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All Journal Jurnal Dimensi Pendidikan dan Pembelajaran SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan EDUPEDIA TLEMC (Teaching and Learning English in Multicultural Contexts) PROJECT (Professional Journal of English Education) SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL JOLLT Journal of Languages and Language Teaching Academic Journal Perspective : Education, Language, and Literature AMMA : Jurnal Pengabdian Masyarakat Indonesian Journal on Learning and Advanced Education (IJOLAE)
Maghfiroh, Ana
Faculty Of Teacher Training And Education, Universitas Muhammadiyah Ponorogo
Agriculture, Biological Sciences & Forestry Humanities Chemistry Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Pendampingan penumbuhan budaya positif sekolah melalui penguatan literasi dan Personal Values di SB At-Tanzil Pandan Jaya Kuala Lumpur Ana Maghfiroh; Siti Asiyah; Subangun Subangun
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 8, No 2 (2024): June
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v8i2.23393

Abstract

Abstrak Budaya sekolah merupakan cerminan setiap individu yang berada disekolah, yang artinya semakin positif budaya yang dimiliki sekolah maka akan berimbas pada semakin berkembangnya karakter positif seluruh masyarakat sekolah. Oleh karena itu kegiatan ini bertujuan untuk (1) Mendampingi pembentukan budaya positif di sekolah melalui penguatan literasi dan personal value siswa, (2)Meningkatkan budaya dan minat membaca siswa di SB At-Tanzil Pandan Jaya Kualalumpur, (3) Mendorong terwujudnya karakater positif siswa melalui pembiasaan-pembiasaan kecil di sekolah. Sekolah yang menjadi sasaran pada program pengabdian ini adalah Sanggar Belajar At-Tanzil Pandan Jaya Kualalumpur yang merupakan salah satu sekolah Indonesia yang diperuntukkan bagi anak buruh migran di Malaysia, yang dalam kegiatan ini melibatkan mahasiswa yang sedang melaksanakan KKN Internasional dan dosen pendamping di sekolah tersebut. Metode pelaksanaan kegiatan ini meliputi  (1) kegiatan diawali dengan supervisi pendidikan, (2) Pelatihan dan workshop, (3) Pendampingan dan monitoring implementasi program intensive literacy dan budaya membaca di sekolah secara intensif, (3) Pendampingan dan monitoring implementasi karakter, habit, dan budaya sekolah secara intensif , (4) Evaluasi dan refleksi menyeluruh merupakan langkah akhir. Hasilnya menunjukkan bahaw program supervisi dan pendampingan di SB At-Tanzil Pandan Jaya Kuala Lumpur berhasil meningkatkan skor literasi siswa, mengubah sikap dan perilaku menjadi lebih positif, serta memperkuat karakter dan budaya sekolah. Dukungan intensif dari tim supervisi dan keterlibatan aktif orang tua berperan penting dalam kesuksesan ini. Konsistensi dan evaluasi rutin diperlukan untuk memastikan keberlanjutan dan dampak jangka panjang dari program ini, yang secara keseluruhan telah menunjukkan kontribusi signifikan terhadap peningkatan kualitas pendidikan dan pembentukan lingkungan belajar yang positif. Kata kunci: budaya positif sekolah; penguatan literasi; personal values Abstract School culture is a reflection of every individual in the school, which means that the more positive the culture of the school, the more positive the character of the entire school community will develop. Therefore, this activity aims to (1) Assist the formation of a positive culture in schools through strengthening students' literacy and personal values, (2) Increase students' reading culture and interest in SB At-Tanzil Pandan Jaya Kualalumpur, (3) Encourage the realization of students' positive character through small habits at school. The target school in this service program is Sanggar Belajar At-Tanzil Pandan Jaya Kualalumpur which is one of the Indonesian schools intended for children of migrant workers in Malaysia, which in this activity involves students who are carrying out International KKN and accompanying lecturers at the school. The method of implementing this activity includes (1) the activity begins with educational supervision, (2) training and workshops, (3) mentoring and monitoring the implementation of intensive literacy programs and reading culture in schools intensively, (3) mentoring and monitoring the implementation of character, habit, and school culture intensively, (4) comprehensive evaluation and reflection is the final step. The results show that the supervision and mentoring program at SB At-Tanzil Pandan Jaya Kuala Lumpur succeeded in improving students' literacy scores, changing attitudes and behaviors to be more positive, and strengthening school character and culture. Intensive support from the supervision team and the active involvement of parents played an important role in this success. Consistency and regular evaluation are needed to ensure the sustainability and long-term impact of the program, which overall has shown significant contributions towards improving the quality of education and shaping a positive learning environment. Keywords: positive school culture; literacy reinforcement; personal values
English Math For Young Learners Based on Nature (EMYLBON) sebagai Upaya Penguatan Kompetensi Guru Arta Ekayanti; Ana Maghfiroh; Betty Yulia Wulansari
AMMA : Jurnal Pengabdian Masyarakat Vol. 1 No. 08 (2022): AMMA : Jurnal Pengabdian Masyarakat
Publisher : CV. Multi Kreasi Media

