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All Journal Jurnal of Applied Business and Banking (JABB) Journal of Community Service in Early Childhood Education
Kurniati, Lilis
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Social Sciences Other

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Makna Laba Bagi Pengrajin Tenun: Studi Etnometodologi Kurniati, Lilis; Sokarina, Ayudia
JOURNAL of APPLIED BUSINESS and BANKING (JABB) Vol 6, No 2 (2025): November
Publisher : UNIVERSITAS MUHAMMADIYAH MATARAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jabb.v6i2.36228

Abstract

Penelitian ini bertujuan  mengungkap makna laba berdasarkan persepsi pengrajin tenun khas Pringgasela. Penelitian menggunakan pendekatan etnometodologi dan dilakukan melalui observasi partisipan selama tiga bulan, wawancara mendalam, dan dokumentasi. Dalam penelitian ada sepuluh informan yang terlibat dari dua lokasi yang berbeda di desa Pringgasela Timur. Teknik analisis yang dilakukan melalui analisis Indeksikalitas, Refleksifitas dan Aksi Kontekstual. Hasil penelitian ini menemukan bahwa laba dimaknai sebagai keberlangsungan tradisi, kecukupan dalam memenuhi kebutuhan dasar, kebanggaan atas pengakuan sosial, stabilitas usaha, serta kontribusi terhadap komunitas sekitar. Pengrajin menempatkan pentingnya warisan budaya dan keberlanjutan produksi di atas akumulasi keuntungan material. Hasil penelitian ini menegaskan bahwa pemaknaan laba di Pringgasela sangat kontekstual dan tidak dapat dipahami melalui konsep laba konvensional. Temuan ini merekomendasikan pentingnya pendekatan holistik dalam pengembangan industri tenun tradisional yang menghargai nilai budaya lokal, memperkuat komunitas, dan memfasilitasi pemberdayaan ekonomi berkelanjutan.
Training and Assistance to Enhance Toilet Training Success among Children Aged 2–3 Years in Daycare Centers Wulandari, Amelisa; Kurniati, Lilis; Hanifa, Nur
Journal of Comunity Service in Early Childhood Education Vol. 1 No. 1 (2025): Journal of Comunity Service in Early Childhood Education
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jcosece.v1i1.32

Abstract

Background: Early childhood is a critical stage for developing independence in self-care; however, many children aged 2–3 years still experience difficulties in recognizing and practicing proper toilet training, highlighting the need for interactive and developmentally appropriate approaches. Aims: This community service program aims to enhance the knowledge and success of toilet training for children aged 2–3 years through interactive and engaging activities. Methods: This program employed a Participatory Action Research (PAR) approach consisting of planning, action, observation, and reflection stages. The planning stage involved identifying toilet training problems, conducting discussions with caregivers and parents, and designing interactive activities. The action stage focused on implementing toilet training practices through engaging and context-based activities. The observation stage involved monitoring and documenting children’s progress during the training process. The reflection stage included evaluating outcomes and identifying areas for improvement. Data were collected through observation and documentation and analyzed descriptively. Results: The results indicate improvements in children’s toilet training abilities, including increased independence, better understanding of toileting routines, and more consistent behavior. Children showed progress in recognizing the need to use the toilet and performing toileting activities with reduced assistance. Additionally, caregivers and parents reported positive behavioral changes and increased awareness of effective toilet training strategies. Conclusion: Interactive and context-based toilet training activities are effective in improving toilet training success among young children. The integration of structured activities, caregiver involvement, and continuous monitoring creates a supportive learning environment that promotes independence. This approach can be applied as an alternative method in early childhood care settings to support the development of essential self-care skills.
Co-Authors Ayudia Sokarina Hanifa, Nur Oktarina, Amimah Purga, Rizando Wulandari, Amelisa Yarmunida, Miti Yuniarta, Sari Nurrohmah