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All Journal Assoeltan: Indonesian Journal of Community Research and Engagement International Assulta of Research and Engagement EDUJAVARE: International Journal of Educational Research
Iqbal, Khurshed
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Religion Agriculture, Biological Sciences & Forestry Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Assistance in Training Business Strategy Model Canvas in Sambal Pecel UD Business Distra Adjie Madiun City Asfahani, Asfahani; Kirom, Ahmad; Iqbal, Khurshed
International Assulta of Research and Engagement (IARE) Vol. 2 No. 2 (2024): International Assulta of Research and Engagement
Publisher : Edujavare Publishing

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Abstract

This article examines the implementation of Business Model Canvas (BMC) strategy training in the UD Distra Adjie Pecel business in Madiun City. The purpose of this community service is to discuss the challenges faced by UD Distra Adjie such as marketing difficulties and fluctuating business performance, and to propose BMC training to optimize its business strategy. This community service method uses the Asset Based Community Development (ABCD) approach. This training empowers UD Distra Adjie business actors by utilizing their assets and resources. The training includes interactive workshops, strategic planning, and ongoing monitoring and evaluation to ensure practical implementation and sustainability. The results of the community service show a significant increase in strategic understanding, business model development, and competitive position. Participants actively participate in the BMC process, which leads to increased creativity, innovation, and economic empowerment. The study results conclude that BMC training improves individual business performance and positively contributes to the regional economy by fostering a stronger entrepreneurial environment.
Empowering Rural Communities Through Financial Literacy and Micro-Budgeting Training Iqbal, Khurshed; Pandey, Digvijay
Assoeltan: Indonesian Journal of Community Research and Engagement Vol. 3 No. 1 (2025): Assoeltan: Indonesian Journal of Community Research and Engagement
Publisher : Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/assoeltan.v3i1.805

Abstract

This community service initiative aimed to empower rural communities by enhancing financial literacy and introducing micro-budgeting practices. The background of the study stems from the persistent challenge of financial instability in rural areas, where individuals often struggle with irregular incomes and limited access to formal financial services. The primary objective was to equip participants with practical financial management skills to reduce their dependency on informal loans and improve their financial decision-making. The method employed was a participatory approach using micro-budgeting training, which included hands-on budgeting, savings, and expense-tracking exercises adapted to the local economic context. The results showed a significant improvement in participants' ability to manage their finances, with notable reductions in reliance on informal lending and an increase in savings habits. Participants reported higher levels of financial confidence, particularly women, who gained greater financial autonomy. However, challenges remained in maintaining savings habits long-term due to irregular incomes. The initiative's contribution lies in providing a sustainable model for rural financial empowerment that goes beyond traditional microfinance by focusing on daily financial management. It highlights the importance of tailored financial education and community-driven learning for long-term economic stability. Future programs should incorporate personalized support and advanced financial strategies to enhance such initiatives' effectiveness further.
The Role of Emotional Intelligence in 21st Century Classrooms Iqbal, Khurshed; Fauziyati, Wiwin Rif’atul; Purnama, Medina Nur Asyifah; Abdullah, Saman Ahmed; Tesema, Ayenew Kassie
EDUJAVARE: International Journal of Educational Research Vol. 2 No. 1 (2024): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v2i1.798

Abstract

Integrating Emotional Intelligence (EI) into educational practices has gained significant attention due to its potential to enhance student outcomes in the 21st-century classroom. This study aims to explore the role of EI in classroom dynamics, focusing on its impact on classroom management, student-teacher relationships, and overall academic and emotional development. Using a qualitative research approach, the study employed case studies and in-depth interviews with teachers and students across multiple schools. Data were analyzed using thematic analysis to identify patterns and themes related to EI's application in the classroom. The findings revealed that teachers who effectively applied EI strategies created more supportive, inclusive environments, improving student engagement, academic performance, and stronger emotional regulation. Students in these classrooms also demonstrated improved social-emotional skills, such as empathy and conflict resolution, contributing to more positive peer interactions. However, challenges such as a lack of training and resources were identified, which hindered the consistent implementation of EI practices. The study concludes that EI is critical in fostering positive learning environments and should be integrated into teacher training and curricula. The research contributes to the growing body of knowledge on EI in education and advocates for systemic changes to ensure its effective application across schools.
Virtual Reality in Education: Immersive Learning for Deeper Understanding Iqbal, Khurshed; Mokoena, Oratilwe Penwell; Tesema, Ayenew Kassie; Waham, Jihad Jaafar
EDUJAVARE: International Journal of Educational Research Vol. 3 No. 1 (2025): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v3i1.801

