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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang KREATIF: Jurnal Pengabdian Masyarakat Nusantara
Wulan Aulia Azizah
Universitas Negeri Semarang
Economics, Econometrics & Finance Education Engineering Health Professions Law, Crime, Criminology & Criminal Justice

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Program Pendampingan Penulisan Akademik Berbasis Mindfulness untuk Meningkatkan Profesionalisme dan Kesejahteraan Guru Sekolah Indonesia di Jeddah Mintarsih Arbarini; Wulan Aulia Azizah; Yudi Siswanto; Indri Ajeng Setyoningrum; Rendi Agung Febrianto
KREATIF: Jurnal Pengabdian Masyarakat Nusantara Vol. 6 No. 1 (2026): Jurnal Pengabdian Masyarakat Nusantara
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/kreatif.v6i1.10197

Abstract

Teacher professional development demands not only improvements in pedagogical and academic competence but also attention to psychological well-being, particularly in the context of academic writing, which often triggers stress and anxiety. Indonesian School Jeddah (SIJ) teachers face dual challenges: professional demands and limited formal academic writing training, alongside emotional pressure when completing writing tasks. This community service activity aims to enhance teacher professionalism and well-being through the Mindfulness-Based Writing Assistance program, which integrates mindfulness practices with process-based academic writing training. The activity involved 22 teachers through three main stages: preparation, implementation, and evaluation. Data collection instruments included evaluation questionnaires, structured observations, writing document analysis, and participants' narrative reflections. Data were analyzed using descriptive statistics and thematic analysis. Results showed that 84% of teachers experienced a reduction in writing stress, 88% showed increased focus, and 79% felt more confident in writing scientific papers. Additionally, document analysis revealed improvements in writing quality, specifically in understanding the IMRAD structure, paragraph coherence, reference usage, and argument strength. Narrative reflections disclosed increased self-awareness, courage to write, and motivation to continue independent scientific writing. These findings indicate that a mindfulness-based approach is effective in supporting teacher professional development while improving psychological well-being. This program contributes to the achievement of Sustainable Development Goals (SDGs) 3 regarding healthy lives and well-being, as well as SDGs 4 on quality education, and has the potential to be replicated in other Indonesian school contexts.
Co-Authors Ahmad Yusuf Alya Putri Maradika Amanah Anita Nurkhikmah Aqila Zahra Latifa Awalia Putri Aisya Dyah Ayu Wulandari Dyah Rahmah Yulianti Eliana Putri Salsabila Eni Kumalasari Erni Sofiana Fatma Nur Rahayu Herlina Dewi Puspitasari Ilya Ni'matuzzahro Indri Ajeng Setyoningrum Istna Syaikhah Hanun Itsnaini Madu Zari Kurotul Aeni Leny Amalia Lulus Wiji Lestari Lutfi Azzahro Mintarsih Arbarini Nikmatul Chasanah Tarasti Pramaysella Rahmayanti Rendi Agung Febrianto Risfi Aulya Hanni Risma Ika Nurhidayah Sagita Ayuk Lestari Susilo Tri Widodo, Susilo Tri Triana Solikhah Yudi Siswanto