Research: Strategic Interventions in Public Speaking, Qur'anic Literacy, and Moral Character Education Sureni; Karina Widya Andari
Bisma : Bimbingan Swadaya Masyarakat Vol. 7 No. 6 (2026): February 2026
Publisher : STAI Miftahul ULa Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/52bhfn18

Early childhood education in rural communities frequently encounters structural constraints, including limited pedagogical facilitators, lack of public speaking confidence, and unrefined Qur'anic recitation skills among young learners. Objective: This study examines the implementation and socio-educational impact of a Community-Based Research (CBR) framework designed to enhance public speaking confidence, Qur'anic literacy via Bayati melodic modulation, and moral character education among primary-aged children. Methods: Employing a four-stage CBR approach (laying the foundation, planning, information gathering and analysis, and acting on findings), the program actively engaged 11 student-researchers, local educators, and community stakeholders over a 43-day intensive engagement in a rural agricultural setting in East Java. Results: Quantitative and qualitative evaluations demonstrated a significant increase in children's public speaking self-efficacy (83.3% mastery rate), marked improvement in Qur'anic articulation and Bayati tone accuracy among 40 TPQ learners, and enhanced moral awareness (adab) and interpersonal harmony across elementary schools. Conclusion and Implications: The CBR approach successfully transformed passive community assets into an active educational ecosystem. The findings highlight the efficacy of collaborative university-community partnerships in fostering sustainable early childhood educational empowerment and social transformation.

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