Abstract

Integrating Virtual Reality (VR) in education presents a promising opportunity to enhance immersive learning and deepen student understanding of complex subjects. Despite its potential, the widespread adoption of VR in classrooms remains limited due to challenges such as high costs, inadequate teacher training, and the difficulty in aligning VR with existing curricula. This study aims to explore the impact of VR on student engagement, conceptual understanding, and learning outcomes across diverse educational settings. A qualitative approach was employed, involving semi-structured interviews, participant observations, and document analysis with students, teachers, and curriculum developers at two secondary schools and one university in Jakarta, Indonesia. The findings reveal that VR significantly enhances student engagement, promotes deeper conceptual understanding, and fosters emotional connections to learning materials. However, challenges related to technological infrastructure, teacher readiness, and curriculum integration were also identified. The study concludes that while VR has substantial educational benefits, its successful implementation requires overcoming these barriers through targeted training, improved content design, and a more systematic approach to curriculum integration. This research contributes to the growing knowledge of educational technologies, offering practical insights into how VR can effectively transform teaching and learning practices. 
EdTech Startups and Their Impact on Traditional Learning ModelsHybrid Classrooms: Redefining the Role of Teachers and Learners Pandey, Digvijay; Iqbal, Khurshed
EDUJAVARE: International Journal of Educational Research Vol. 3 No. 1 (2025): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v3i1.803

Abstract

The rapid growth of EdTech startups and integration into educational practices has led to hybrid classrooms combining traditional face-to-face teaching with digital tools. This transformation redefines the roles of teachers and learners, prompting a shift toward more flexible, personalized learning environments. This study explores the impact of EdTech startups on traditional learning models and how hybrid classrooms are reshaping these roles. Using a qualitative research methodology, data was collected through semi-structured interviews, participant observations, and document analysis in schools and EdTech hubs in Jakarta, Indonesia. The findings reveal that hybrid classrooms provide increased learner autonomy, personalized learning, and collaboration opportunities. However, they also highlight challenges such as digital inequities, teacher adaptation to new roles, and the need for ongoing professional development. Teachers are evolving into facilitators rather than traditional knowledge transmitters, yet they struggle with integrating new technologies effectively. The study concludes that EdTech tools while promising, require careful integration with human-centered teaching practices to ensure inclusivity and engagement. The research contributes to understanding how hybrid learning environments can be optimized to benefit both teachers and students. It offers educators and policymakers insights into the complexities of EdTech adoption in education.
Culinary Business Mentoring for Housewives: Turning Passion into Profit Iqbal, Khurshed
International Assulta of Research and Engagement (IARE) Vol. 2 No. 2 (2024): International Assulta of Research and Engagement
Publisher : Edujavare Publishing

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Abstract

This community service initiative aimed to empower homemakers by providing culinary business mentoring, helping them transform their passion for cooking into profitable home-based enterprises. With the increasing need for economic independence and skill development among homemakers, this program sought to address gaps in entrepreneurial knowledge, digital marketing, and business strategies. Using a Participatory Rural Appraisal (PRA) approach, the mentoring model included hands-on workshops, one-on-one guidance, and peer collaboration over four months. The results showed significant improvements in participants' business knowledge, digital literacy, and income, with many reporting a 40-60% increase in monthly earnings. Participants also experienced a shift in mindset, viewing themselves as entrepreneurs rather than just homemakers. While the program was successful, limitations such as time constraints and access to digital tools were noted. Future programs should incorporate flexible learning schedules and further digital infrastructure support. This initiative contributes to the growing recognition of homemakers as key economic actors, offering a scalable model for empowering women in local communities.
Co-Authors Abdullah, Saman Ahmed Asfahani, Asfahani Fauziyati, Wiwin Rif’atul Kirom, Ahmad Medina Nur Asyifah Purnama, Medina Nur Asyifah Mokoena, Oratilwe Penwell Pandey, Digvijay Tesema, Ayenew Kassie Waham, Jihad Jaafar