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All Journal Jurnal Dedikasi Indonesian Journal of Applied Linguistics (IJAL) Jurnal Celtic JINOP (Jurnal Inovasi Pembelajaran) Journal on English as a Foreign Language (JEFL) Journal of English Language, Literature, and Teaching (J-ELLiT) International Journal of Community Service Learning PROJECT (Professional Journal of English Education) IALLTEACH (Issues In Applied Linguistics & Language Teaching) Jurnal Pengabdian Masyarakat Teknik Suluah Bendang: Jurnal Ilmiah Pengabdian Kepada Masyarakat Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Alinea: Jurnal Bahasa, Sastra, dan Pengajaran Journal of Educational Studies
Santi Prastiyowati
Universitas Muhammadiyah Malang
Religion Agriculture, Biological Sciences & Forestry Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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Pelatihan dan Pendampingan Guru dalam Menghadapi Era Metaverse: Meningkatkan Pemahaman Teknologi Imersif untuk Pembelajaran yang Inovatif Sabgini, Kharisma Naidi Warnanda; Prastiyowati, Santi; Fajrin, Yaris Adhial
Suluah Bendang: Jurnal Ilmiah Pengabdian Kepada Masyarakat Vol 26, No 1 (2026): Suluah Bendang: Jurnal Ilmiah Pengabdian kepada Masyarakat
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/sb.07070

Abstract

Kegiatan pengabdian ini bertujuan untuk meningkatkan literasi teknologi kepada para guru sekolah dasar Indonesia Interaktif Standard School (IISS) Malang dalam memanfaatkan teknolog imersif, yaitu Virtual Reality (VR), Augmented Reality (AR), dan Mixed Reality (MR), untuk medukung pembelajaran inovatif. Urgensi kegiatan ini berawal dari adanya kesenjangan pemahaman teknologi antara guru sebagai digital immigrant dan siswa sebagai digital native, yang berpotensi menghambat optimalisasi pembelajaran berbasis teknologi digital. Kegiatan ini dilakukan melalui program sosialisasi, pelatihan tentang konsep Metaverse dan teknologi imersif, seminar interaktif, demonstrasi, simulasi, dan praktik terbimbing, dengan evaluasi berdasarkan observasi dan diskusi reflektif. Hasil pelaksanaan kegiatan menunjukkan meningkatnya pemahaman konseptual guru dan kesiapan awal untuk memadukan teknologi imersif  ke dalam ruang kelas. Guru menunjukkan keterlibatan yang baik dan kemampuan untuk merancang skenario pembelajaran imersif berbasis teknologi yang sesuai untuk pendidikan dasar. Dukungan yang kuat dari manajemen sekolah berkontribusi pada keberlanjutan program. Program ini diharapkan berperan sebagai model awal bagi perpaduan teknologi imersif yang kontekstual dan berlanjut pada tingkat pendidikan dasar.
The Challenges and Opportunities of Implementing a Cambridge Primary Curriculum in Local Schools: A Qualitative Case Study of Linguistic and Cultural Negotiation at SD Muhammadiyah 3 ICP Sumberrejo Muryanti; Estu Widodo; Santi Prastiyowati
Journal of Educational Studies Vol. 4 No. 1 (2026): April
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i1.2875

Abstract

This study explores the implementation of the Cambridge Primary Curriculum in a faith-based primary school context at SD Muhammadiyah 3 ICP Sumberrejo, Bojonegoro, Indonesia. The research focuses on how international curriculum standards are negotiated within local linguistic, cultural, and religious realities, particularly through English-Medium Instruction (EMI). Employing a qualitative approach with a critical ethnographic design, data were collected through four techniques: in-depth interviews, classroom observations, document analysis, and focus group discussions involving teachers, students, parents, and school administrators. The findings reveal that the integration of the Cambridge curriculum with Muhammadiyah Islamic values and Javanese local wisdom has produced a hybrid educational model that is both adaptive and contextually grounded. The study further shows that EMI functions as a dynamic site of linguistic and cultural negotiation. Teachers play a central role as mediators by employing strategic code-switching, bilingual scaffolding, contextual translation, and localized material adaptation to support students’ conceptual understanding. These practices enable students to engage with global knowledge while maintaining cultural and religious rootedness. This study contributes theoretically to discussions on curriculum internationalization by emphasizing the importance of linguistic negotiation within curriculum hybridity. The findings highlight that successful international curriculum implementation in local faith-based schools depends not only on structural integration but also on culturally and linguistically responsive pedagogical practices
Co-Authors Aninda Nidhommil Hima Didik Hartono Dwi Poedjiastutie, Dwi Emy Sudarwati Erna Yayuk Estu Widodo Estu Widodo, Estu Fajrin, Yaris Adhial Farlan, Yusroni Fransisca Maria Ivone Husamah Husamah Junaida, Rizki Kharisma Naidi Warnanda S Masduki . Muryanti Oktavia Widiastuti Primadona., Yuhalisana Ria Arista Asih Rizki Junaida Setyaningrum R. W Setyaningrum R. W, Setyaningrum Teguh Hadi Saputro Teguh Sulistyo Thathit Manon Andini Triastama Wiraatmaja Yuhalisana Primadona.