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All Journal Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Abdimas Toddopuli: Jurnal Pengabdian Pada Masyarakat Jurnal Ilmiah Profesi Pendidikan Journal of English Language and Education International Journal of Engagement and Empowerment (IJE2) Al-Abyadh Indonesian Collaboration Journal of Community Services (ICJCS) Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Jurnal Penelitian Ilmu Pendidikan Indonesia Al-ATHFAL: Jurnal Pendidikan Anak AL-ATHFAL: Jurnal Pendidikan Anak Journal of Innovative and Creativity Abdimas Aswaja: Jurnal Pengabdian Masyarakat KREATIF: Jurnal Pengabdian Masyarakat Nusantara
Mutoharoh Mutoharoh
Universitas Bina Bangsa
Religion Agriculture, Biological Sciences & Forestry Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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PELATIHAN SISTEM DASHBOARD MUTU TERINTEGRASI: OPTIMALISASI PENJAMINAN MUTU INTERNAL BERBASIS CLOUD COMPUTING UNTUK AKSELERASI RE-AKREDITASI SDN NEGERI BAYONGBONG KEC. PONTANG KAB. SERANG Furtasan Ali Yusuf; Hamidah Hamidah; Jaka Wijaya Kusuma; B.H. Hayadi; Mutoharoh Mutoharoh; Nono Suhada; Rosi Novelia; Siti Muzdalifah; Vina Sudistiana; Erwin Nauval; Siti Arofa
Indonesian Collaboration Journal of Community Services (ICJCS) Vol. 6 No. 1 (2026): Indonesian Collaboration Journal of Community Services
Publisher : Yayasan Education and Social Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53067/icjcs.v6i1.245

Abstract

This community service activity aimed to improve the capacity of teachers and education staff in implementing an integrated quality dashboard system based on cloud computing to support the acceleration of school re-accreditation at SDN Negeri Bayongbong, Pontang District, Serang Regency. The activity was conducted in September 2025 using participatory training, hands-on practice, mentoring, and evaluation approaches. The program focused on strengthening the Internal Quality Assurance System (IQAS) through digital transformation in school administration and quality management. The results showed significant improvements in participants’ understanding and skills regarding cloud-based document management, digital quality monitoring, and integrated dashboard operation. The implementation of the quality dashboard system increased administrative efficiency, simplified access to accreditation documents, and supported real-time monitoring of educational quality standards. In addition, the activity contributed to strengthening a digital-based quality culture within the school environment. The mentoring process also enabled participants to independently manage accreditation data and educational quality documents through a centralized cloud computing system. Overall, the program successfully supported the school’s readiness for re-accreditation while promoting effective, efficient, and sustainable digital governance in primary education management.
SCIENTIFIC ARTICLE WRITING ASSISTANCE AND PUBLICATION OF COMMUNITY SERVICE RESULTS: DISSEMINATION STAGE AND ACADEMIC REPUTATION Nuryati Nuryati; Sakti Andayani; Nurhasanah Nurhasanah; Mutoharoh Mutoharoh; Phillip G. Queroda
International Journal of Engagement and Empowerment (IJE2) Vol. 6 No. 1 (2026): International Journal of Engagement and Empowerment
Publisher : Yayasan Education and Social Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53067/ije2.v6i1.265

Abstract

Community Service (PkM) activities frequently produce practical innovations and community empowerment outcomes; however, many results remain undocumented in scientific publications. Limited understanding of academic writing structures, publication procedures, and journal selection contributes to the low dissemination of PkM outputs. This community engagement program aimed to enhance participants' competencies in scientific article preparation and publication strategies to support broader dissemination and academic reputation development. The program employed a participatory training and mentoring approach involving workshops, guided writing sessions, manuscript reviews, and publication consultations. Activities were conducted through stages including needs assessment, training implementation, article development assistance, and evaluation. Participants consisted of lecturers and community service practitioners involved in institutional PkM programs. Results demonstrated increased participant understanding regarding article structure, journal standards, referencing techniques, and publication processes. Participants showed significant improvement in transforming PkM reports into publishable manuscripts. The mentoring process also enhanced participants' confidence and readiness to submit manuscripts to accredited journals. This initiative contributed not only to improved scholarly productivity but also to strengthening institutional academic visibility and dissemination practices.
ASEAN WOMENPRENEURS CONNECT: AI-POWERED MICROBUSINESS COLLABORATION NETWORK Mutoharoh Mutoharoh; Furtasan Ali Yusuf; Syadely Hanafi; Siti Arofa; Eka Noviani Lestari; Nurasyiah Nurasyiah; Samsul Bahri; Khaerul Ikhwan; Phillip G. Queroda
International Journal of Engagement and Empowerment (IJE2) Vol. 6 No. 1 (2026): International Journal of Engagement and Empowerment
Publisher : Yayasan Education and Social Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53067/ije2.v6i1.266

