Garuda - Garba Rujukan Digital

Developing Teaching Skills for Teachers in Remote Areas: Implementing Community Service Programs Hanafiah, Hanafiah; Sartinayanti, Sartinayanti; Sukmayadi, Dodi; Muhajir, Muhajir; Ekawati, Mutmainna
Abdimas Indonesian Journal Vol. 5 No. 1 (2025)
Publisher : Civiliza Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/aij.v5i1.607

This qualitative study examines the role of community service programs in enhancing teaching competencies for educators in remote regions. Drawing on case studies from Indonesia, Tanzania, and the United States, the research highlights how collaborative, community-driven initiatives address systemic challenges such as resource shortages, professional isolation, and inequitable access to training. Findings emphasize the importance of localized pedagogical strategies, sustained mentorship, and multi-stakeholder partnerships in fostering teacher resilience and improving educational outcomes. Through in-depth interviews with teachers and program facilitators, as well as participant observations, this study reveals that effective community service programs not only enhance teaching skills but also promote a sense of belonging and commitment among educators. The data indicates that when teachers are actively involved in their communities, they are more likely to adopt innovative teaching practices that resonate with local cultures and needs. The implications of this research suggest that policymakers should prioritize funding and support for community service initiatives as a viable strategy for professional development in remote areas. By leveraging local knowledge and resources, these programs can create sustainable improvements in education quality, ultimately leading to better student performance and community engagement.

Enhancing Critical Thinking Skills Through Problem-Based Learning: A Classroom Intervention in Junior High School Solehuddin, Moh; Sartinayanti, Sartinayanti; Hasnah, Sitti; Karmila, Mila; Muriyanto, Muriyanto
International Journal of Educational Research Excellence (IJERE) Vol. 4 No. 1 (2025): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v4i1.1390

This study explores the implementation of Problem-Based Learning (PBL) as an effective classroom intervention to enhance critical thinking skills among junior high school students in Indonesia. Using a qualitative approach with a pretest-posttest design, the intervention engaged ninth-grade students in collaborative problem-solving activities integrated into their regular curriculum. Data collected from standardized critical thinking assessments, observations, and student work showed significant improvement in students' critical thinking abilities after the PBL intervention. Specifically, students demonstrated enhanced analytical reasoning, argument analysis, and evidence-based evaluation skills, with average posttest scores rising from less critical to critical categories, reflecting improvements of over 20% across key indicators. Observations also revealed increased student engagement, collaboration, and confidence in articulating solutions. Despite challenges such as teacher preparedness, time constraints, and uneven participation, the study highlights the transformative potential of PBL in fostering higher-order thinking skills. Recommendations include targeted professional development, structured scaffolding, and leveraging technology to optimize implementation. These findings support PBL as a valuable pedagogical strategy to cultivate critical thinking, preparing junior high school students for complex problem-solving demands in the 21st century.

Implementation of the 'Flipped Classroom' Learning Model with YouTube Content to Improve High School Students' Learning Independence in the Digital Era Yasriuddin, Yasriuddin; Sartinayanti, Sartinayanti; Husain, Husriani; Ekawati, Mutmainna; Pradana, Pascalian Hadi
International Journal of Community Service (IJCS) Vol. 4 No. 1 (2025): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijcs.v4i1.1401

This study explores the implementation of the flipped classroom model using YouTube content to enhance independent learning among Indonesian high school students in the digital era. A qualitative research approach was employed, drawing on interviews, classroom observations, and document analysis to comprehensively examine students' experiences and challenges . The research investigates the perceived benefits of this approach . The findings indicate that integrating YouTube-based flipped classrooms fosters greater student autonomy, motivation, and engagement . Students can control the pace and timing of their content engagement, enhancing their responsibility for their learning . The use of multimedia content makes learning more appealing, leading to higher levels of participation and interest . Classroom sessions shift towards collaborative problem-solving and discussions. Challenges related to internet access, digital literacy, and the varying quality of YouTube materials remain . Teachers also need support in curating and integrating digital content effectively . Addressing these challenges is essential for maximizing the impact of flipped classrooms . Future research should explore scalable strategies for teacher training and digital resource development to support integrating flipped classrooms in diverse educational contexts

