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Pemberdayaan Remaja Kurang Mampu Melalui Keterampilan Tata Rias Di UPTD-Panti Sosial Anak Dan Remaja Dinas Sosial Provinsi Sulawesi Tenggara Darmin Tuwu; Muhammad Arsyad; Bahtiar Bahtiar; Suharty Roslan
Jurnal Kesejahteraan dan Pelayanan Sosial Vol. 4 No. 2 (2023): Edisi November
Publisher : Laboratorium Ilmu Kesejahteraan Sosial FISIP UHO Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52423/jkps.v4i2.16

Penelitian ini bertujuan untuk mengelaborasi proses dan hasil pemberdayaan remaja melalui pelatihan keterampilan tata rias di Panti Sosial Anda dan Remaja (PSAR) Dinas Sosial Provinsi Sulawesi Tenggara. Penelitian ini merupakan penelitan kualitatif dengan pendekatan studi kasus. Informan penelitian adalah 10 remaja peserta pelatihan, pengelola panti, dan instruktur. Metode pengambilan data menggunakan observasi partisipan, wawancara secara mendalam, dan studi dokumen. Teknik analisis data melalui display data, reduksi data, verifikasi data, dan penarikan kesimpulan. Teknik keabsahan data melalui triangulasi. Hasil penelitian menunjukan bahwa: proses pemberdayaan remaja dari keluarga kurang mampu melalui pemberian pelatihan keterampilan tata rias di UPTD-PSAR berlangsung dengan baik dalam 4 tahap yaitu: tahap perencanaan, tahap pelaksanaan, tahap pemberdayaan remaja, dan tahap evaluasi. Pertama, tahap perencanaan meliputi waktu kegiatan, seleksi peserta, instruktur, anggaran, kesiapan tempat, peralatan, dan bahan ajar. Kedua, tahap pelaksanaan yang terdiri dari pemberian motivasi, pengenalan alat dan bahan beserta fungsinya, proses pembelajaran dan praktek kerja; Ketiga, tahap pemberdayaan remaja; dan terakhir tahap evaluasi, dilakukan oleh instruktur dalam bentuk pujian bagi yang pintar dan perbaikan bagi peserta yang belum bisa. Dengan bertambahnya keterampilan peserta dalam bidang tata rias, akan membuka peluang peserta untuk berwira usaha, dan mendorong terciptanya kemandirian remaja.

KURIKULUM MERDEKA DALAM KERANGKA AKSES PENDIDIKAN: TINJAUAN LITERATUR ATAS INISIATIF UNICEF DAN PEMERINTAH INDONESIA Muhammad Sukron Fauzi; Mumu Muzayyin Maq; Ai Rukmini; Muhammad Arsyad; Arditya Prayogi; Edi Ahyani
Ekasakti Jurnal Penelitian dan Pengabdian Vol. 4 No. 2 (2024): Ekasakti Jurnal Penelitian dan Pengabdian
Publisher : LPPM Universitas Ekasakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31933/ejpp.v4i2.1174

This study aims to explore how the Kurikulum Merdeka is implemented within the framework of a more inclusive education access, considering the support from UNICEF and the policies of the Indonesian government. This research is a literature review, designed to collect, analyze, and synthesize various relevant sources of information to provide a comprehensive overview of the subject. Literature review research focuses on gathering, analyzing, and synthesizing information from diverse sources related to a specific topic or issue. The findings of this study indicate that UNICEF focuses on protecting children's rights and improving access to quality education through curriculum development, teacher training, and infrastructure enhancement. The Kurikulum Merdeka in Indonesia, with its flexible and competency-based approach, aligns with international education models that emphasize relevance and holistic assessment. Despite challenges such as infrastructure limitations and a shortage of qualified educators, the Kurikulum Merdeka reflects similar efforts to those of UNICEF and global practices in enhancing education quality and access.

The Effect Of Learning Management System Quality, Interactive Learning Features And Organizational Support On Digital Learning Adoption Of Vocational High School Students Mohzana; Sagaf S. Pettalongi; Muhammad Arsyad; Rio Haribowo; Ilham Arief; Agus Rofi'i
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 4 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 4 April - Juni
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i4.6006

The research investigates how Learning Management System quality together with interactive learning features and organizational support affects Indonesian vocational high school students ability to adopt digital learning technology. Digital learning adoption functions as a vital component which enables vocational education programs to meet the demands of a technology-based job market. The researchers used a quantitative research approach which employed an explanatory research framework. The researchers obtained primary data through questionnaires which they delivered to vocational high school students who studied through Learning Management Systems. The researchers used purposive sampling to select respondents who had previous experience with digital learning experiences as their study requirement. The researchers used multiple linear regression analysis to examine how various study variables influenced each other during the research process. The research findings demonstrated that Learning Management System quality together with interactive learning features and organizational support produced a significant impact on digital learning adoption when assessed through their combined assessment. The three independent variables exhibited positive and significant effects on the level of digital learning adoption according to the study results. The research results demonstrate that technological elements together with interactive capabilities and organizational backing function as essential factors which enable effective digital learning implementation. Schools need to improve their digital learning system quality through development of better interactive features and greater organizational support to achieve digital learning adoption.