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This program aims to provide support for strengthening teacher competence in mathematics, English, and nature-based learning. This activity was packaged in workshops and training programs. The results of this activity indicated a positive effect on the competence of the participants. This program can elevate the participants' understanding. There was a significant increase in understanding scores, on average, from 68.75 to 88.08. In other words, there was an increase of 28.12%, of course this was quite a large value. In addition, the responses of the participants were also quite good. 74.17 agreed and 25.83 stated strongly agree on the aspects asked. This indicated that the participants gain benefits from this program
Pengalaman Pembelajaran melalui Project-Based Learning untuk Memperkuat Profesionalisme Calon Guru Angelica Putri Larasati; Ana Maghfiroh; Dwiana Binti Yulianti
JURNAL DIMENSI PENDIDIKAN DAN PEMBELAJARAN Vol 14 No 1 (2026): Januari
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/dpp.v14i1.13467

Abstract

Teacher professionalism is widely recognized as a multidimensional construct encompassing pedagogical competence, ethical responsibility, reflective capacity, collaborative engagement, and professional identity formation. However, teacher education programs frequently emphasize theoretical instruction over authentic professional practice, resulting in a gap between conceptual understanding and practical readiness. This study explores how learning experiences structured through Project-Based Learning (PjBL) contribute to strengthening the professionalism of pre-service teachers. This research employed a qualitative case study design grounded in an interpretivist paradigm. Participants were 36 pre-service teachers from the English Education Department of Universitas Muhammadiyah Ponorogo, with complementary perspectives from students at UIN Kiai Ageng Muhammad Besari Ponorogo. Data were collected through open-ended questionnaires and semi-structured interviews and analyzed using the interactive qualitative model of Miles, Huberman, and Saldaña. Findings reveal that PjBL fosters professionalism across five interconnected dimensions: cognitive (instructional design and assessment literacy), practical (teaching performance and classroom management), social (collaborative competence and professional communication), reflective (critical self-evaluation), and identity (professional commitment and self-perception as a teacher). The most transformative stages were project planning, teaching simulation, presentation, and structured reflection. Challenges such as time management and performance anxiety functioned as developmental tensions that stimulated resilience and adaptive growth. The study concludes that PjBL operates not merely as an instructional strategy but as a professional formation ecosystem that bridges theory and practice. Its integration within teacher education programs provides a holistic pathway for cultivating adaptive, reflective, and confident future educators.
ENHANCING TOLERANCE THROUGH CROSS-CULTURAL EDUCATION IN A NON-METROPOLITAN ISLAMIC UNIVERSITY Ardian Dewangga; Elok Nimasari; Ana Maghfiroh; Khozaeni Bin Rahmad
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.6872

Abstract

This study addresses the issue of student tolerance within Islamic universities in Indonesia, highlighting the gap between the theological ideal of rahmatan lil ‘alamin and the practical challenges of campus diversity. The research aims to explore how cross-cultural educational experiences—through courses, community service, and student exchange programs—shape students’ attitudes toward tolerance. Using a qualitative approach, data were collected through in-depth interviews with four students, both participants and non-participants of cross-cultural programs. The data were analyzed using reflexive thematic analysis. The findings reveal that students with intercultural experiences demonstrated greater empathy, reflection, and practical tolerance, while those without such exposure tended to conceptualize tolerance more abstractly. Integration of Islamic values, particularly rahmatan lil ‘alamin, provided a strong ethical foundation, although institutional limitations restricted equal access to such opportunities.Cross-cultural education, when aligned with Islamic principles, fosters tolerance as both a theological commitment and lived practice. This underscores the importance of embedding intercultural learning into the curriculum of Islamic higher education to prepare students as responsible global citizens.
INSTAGRAM AS A LEARNING TOOL: TRENDS AND BENEFITS FOR ENGLISH LANGUAGE STUDENTS' SKILLS Elvina Dwi Cahyani; Ana Maghfiroh
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 14 No 1 (2026)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/perspective.v14i1.11108

Abstract

In recent years, Instagram has become a popular platform that supports informal English language learning. This study examines how English language education students use Instagram as a tool to improve their language skills. Using a qualitative descriptive method, data were collected through semi-structured interviews with fourth-semester students at Muhammadiyah University of Ponorogo. Thematic analysis revealed that Instagram enhances vocabulary, grammar, listening, and speaking skills. Features like Reels help improve listening and pronunciation skills, while text and comments support grammar and vocabulary development. Students also reported increased motivation due to Instagram's flexible and relevant learning environment. Despite potential distractions, they adopted strategies such as content filtering and goal-setting. This study contributes to a better understanding of how digital platforms like Instagram can be used to support self-directed language learning and motivation among students. These findings offer valuable insights for educators in designing informal learning activities integrated with technology that align with students' digital habits. Further research is needed through qualitative or quantitative approaches to explore in greater depth the effectiveness of Instagram in enhancing language learning outcomes and validating its role in English language education.
Co-Authors Alip Sugianto Angelica Putri Larasati Ardian Dewangga Aries Fachriza Arta Ekayanti Ayuningtyas Palupi, Risqi Ekanti Bella Sukma Suwanda Betty Yulia Wulansari Diyah Atiek Mustikawati Dwi Hatmoko Dwiana Binti Yulianti Elok Nimasari Elvina Dwi Cahyani Erlik Widiyani Styati Galuh Erlina Putri Hesti Intan Rohmatika Hesti Rokhaniyah, Hesti Jonanda Wahyu Mahendra Khoiriyah Khozaeni Bin Rahmad Larasati Nur Yuliawati Lathifah Lathifah Novia Ella Febriana Restu Mufanti Rofi Anwar Syaputra Sauqi Hadi Permono Shohenuddin Shohenuddin Siti Asiyah Subangun Subangun Villia Rachmawati Wanida Simpol Windi Astuti