Developing Teaching Skills for Teachers in Remote Areas: Implementing Community Service Programs Hanafiah, Hanafiah; Sartinayanti, Sartinayanti; Sukmayadi, Dodi; Muhajir, Muhajir; Ekawati, Mutmainna
International Journal of Community Service (IJCS) Vol. 4 No. 2 (2025): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijcs.v4i2.1486

This qualitative study examines the role of community service programs in enhancing teaching competencies for educators in remote regions. Drawing on case studies from Indonesia, Tanzania, and the United States, the research highlights how collaborative, community-driven initiatives address systemic challenges such as resource shortages, professional isolation, and inequitable access to training. Findings emphasize the importance of localized pedagogical strategies, sustained mentorship, and multi-stakeholder partnerships in fostering teacher resilience and improving educational outcomes. Through in-depth interviews with teachers and program facilitators, as well as participant observations, this study reveals that effective community service programs not only enhance teaching skills but also promote a sense of belonging and commitment among educators. The data indicates that when teachers are actively involved in their communities, they are more likely to adopt innovative teaching practices that resonate with local cultures and needs. The implications of this research suggest that policymakers should prioritize funding and support for community service initiatives as a viable strategy for professional development in remote areas. By leveraging local knowledge and resources, these programs can create sustainable improvements in education quality, ultimately leading to better student performance and community engagement.

Empowering Parent Communities through "Rumah Literasi Digital": Technology-Based Supervision Training and Learning Mentorship in High-Density Residential Areas Sudrajat, Didi; Sartinayanti, Sartinayanti; Yani, Ahmad; Sukmayadi, Dodi; Aprianto, Iwan
International Journal of Community Service (IJCS) Vol. 5 No. 1 (2026): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijcs.v5i1.1800

This qualitative study examines the effectiveness of a community-based digital literacy intervention—Rumah Literasi Digital (Digital Literacy House)—in empowering parents to supervise their children's digital learning in high-density residential neighborhoods. Through semi-structured interviews and focus group discussions with 32 parents and 8 educators from four community learning centers (CLCs) in Jakarta over an eight-month period, we applied Braun and Clarke's reflexive thematic analysis to explore how technology-integrated training programs foster parental empowerment across three dimensions: resource empowerment, critical awareness, and relational empowerment. Findings demonstrate that structured digital parenting interventions significantly enhance parents' capacity to identify and access digital resources, develop critical consciousness about technology risks, and strengthen family communication about online activities. Thematic analysis revealed five overarching themes: (1) Knowledge Construction and Digital Competency Development, (2) Critical Consciousness Formation, (3) Relational Networks and Peer Support, (4) Family Communication Enhancement, and (5) Systemic Barriers and Implementation Challenges. The study contributes evidence-based insights into community-based approaches for addressing the digital divide in resource-constrained urban contexts and offers actionable recommendations for integrating digital parenting literacy into non-formal education frameworks in Indonesia.

Beyond Digital Access: A Critical Ethnography of How Teachers Navigate and Resist Neoliberal Agendas in National Online Learning Platforms Sartinayanti, Sartinayanti; Kaso Mustamin; Muh. Safar; Andi Hidayati; Dodi Sukmayadi
International Journal of Educational Research Excellence Vol. 5 No. 1 (2026): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i1.1834

This article investigates how Indonesian school teachers navigate and resist neoliberal agendas embedded in national online learning platforms, moving the debate beyond questions of mere digital access. Drawing on a nationwide cross‐sectional survey of 482 teachers combined with critical policy analysis, the study operationalizes neoliberal logics through indicators such as marketisation of learning, datafication of performance, individualisation of responsibility, and platform‐driven managerial control. Descriptive and inferential statistics are used to map patterns of teachers’ platform use, perceived pressures, and everyday acts of compliance and resistance across school levels, regions, and employment status. The findings reveal a structurally uneven landscape in which online platforms intensify workload, extend managerial surveillance, and reconfigure professional autonomy, while simultaneously opening spaces for tactical appropriation, collegial solidarity, and critical pedagogy. Teachers in rural and under‐resourced schools report stronger experiences of platform‐mediated control but also higher engagement in collective forms of resistance. The article concludes by arguing for a re‐politicisation of digitalisation policies in Indonesian education, centring teacher agency, labour justice, and democratic accountability in the governance of national platforms

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