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All Journal Jurnal Pendidikan dan Pemberdayaan Masyarakat KOLOKIUM: Jurnal Pendidikan Luar Sekolah Transformasi dan Inovasi : Jurnal Pengabdian Masyarakat Transformasi : Jurnal Penelitian dan Pengembangan Pendidikan Non Formal Informal Jurnal Hasil-Hasil Pengabdian dan Pemberdayaan Masyarakat (JHP2M) CHILD KINGDOM : Jurnal Pendidikan Anak Usia Dini J+Plus: Jurnal Mahasiswa Pendidikan Luar Sekolah Journal of Childhood Education (JCE)
Shobri Firman Susanto
Universitas Negeri Surabaya
Humanities Education Library & Information Science Social Sciences Other

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Ethno-Project-Based Learning as a Community-Based Education Model for Preserving the Cultural Heritage Monica Widyaswari; Tri 'Ulya Qodriyati; Mustakim; Shobri Firman Susanto; Liann Camille Davalos Perez
JPPM (Jurnal Pendidikan dan Pemberdayaan Masyarakat) Vol. 13 No. 1 (2026): March 2026
Publisher : Departement of Nonformal Education, Graduate Scholl of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppm.v13i1.87708

Abstract

Cultural heritage plays a strategic role in shaping local identity and strengthening learners’ character. The Ethno-Project-Based Learning model is a project-based instructional approach that integrates local cultural values as sources of learning, innovation, and skill development. This study aims to examine the implementation of this model within a learning community that collaborates with cultural figures and the local society, focusing on the transmission of Topeng Malangan culture as part of the local wisdom of the Greater Malang region. This research adopts a qualitative case study approach. Participants include cultural practitioners, community members, and learners from various age groups. Data were collected through in-depth interviews, participatory observation, and document analysis, and analyzed using Miles and Huberman’s interactive model. The findings indicate that: (a) Ethno-Project-Based Learning is implemented through culturally grounded projects such as mask-making, traditional dance, and folklore storytelling, enabling contextual and experience-based learning; (b) learner engagement emerges through intergenerational collaboration, where cultural figures, facilitators, and youth interact as co-learners; and (c) the internalization of cultural values, such as responsibility, solidarity, and cultural ethics—is reflected in learners’ participation, attitudes, and creative outputs during the learning process. These findings suggest that the model contributes to the transmission of cultural heritage by fostering active participation, meaningful engagement, and the internalization of value within the learning community. In this context, Topeng Malangan serves not only as a subject of study but also as a medium for character formation through the appreciation of embedded moral and cultural values. Keywords: ethno-project-based learning, community education, cultural heritage, cultural preservation
Model Pembelajaran “SMART” dalam Membentuk Keterampilan 4C (Critical Thinking, Creativity, Communication, And Collaboration) Anak Usia Dini Desika Putri Mardiani; Tri 'Ulya Qodriyati; Yatim Riyanto; M Fahmi Zakariyah; Shobri Firman Susanto
Transformasi : Jurnal Penelitian dan Pengembangan Pendidikan Non Formal Informal Vol. 12 No. 2 (2026): September
Publisher : Program Studi Pendidikan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtni.v12i2.20636

