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All Journal Jurnal Geografi AL-ATHFAL : JURNAL PENDIDIKAN ANAK IHiS (Indonesian Historical Studies) Bubungan Tinggi: Jurnal Pengabdian Masyarakat Al-Ikhtibar : Jurnal Ilmu Pendidikan Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Cendikia : Media Jurnal Ilmiah Pendidikan Journal Of Human And Education (JAHE) IBDA': Jurnal Kajian Islam dan Budaya SEUNEUBOK LADA: Jurnal ilmu-ilmu Sejarah, Sosial, Budaya dan Kependidikan Kreativitas Pada Pengabdian Masyarakat (Krepa) Amerta Komunitas: International Journal of Indonesian Society and Culture
Riyani, Mufti
Unknown Affiliation
Religion Arts Humanities Earth & Planetary Sciences Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Implementasi Pendidikan Perdamaian untuk Menanamkan Toleransi dan Empati pada Siswa Sekolah Dasar Ridwan, Ridwan; Riyani, Mufti; Rahman, Aulia; Hadi Sutrisno, Imam
Al-Ikhtibar: Jurnal Ilmu Pendidikan Vol 12 No 1 (2025): Al-Ikhtibar: Jurnal Ilmu Pendidikan
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/ikhtibar.v12i1.11361

Abstract

This study aims to implement peace education in instilling tolerance and empathy values ??in Elementary Schools. This study uses a participatory and reflective School Action Research (PTS) approach. The subjects of this study were fifth grade students of Cot Keh Peureulak Elementary School, East Aceh. The sample was selected based on considerations of the need for the implementation of peace education at the grade level that is appropriate to the level of children's social and emotional development. Based on the results of the school action research conducted in two cycles, it can be concluded that peace education is effective in fostering tolerance and empathy values ??in students at Cot Keh Peureulak Elementary School, East Aceh. The learning process designed in a participatory, reflective, and contextual manner is able to create a classroom atmosphere that supports peaceful behavior and mutual respect. In cycle I, students showed low tolerance and empathy attitudes (65% and 62% respectively), while in cycle II, the score increased to 84% for tolerance and 81% for empathy. This proves that the peace education approach that is implemented in a planned and gradual manner can have a real impact on changing students' social attitudes.
Empowering Educators in Gayo Lues through Digital Literacy and Virtual Tour Technology Riyani, Mufti; Aprilia, Rapita; Rahman, Aulia; Anis, Madhan
Bubungan Tinggi: Jurnal Pengabdian Masyarakat Vol 7, No 4 (2025): NOVEMBER 2025
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/btjpm.v7i4.16519

Abstract

This community service program aims to empower educators in Gayo Lues through improving digital literacy and utilizing local culture-based virtual tour technology. This program replicates the Langsa Multicultural Heritage Virtual Tour, an innovative learning tool previously developed through a research program. Based on the mapping of current conditions, the primary target group was 18 teachers from the Sekulen Private Elementary School. The educators were accompanied by 30 students from the Period II Community Service Program at Samudra University, who served as mentors. The method applied was a Participatory Action Research (PAR) Framework combined with Asset-Based Community Development (ABCD). This method involved participatory mapping to assess current conditions, collaborative workshops, co-creation of digital content, and classroom mentoring for implementation. As a result, technical skills, such as producing 360° photos as a basic element of virtual tours and developing them in Google Sites, can be mastered by teachers with the available resources. In addition, there was a significant increase in teachers' digital literacy scores from an average of 45.0 to 78.2 or 74%. The program's outputs include the Gayo Lues Heritage Virtual Tour platform, digital lesson plan modules, and improved teacher capacity for technology integration in learning. This activity has provided digital-based teaching materials that can be used in the classroom as well as the potential to help other sectors such as tourism and cultural heritage preservation.
Locally Anchored Disaster Mitigation Curriculum for Early Childhood Social Studies Learning: A Conceptual-Design Synthesis Mulianingsih, Ferani; Purnomo, Arif; Riyani, Mufti; Astuti, Andarweni; Edi Siswanto, M. Bambang; Fajar, Fajar; Mapa, Mohammad Tahir; Aizawa, Yosio
Al-Athfal: Jurnal Pendidikan Anak Vol. 12 No. 1 (2026): Issue in Progess
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.2026.121-06

Abstract

Purpose – Disaster mitigation education for young children is often reduced to drills, hazard information, and safety procedures. This conceptual article formulates LADMiC-ECE as a local wisdom-based disaster mitigation curriculum framework for Early Childhood Social Studies, positioning mitigation as social learning that develops place awareness, care, environmental responsibility, shared rules, and safe participation.Design/methods/approach – The article uses conceptual-design synthesis across five source clusters: Early Childhood Social Studies, disaster risk reduction education, local and Indigenous knowledge, play-based developmental learning, and authentic assessment with sustainability education. The sources were analysed to clarify theoretical hierarchy, identify novelty and resistance, and construct a developmental pathway.Findings – LADMiC-ECE is organised through five principles: place before hazard, culture before procedure, play before instruction, values before compliance, and observation before testing. Local wisdom is treated as cultural mediation of risk, not decoration or a substitute for scientific safety standards. The developmental pathway is recursive and context-sensitive, moderated by age, disability, trauma exposure, teacher capacity, family support, school resources, and hazard type.Research implications/limitations – The framework offers a conceptual basis for curriculum development, expert validation, teacher-community co-design, and child-centred assessment research. Its limitation is that it remains untested; it does not report classroom implementation, expert review, child observation, assessment reliability, or evidence of effectiveness across different hazards and communities.Practical implications – Teachers can adapt local stories, songs, maps, role play, guided walks, environmental routines, and observation records to connect safety with children’s familiar places and community life. Implementation must avoid frightening simulations, cultural romanticism, exclusionary practices, and transferring adult disaster responsibility to children.Originality/value – This article positions disaster mitigation within Early Childhood Social Studies rather than adult-oriented preparedness. Its novelty lies in integrating place, culture, play, and values into a developmentally appropriate curriculum that promotes socio-ecological awareness and mitigation behaviour.Paper type Conceptual paper
Co-Authors Aizawa, Yosio Anis, Madhan aprilia, rapita Arif Purnomo Asnawi Asnawi Astuti, Andarweni Aulia Rahman Aulia Rahman Dewi, Intan Purnama Edi Siswanto, M. Bambang Fajar Fajar Ferani Mulianingsih Fransyaigu, Ronald Hadi Sutrisno, Imam Hanafiah Hanafiah, Hanafiah Ibrahim, Husaini Inge Ayudia Juliati, Juliati Mapa, Mohammad Tahir Nuryanti, Reni Okhaifi Prasetyo Putri, Alpidsyah Rafli, Muhammad Febri Ridwan, Ridwan Rosyid MA, Ikhsan Shamadiyah, Nurasih Siregar, Saswina Hidayah Sugiantoro Sugiantoro Usman Usman Ibrahim Usman Usman Zulkifli Abdurrahman Usman