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All Journal QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal Penelitian Pendidikan IPA (JPPIPA) Indonesian Journal of Educational Counseling Pendas : Jurnah Ilmiah Pendidikan Dasar HELPER: Jurnal Penelitian dan Pembelajaran Saintifik : Jurnal Matematika, Sains, dan Pembelajarannya DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan KONSELING: Jurnal Ilmiah Penelitian dan Penerapannya Klasikal: Journal of Education, Language Teaching and Science PENGABDI: Jurnal Hasil Pengabdian Masyarakat Jurnal Pendidikan dan Pembelajaran Sekolah Dasar (JPPSD) Seminar Nasional Pengabdian Kepada Masyarakat Kompeten: Jurnal Ilmiah Ekonomi dan Bisnis JURNAL PENDIDIKAN DAN KEGURUAN Seminar Nasional Hasil Penelitian LP2M UNM Juara SD : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Jurnal Pendidikan Dasar dan Keguruan International Journal of Technology and Education Research International Journal of Education, Vocational and Social Science Help: Journal of Community Service (HJCS) Pinisi Journal Pendidikan Guru Sekolah Dasar Jurnal Lempu
Musfirah
Universitas Negeri Makassar
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Journal : help journal of community service

 1 
Empowering Teachers with Kahoot-Based Media for Engaging Learning in Majene Musfirah; Imron Burhan; Yulia; Abdul Hakim
Help: Journal of Community Service Vol. 1 No. 3 (2024): December 2024
Publisher : PT Agung Media Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62569/hjcs.v1i3.84

Abstract

This community service program aimed to enhance the competence of teachers at SD Negeri 19 Rangas, Majene Regency, in utilizing Kahoot, an interactive and engaging online learning platform, to address the challenges of online education and improve teaching quality. The program employed a combination of lectures, hands-on practice, discussions, and evaluations. Conducted on July 13, 2023, the training involved 18 participants and emphasized practical engagement to ensure effective skill development. The training achieved a 90% attendance rate and demonstrated high enthusiasm among participants, as reflected in active participation during practical sessions and discussions. Evaluations indicated an 85% understanding of the processes and a 90% success rate in achieving learning objectives. The program effectively enhanced teachers’ capacity to integrate Kahoot into their teaching, fostering interactive and engaging learning environments. It addressed key online learning challenges, such as lack of engagement, while improving pedagogical outcomes. The training successfully equipped teachers with the necessary skills to utilize Kahoot as an innovative learning tool, contributing to improved teaching practices and student engagement in online education.
Building Post-Disaster Psychosocial Resilience Through Toraja Cultural Animated Media in Teacher Training Musfirah Musfirah; Imron Burhan; Harmelia Tulak; Topanus Tulak
Help: Journal of Community Service Vol. 2 No. 4 (2026): March 2026
Publisher : PT Agung Media Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62569/hjcs.v2i4.245

Abstract

Indonesia's high vulnerability to natural disasters significantly impacts the psychological well-being of school-age children. While teachers play a strategic role in the recovery process, they often lack specialized psychosocial training. This community service aimed to enhance teachers' capacity to provide post-disaster child support by integrating resilience-building techniques with Toraja culture-based animated media. The Participatory Action Research (PAR) program was conducted at SDN 3 Buntao, involving 15 active teachers. The activity consisted of three systematic stages: preparation, implementation, and reflection. The implementation stage included presentations on fundamental resilience concepts, mentoring simulations, and hands-on practice in developing interactive animated videos using the Interacty application. The training resulted in a significant improvement in participants' understanding of identifying children's trauma symptoms and delivering appropriate emotional support, marked by a 75% increase in teacher confidence. Teachers successfully developed practical skills to produce culturally tailored animations and interactive quizzes. Integrating Toraja cultural elements into the digital media provided a highly positive impact, accelerating emotional closeness and making the psychosocial support more relatable for the students. This capacity-building initiative effectively empowered educators to deliver structured post-disaster psychological support. By combining evidence-based resilience strategies with culturally responsive digital tools, the training strengthens teachers' readiness to facilitate sustainable and engaging psychosocial recovery in the classroom.
Co-Authors . MARYAM Abdul Halik Abdul Saman Achmad Noerkhaerin Putra Adnan K Adnan K Agung Widhi Kurniawan Amriadi Andi Abel Andi Adriani Sarbani Andi Asmawati Azis Andi Mustika Amin Annisa Aulia Anwar Anwar Arismunandar Arismunandar Burhan, Imron Caroline Hilari Crecentia Ergina Kolyn Dwi Pita Reski Eflin Eflin Fachry Abda El Rahman Fifi Aryani Purbaya Firdaus Daud H, Nurhikmah Hamzah Pagarra Hasmiani Hasmiani Hasnah Hasnah Hasnah Hasnah Hety Budiyanti Hj Yulia Hj.Yulia Ida, Wahida Iim Hermalia Ila Israwaty Indradewa, Rhian Lukman Lukman Ali Lukman Ali Minarti Amir Mudrika Mudrika Muh. Idris Jafar Muhammad Asrul Sultan, Muhammad Asrul MUSLIMIN Muslimin Muslimin Mutiara Salshaila Nana Alfiana Nospi Resianto Nur Fadny Yuliani Nur Halim AR Nur Ilmi Nurhayati B Nurul Muthmainnah Pasinggi, Yonathan Saba Putri Syaskia Aulia Angelina Rachman, Siswati Rahma Reski Rahayu Ridwan Rezki Amalia Rezki Rusman Ritha Tuken Rusdi, Fahrisa Octaviani Shasliani Soepardi, Khusnul Khatima Suciani Latif Suryaniati Suryaniati Syamsiah Topanus Tulak Tulak, Harmelia Widiantoro Widiantoro Yonathan S Pasinggi yulia Yulia Yulia Zainal, Zaid