Abstract

Abstract: The realisation of the ‘Golden Generation of 2045’ and high-quality education must be underpinned by equipping young children with 21st-century skills. The implementation of current learning models has, in fact, shown limitations in integrating critical thinking, creativity, communication and collaboration, whilst also instilling character and spiritual values. The aim of this study is to analyse the implementation of the SMART (Speak, Motivate, Act, Reflect, Thrive) learning model in developing the 4C skills in early childhood. A qualitative research approach was adopted, with interviews as the primary data collection technique, supported by observation and documentation. Thematic analysis was used to identify patterns in the application of the SMART model and its contribution to the development of children’s 4C skills. The results of the study indicate that the SMART model is capable of integrating  the development of 4C skills into all stages of learning. The ‘Speak’ stage: children demonstrate increased confidence in speaking and the ability to lead activities through the use of microphones; ‘Motivate’ and ‘Act’: encourage active participation, responsibility and the ability to collaborate in group activities; ‘Reflect’ and ‘Thrive’ help children develop reflective skills, self-confidence and readiness to face more complex learning challenges. Consequently, this model serves as an effective learning alternative for the holistic development of the 4C skills in early years education. Abstrak: Terwujudnya generasi emas 2045 sekaligus pendidikan berkualitas perlu diperkuat dengan pembekalan keterampilan abad ke-21 pada anak usia dini. Penerapan model pembelajaran yang telah dilakukan sebelumnya masih menunjukkan keterbatasan dalam mengintegrasikan kemampuan berpikir kritis (critical thinking), kreativitas (creativity), komunikasi (communication), dan kolaborasi (collaboration) sekaligus menginternalisasikan nilai-nilai karakter dan spiritual. Tujuan penelitian ini menganalisis implementasi model pembelajaran SMART (Speak, Motivate, Act, Reflect, Thrive) dalam membentuk keterampilan 4C pada anak usia dini. Pendekatan penelitian kualitatif dengan teknik utama pengumpulan data berupa wawancara, observasi dan dokumentasi sebagai teknik pendukung. Analisis tematik digunakan untuk mengidentifikasi pola penerapan model SMART dan kontribusinya mengembangkan keterampilan 4C anak. Dari hasil observasi dan wawancara mendalam serta dokumentasi diperoleh data bahwa Model SMART mampu mengintegrasikan pengembangan keterampilan 4C ke dalam seluruh tahapan pembelajaran. Tahap Speak: anak menunjukkan peningkatan keberanian berbicara dan kemampuan memimpin kegiatan melalui pemanfaatan media mikrofon; Motivate dan Act: mendorong partisipasi aktif, tanggung jawab, serta kemampuan bekerja sama dalam kegiatan kelompok; Reflect dan Thrive membantu anak mengembangkan kemampuan reflektif, kepercayaan diri, serta kesiapan menghadapi tantangan belajar yang lebih kompleks. Implikasinya, Model ini menjadi alternatif pembelajaran efektif untuk mengembangkan keterampilan 4C secara holistik pada pendidikan anak usia dini.
Peningkatan Work Readiness Peserta Didik  Kejar Paket C Melalui Career Literacy Di PKBM Prospek, Wonosobo Desika Putri Mardiani; Shobri Firman Susanto; Tri 'Ulya Qodriyati; Widya Nusantara; Rofik Jalal Rosyanafi; Monica Widyaswari; Wafiq Afidah
Jurnal Hasil-Hasil Pengabdian dan Pemberdayaan Masyarakat Vol. 5 No. 3 (2026): Volume 05 Nomor 03 (Agustus-September 2026)
Publisher : Jurusan Matematika FMIPA UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/1e44k409

Abstract

Rendahnya work readiness peserta didik Program Pendidikan Kesetaraan Paket C dipengaruhi oleh terbatasnya career literacy yang mencakup pemahaman dunia kerja, perencanaan karier, dan pengembangan soft skills. Kegiatan Pengabdian kepada Masyarakat ini bertujuan meningkatkan work readiness melalui penguatan career literacy pada peserta didik Paket C di PKBM Prospek Wonosobo. Program dilaksanakan menggunakan pendekatan experiential learning, participatory training, dan action learning melalui workshop, simulasi wawancara kerja, diskusi kasus, refleksi, serta penyusunan career action plan. Evaluasi dilakukan menggunakan desain pre-test dan post-test terhadap 12 peserta dan dianalisis secara deskriptif serta inferensial. Hasil menunjukkan peningkatan rata-rata skor dari 87,50 menjadi 96,67 dengan perbedaan yang signifikan (p = 0,021). Nilai N-Gain sebesar 0,733 menunjukkan kategori tinggi, sedangkan effect size sebesar 0,774 menunjukkan pengaruh sedang hingga besar. Selain meningkatkan career literacy, program juga memperkuat komunikasi, kepercayaan diri, dan kemampuan menyusun rencana karier. Program ini menunjukkan bahwa integrasi career literacy merupakan strategi yang efektif untuk meningkatkan work readiness peserta didik pendidikan kesetaraan..
Co-Authors Adinda Aflakh Al Ulyya Ahmad Bashri Ali Yusuf Anisa Yunita Sari Desika Putri Mardiani Faliha Riasah Ganes Gunansyah Gunarti Dwi Lestari Heryanto Susilo I Ketut Atmaja Ikhwan Fadlu Fantazilu Inarotul Amania Indrawatiningsih, Nonik Liann Camille Davalos Perez M Fahmi Zakariyah Mita - Lutviatiani Mita Lutviatiani Mohammad Syahidul Haq Muhamad Sholeh Mustakim Nadya Fajar Savitri Najlatun Naqiyah Nurul Azizah Nusantara, Widya Qodriyati, Tri Ulya ROFIK JALAL ROSYANAFI Sifak Indana SJAFIATUL MARDLIYAH Soedjarwo . Tri 'Ulya Qodriyati Wafiq Afidah Widyaswari, Monica Wiwin - Yulianingsih Wiwin Yulianingsih Wiwin Yulianingsih Yatim Riyanto