The Impact of Project-Based Learning on Students' Science Literacy and Environmental Awareness: A Comprehensive Review Bambang Kulup Karnoto; Dwiyanto Dwiyanto; Muhammad Arsyad
Journal of Pedagogi Vol. 2 No. 5 (2025): Journal of Pedagogi - October
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/80h4ry59

Project-Based Learning (PjBL) has emerged as a transformative pedagogical approach that significantly enhances students' science literacy and environmental awareness across various educational levels. This comprehensive review synthesizes evidence from 20 empirical studies and systematic reviews conducted primarily in Indonesia between 2020 and 2025, examining the effectiveness of PjBL in developing scientific competencies and environmental consciousness. The findings consistently demonstrate that PjBL significantly improves students' science literacy scores, critical thinking abilities, problem-solving skills, and conceptual understanding compared to conventional teaching methods. Furthermore, PjBL effectively cultivates environmental awareness, pro-environmental attitudes, and action-taking behaviors among students through engagement with authentic environmental issues. The review identifies key success factors including active student involvement, integration of higher-order thinking skills, real-world problem contextualization, collaborative learning environments, and technology integration. This study reveals that PjBL effectiveness is enhanced when integrated with STEM approaches, digital storytelling, multiliteracy pedagogies, and character education. The evidence supports PjBL as a highly effective instructional model for fostering 21st-century competencies, scientific literacy, and environmental stewardship in contemporary education systems.

Exploring the Impact of Technology Integration on Student Engagement and Achievement in Science Education Suyono; Sayida Khoiratun Nisak; Riyanto; Muhammad Arsyad; Rusliana
International Journal of Educational Research Excellence (IJERE) Vol. 3 No. 2 (2024): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v3i2.1048

Exploring the Impact of Technology Integration on Student Engagement and Achievement in Science Education

The use Problem Based Learning Methods in Science Education Muhammad Arsyad; Razia Khan; Chak Sothy
Journal Neosantara Hybrid Learning Vol. 2 No. 3 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v2i3.2072

Science education plays a crucial role in developing students' critical thinking and problem-solving skills. However, traditional teaching methods often fail to engage students in meaningful learning experiences. To address this issue, Problem-Based Learning (PBL) has been introduced as an innovative instructional approach that encourages active learning and critical inquiry. This study aims to examine the effectiveness of the PBL method in science education by analyzing its impact on students' learning outcomes and engagement. This research employs a quasi-experimental design with two groups: an experimental group using the PBL method and a control group using conventional methods. Data were collected through pre-test and post-test assessments, student questionnaires, and classroom observations. The study involved secondary school students in a science subject. The findings reveal that students in the PBL group demonstrated higher academic achievement and improved problem-solving abilities compared to those in the control group. Additionally, PBL fosters greater student engagement, motivation, and collaboration during the learning process. In conclusion, the Problem-Based Learning method proves to be an effective strategy in science education, enhancing students' understanding and critical thinking skills. Educators are encouraged to implement PBL in science classrooms to create a more dynamic and interactive learning environment.

Generative AI for Learning: A Bibliometric Mapping of Global Scientific Publications Loso Judijanto; Muhammad Arsyad; Istiarsyah Istiarsyah
West Science Interdisciplinary Studies Vol. 4 No. 07 (2026): West Science Interdisciplinary Studies
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/wsis.v4i07.3018

The rapid advancement of Generative Artificial Intelligence (GenAI) has significantly transformed educational practices by introducing new possibilities for personalized learning, intelligent tutoring systems, automated feedback, and AI-supported knowledge creation. This study aims to explore the global research landscape of Generative AI for Learning through a bibliometric analysis of scientific publications indexed in the Scopus database. A comprehensive literature search was conducted to identify relevant publications, followed by performance analysis and science mapping using VOSviewer. The analysis examined publication trends, highly cited literature, keyword co-occurrence, citation networks, author collaboration, institutional contributions, and international research patterns. The findings reveal that research on generative AI in learning has experienced substantial growth, particularly following the emergence of ChatGPT and large language models. The intellectual structure of the field is dominated by three interconnected themes: technological advancement of artificial intelligence, educational integration of AI-based learning systems, and human-centered considerations including AI literacy, critical thinking, ethics, and responsible adoption. Influential publications highlight both the opportunities and challenges of generative AI, including improvements in learning effectiveness, academic transformation, assessment challenges, and potential cognitive impacts. Furthermore, collaboration analysis indicates that the United States plays a central role in global research networks, while contributions from countries across Asia, Europe, and other regions continue to expand. This study provides a comprehensive understanding of the evolution, current trends, and future directions of Generative AI for Learning research, emphasizing the importance of interdisciplinary collaboration and responsible AI implementation to support sustainable educational innovation.

