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All Journal Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan Aksi Kita: Jurnal Pengabdian Kepada Masyarakat
Rifa Aska Auliya
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Economics, Econometrics & Finance Education Environmental Science Social Sciences Other

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Pemberdayaan Masyarakat Desa Kampung Panjang melalui Pembentukan Sanggar Budaya dan Reaktualisasi Kearifan Lokal Basiacuong Erdiasnyah; M Arifin Ilham; Muhammad Farhan Nasrul; Rifki Ardiansyah; Nelfa Valianti; Rifa Aska Auliya; Riyan Saputra; Habiburrahman Lathif; Ratih Asri Audina; Serliza; Nuraryo Patria; Juandono; Veni Rahmawati
Aksi Kita: Jurnal Pengabdian kepada Masyarakat Vol. 1 No. 5 (2025): OKTOBER
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/qgmmsq72

Abstract

Program PPK Ormawa UKM BATRA Universitas Riau dilaksanakan di Desa Kampung Panjang, Kecamatan Kampar Utara, Kabupaten Kampar, dengan tujuan untuk melestarikan dan merevitalisasi tradisi lisan Basiacuong sebagai bentuk kearifan lokal masyarakat Melayu Kampar. Program ini menggunakan pendekatan Participatory Action Research (PAR) yang menempatkan masyarakat sebagai subjek aktif dalam setiap tahap kegiatan, mulai dari perencanaan, pelaksanaan, pengamatan, hingga refleksi. Kegiatan utama meliputi pembentukan Sanggar Budaya Kampung Panjang, pelatihan seni tutur Basiacuong, penyusunan modul pendidikan karakter berbasis budaya lokal, pembuatan konten digital. Hasil kegiatan menunjukkan adanya peningkatan kesadaran dan partisipasi masyarakat, khususnya generasi muda, dalam pelestarian budaya lokal. Sanggar budaya berfungsi sebagai wadah pembelajaran dan ekspresi kreatif yang memperkuat identitas sosial dan kebanggaan masyarakat terhadap budaya leluhur. Melalui sinergi antara mahasiswa, pemerintah desa, dan tokoh adat, program ini berhasil menghidupkan kembali nilai-nilai kearifan lokal sebagai dasar pembangunan masyarakat menuju desa budaya yang mandiri dan berkelanjutan
Peran Kompetensi Profesional Guru PAUD dalam Meningkatkan Kualitas Pembelajaran Berbasis Teknologi. Ayesha Nayra E.; Mutia Sandrina; Rifa Aska Auliya; Sherly Purnama Sari; Rita Kurnia; Asfi Yanti WE
Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan Vol. 2 No. 4 (2025): Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/paud.v2i4.734

Abstract

This study aims to describe the professional competence of Early Childhood Education (ECE) teachers in implementing technology-based learning at PAUD “X”. Teacher professionalism plays a crucial role in determining the quality of early childhood learning, particularly in the digital era where educators are expected to adapt to technological advancements. This research employs a descriptive qualitative approach, utilizing observations and semi-structured interviews to obtain an in-depth understanding of teachers’ abilities in managing learning processes, mastering instructional content, and integrating appropriate learning media. The findings indicate that teachers demonstrate strong pedagogical, social, and personal competencies. They successfully create an engaging and developmentally appropriate learning environment, use language that is easily understood by young children, and exhibit patience, discipline, and effective communication skills. Positive interaction among teachers, children, and parents contributes to a supportive and collaborative learning atmosphere. Teachers also incorporate simple learning materials, such as origami and visual aids, to enhance student engagement. Nevertheless, the study reveals that teachers’ professional competence in utilizing digital technology remains limited. Although technological tools are available, several teachers lack confidence and technical skills in operating digital devices, such as projectors and interactive media. Insufficient training and mentoring are identified as primary barriers. The study concludes that strengthening teachers’ technological competence should be prioritized through continuous professional development programs, including structured training and peer mentoring. Enhanced technological skills will enable teachers to design learning experiences that are more interactive, innovative, and responsive to the developmental needs of young children.
Co-Authors Asfi Yanti We Ayesha Nayra E. Erdiasnyah Habiburrahman Lathif Juandono M Arifin Ilham Muhammad Farhan Nasrul Mutia Sandrina Nelfa Valianti Nuraryo Patria Ratih Asri Audina Rifki Ardiansyah Rita Kurnia Riyan Saputra Serliza Sherly Purnama Sari Veni Rahmawati