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All Journal Jurnal Pengabdian kepada Masyarakat Desa (JPMD) Jurnal Pengabdian Masyarakat: BAKTI KITA MIMBAR : Jurnal Sosial dan Pembangunan
Masnipal
Universitas Islam Bandung
Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Nursing Social Sciences Other

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Pemberdayaan Guru PAUD di Daerah Tertinggal melalui Program Pendampingan Literasi Keluarga Berbasis Aktivitas Bermain Dinar Nur Inten; Masnipal; Arif Hakim; Nadri Taja; Widia Helti Hildayanti
Jurnal Pengabdian kepada Masyarakat Desa (JPMD) Vol. 7 No. 2 (2026): JPMD
Publisher : LP3M IAIFA Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58401/jpmd.v7i2.3506

Abstract

Low teacher competence and the absence of family literacy programs cause children's literacy stimulation to be unsustainable, as it remains heavily centered on school-based learning. This Community Service (PkM) activity aims to empower early childhood education (PAUD) teachers through an Activity-Based Play Family Literacy Mentoring Program. The method used was Asset-Based Community Development (ABCD), which spans six stages: discovery, focus group discussions, problem and potential mapping, program development, mentoring implementation, and evaluation and reflection. The partners involved consisted of 20 PAUD teachers in Pasir Kuda District, Cianjur Regency. The results demonstrated an increase in teacher competence, indicated by a rise in teachers able to correctly answer the instrument from 10–15% to 50%, as well as an increase in the ability to practice family literacy from 10–15% to 75%. The mentoring also transformed teachers' practices from book-based activities into interactive, play-based storytelling that utilizes children's experiences, traditional games, and environmental potential. The novelty of this program lies in the teacher empowerment model that integrates family literacy, play activities, and local potential to strengthen the partnership between schools and families in building an early childhood literacy culture.
PENDAMPINGAN GURU PAUD WILAYAH TERLUAR MELALUI MODEL PEMBELAJARAN CAHAYA INDONESIA: UPAYA PEMERATAAN PENDIDIKAN BERBASIS BERMAIN DI CIANJUR Masnipal; Arif Hakim; Dinar Nur Inten; Nadri Taja
Jurnal Pengabdian Masyarakat : BAKTI KITA Vol. 7 No. 2 (2026): Mei - Oktober
Publisher : LPPM Universitas Islam Darul 'Ulum Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/baktikita.v7i2.13936

Abstract

This community service program aimed to strengthen kindergarten teachers' understanding and readiness for play-based early literacy-numeracy instruction in Pasir Kuda Sub-district, Cianjur Regency, West Java, an area marked by hilly terrain, limited transportation, informal facilities, and restricted access to professional development, though not nationally designated as disadvantaged, where most teachers still rely on rote memorization and worksheets rather than child-centered, play-based methods; to address this, training was delivered in the Cahaya Indonesia Learning Model (CILM), an elaborated development of the Funcalistung method, through three stages comprising socialization with partner institutions, training built around four sequential steps (methodological orientation, trainer demonstration, guided peer-teaching practice, and evaluation with implementation planning), and classroom-based mentoring, involving eighteen kindergarten teachers and two non-equivalent, independently reported instruments used purely as descriptive metrics, an Initial Condition Evaluation (10 items on prior exposure, motivation, and baseline conditions, completed by 16 teachers) and a Post-Training Achievement Evaluation (13 items on attendance, satisfaction, mastery, readiness, and willingness to share, completed by all 18). Yielding initial condition evaluation scores ranging 0–80% (mean 58.89%, SD 18.21) that reflected considerable variation in baseline readiness, and post-training achievement evaluation scores ranging 84.62–100% (mean 96.16%, SD 5.32) indicating uniformly high satisfaction and readiness, so that while contextually grounded training clearly strengthened teachers' self-reported readiness despite geographic and resource constraints, whether this readiness translates into sustained classroom practice still requires further classroom-based evaluation as follow up.
The Role of Early Childhood Education Teachers in Communicating and Managing Schools Safe Nurul Afrianti; Arif Hakim; Erhamwilda; Masnipal; Ayi Sobarna; Via Eka Lestari
MIMBAR : Jurnal Sosial dan Pembangunan Volume 39, No. 2, (December 2023) [Accredited Sinta 3, No 79/E/KPT/2023]
Publisher : UPT Publikasi Ilmiah (Universitas Islam Bandung)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/mimbar.v39i2.2970

Abstract

When a disaster occurs, students are the most vulnerable to the effects, especially if the disaster occurs while the children are at school. With the large number of potential disasters that occur, disaster education is very important to do early on, and this is done by equipping early childhood teachers about disaster education and managing disaster-safe schools. In the end, education and management of disaster-safe schools can be conveyed to children through play activities according to the principles of learning for early childhood. Efforts to provide disaster education from an early age is an important and fundamental action that is not only an act of curriculum development or enrichment alone, but is also a preventive action for the life of every child in dealing with this phenomenon in the future, so that when faced with real events every child has optimal readiness to deal with it.
Co-Authors Arif Hakim Ayi Sobarna Dinar Nur Inten Erhamwilda Nadri Taja Nurul Afrianti, Nurul Via Eka Lestari Widia Helti Hildayanti