Generative AI for Learning: A Bibliometric Mapping of Global Scientific Publications Loso Judijanto; Muhammad Arsyad; Istiarsyah Istiarsyah
West Science Interdisciplinary Studies Vol. 4 No. 07 (2026): West Science Interdisciplinary Studies
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/wsis.v4i07.3018

The rapid advancement of Generative Artificial Intelligence (GenAI) has significantly transformed educational practices by introducing new possibilities for personalized learning, intelligent tutoring systems, automated feedback, and AI-supported knowledge creation. This study aims to explore the global research landscape of Generative AI for Learning through a bibliometric analysis of scientific publications indexed in the Scopus database. A comprehensive literature search was conducted to identify relevant publications, followed by performance analysis and science mapping using VOSviewer. The analysis examined publication trends, highly cited literature, keyword co-occurrence, citation networks, author collaboration, institutional contributions, and international research patterns. The findings reveal that research on generative AI in learning has experienced substantial growth, particularly following the emergence of ChatGPT and large language models. The intellectual structure of the field is dominated by three interconnected themes: technological advancement of artificial intelligence, educational integration of AI-based learning systems, and human-centered considerations including AI literacy, critical thinking, ethics, and responsible adoption. Influential publications highlight both the opportunities and challenges of generative AI, including improvements in learning effectiveness, academic transformation, assessment challenges, and potential cognitive impacts. Furthermore, collaboration analysis indicates that the United States plays a central role in global research networks, while contributions from countries across Asia, Europe, and other regions continue to expand. This study provides a comprehensive understanding of the evolution, current trends, and future directions of Generative AI for Learning research, emphasizing the importance of interdisciplinary collaboration and responsible AI implementation to support sustainable educational innovation.

Partnerships and the Economic Transformation of Cocoa Farmers in Konawe, Southeast Sulawesi Hannin Pradita Nur Soulthoni; Eka Suaib; Muhammad Arsyad; Muammar Akbar AQ; Dian Puspita Rizki; Novytha Sary
Komunitas Vol. 18 No. 1 (2026): March 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/komunitas.v18i1.37794

Agricultural development programs for cocoa in Indonesia often fail to create sustainable economic transformation despite intensive interventions. Previous studies tend to evaluate program effectiveness in aggregate without exploring why identical programs produce divergent outcomes at the farmer level. This study aims to analyze the dynamics of strategic partnerships among the private sector, farmer groups, and local governments in creating economic transformation for cocoa farmers, and to identify the inclusion and exclusion mechanisms that mediate program benefits. This qualitative case study was conducted in Mataiwoi Village, Konawe Regency, Southeast Sulawesi, involving 32 informants through in-depth interviews, participant observation, and focus group discussions during 45 days of fieldwork (August–October 2025). Thematic analysis reveals an effective asymmetric tripartite partnership model, in which role differentiation based on comparative advantage, rather than power balance, is key to success. Participating farmers experienced multidimensional transformation: productivity tripled from 400 kg to 1,000–1,200 kg/ha/year, income quadrupled from Rp8–12 million to Rp35–45 million/year, and their mindset shifted from fatalism to economic agency. However, only 63 of 240 farmers accessed the program because pre-existing inequalities in assets and social capital functioned as mediating structures. This study concludes that the asymmetric tripartite partnership model transforms farmers who can access the program, but inclusivity remains a crucial challenge requiring affirmative mechanisms. These findings imply that future studies and agricultural partnership programs should move beyond aggregate success indicators and examine how inequalities in capital, networks, and institutional access shape inclusive rural economic transformation.

PENGGUNAAN MODEL PEMBELAJARAN INKUIRI UNTUK MENDORONG KEAKTIFAN SISWA DALAM PROSES BELAJAR Yang Gusti Feriyanti; Paramina Indra Yani; Muhammad Arsyad
Ahsani Taqwim: Jurnal Pendidikan dan Keguruan Vol. 2 No. 1 (2025)
Publisher : Yayasan Baitul Hikmah al-Zain

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63424/ahsanitaqwim.v2i1.202

Using the inquiry learning model to increase student activity in the learning process. The inquiry method encourages students to question, investigate, and make their own discoveries, thereby increasing their understanding and involvement in learning. The use of the inquiry model significantly increases student activity, promotes critical thinking, and deepens their understanding of the subject matter. The pedagogical implications of this research support the use of the inquiry model as an effective strategy to facilitate more student-centered and discovery-oriented learning. The aim of using the inquiry learning model is to increase student activity in the learning process through student-centered learning, facilitating exploration, inquiry and problem solving. By encouraging students to question, investigate, and make their own discoveries, the inquiry model helps build deeper understanding, increases student engagement, and promotes the development of critical thinking skills and research skills that are important in learning. The inquiry learning model promotes student activity through an approach that places students as the main learning agents. In inquiry, students are invited to ask questions, investigate and discover their own knowledge through exploration and reflex. The purpose of this writing is to discuss strategies for implementing inquiry learning. The inquiry learning strategy states that the teacher as a learning source is not the only one, there are many more learning sources that can support successful learning. The teacher is only a facilitator, a guide who always directs students in learning. Students are designed as discoverers or seekers of knowledge, a teacher's job is to manage students so that they gain knowledge and become meaningful.

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