Abstract

Women's economic empowerment through micro, small, and medium enterprises (MSMEs) constitutes a cornerstone of inclusive growth in the ASEAN region, yet persistent structural barriers such as limited digital literacy, technology access, and cross-border networks hinder women entrepreneurs' participation in the digital economy. While prior initiatives emphasize isolated AI applications or networking, a notable research gap exists in structured models integrating artificial intelligence (AI) with collaborative frameworks to foster sustainable microbusiness ecosystems. This community service study addressed this gap by implementing the ASEAN Womenpreneurs Connect: AI-Powered Microbusiness Collaboration Network at Big Bee Farm, aiming to enhance women micro-entrepreneurs' capacities via technology-driven empowerment and regional collaboration. Employing a Participatory Action Research (PAR) design, the program purposively sampled ASEAN women micro-entrepreneurs facing digital constraints and unfolded through four phases: needs assessment, AI training (e.g., chatbots, content generators), cross-border workshops, and digital network simulations. Data from pre/post-tests, observations, and semi-structured interviews underwent descriptive statistical and thematic analyses. Findings revealed significant gains in digital literacy and AI proficiency for marketing and decision-making, alongside nascent cross-border business networks that spurred product innovation and market expansion; barriers included infrastructure limitations and psychosocial factors. These results imply that integrated AI-collaboration models advance digital entrepreneurship theory and offer practical, replicable tools for women's economic empowerment, informing policy for scalable ASEAN ecosystems.
AI-ASSISTED WRITING TRAINING: TRANSFORMING TEACHERS INTO PRODUCTIVE AUTHORS THROUGH OPTIMIZATION OF ARTIFICIAL INTELLIGENCE TOOLS AT SD N BANJARSARI 5 Syadeli Hanafi; Mutoharoh Mutoharoh; Dethia Hs Suci Nurani; Ramdan Ramdan; Oktavianto Setyo Nugroho; Phillip G. Queroda
International Journal of Engagement and Empowerment (IJE2) Vol. 6 No. 1 (2026): International Journal of Engagement and Empowerment
Publisher : Yayasan Education and Social Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53067/ije2.v6i1.274

Abstract

Digital transformation in education has increased expectations for teachers’ professional competencies, yet empirical evidence on targeted interventions that enhance primary school teachers’ scholarly writing through AI remains limited. This study aimed to evaluate the effects of an AI-Assisted Writing training program implemented at SD N Banjarsari 5 on teachers’ scientific writing productivity and digital literacy. A descriptive-intervention design with purposive sampling was employed; in-service primary teachers (n recorded) participated in a participatory, hands-on training covering ChatGPT, QuillBot, Grammarly, and Canva. Data were collected via pre- and post-training questionnaires, observation rubrics, structured interviews, and writing artifacts, and were analyzed using paired-sample t-tests for quantitative measures and thematic analysis for qualitative data. The results showed that participants exhibited significant improvements in self-reported writing competence and satisfaction, produced more structured draft manuscripts, and demonstrated enhanced ability to generate ideas, paraphrase academically, and apply digital tools to develop instructional media. Observational and thematic findings also identified persistent gaps in baseline digital skills and ethical awareness regarding AI use. The study contributes empirical evidence that AI-assisted writing interventions can strengthen teachers’ scholarly productivity and digital literacy, and it highlights the need for ongoing capacity-building and clear ethical guidelines to support sustainable implementation in school contexts
Major Trends in Education Irfan Irfan; Moch Subhan Syarif; Suyudi Suyudi; Fuad Abdul Baqi; Mutoharoh Mutoharoh
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2019

Abstract

Education is a planned and organized effort aimed at developing human potential holistically, including intellectual, emotional, social, and moral aspects. Throughout the history of educational thought, various schools of thought have developed, each with its own characteristics regarding the nature of education, its goals, learning approaches, and the roles of educators and students. Traditional schools emphasize the importance of systematically and structured transmission of past values, culture, and knowledge. Progressivism, on the other hand, places greater emphasis on students' learning experiences, using a flexible and contextual approach tailored to the needs of the times. Meanwhile, existentialism allows individuals the freedom to determine the meaning and purpose of their education, while essentialism emphasizes the importance of mastering basic knowledge and essential skills as the foundation of education. Social reconstructionism views education as a means to bring about social change and create a better social order through innovation. The main findings. From this study indicate that no single school of education is entirely superior; rather, each has complementary strengths and limitations. Integrating various approaches from these schools is a more relevant strategy in addressing the complex challenges of modern education. Furthermore, it was found that current educational trends are moving toward a more adaptive, contextual, and learner-oriented approach without neglecting the importance of core values and knowledge structures. Theoretical implications of this study reinforce the importance of an eclectic approach in developing educational theory that is not tied to a particular school of thought. Practically, the results of this study provide recommendations for educators and education administrators to combine various learning approaches proportionally according to the needs of students and the context of the educational environment. Thus, education is expected to become more relevant, innovative, and responsive to the dynamics of change.
Mengembangkan Literasi Finansial pada Anak Melalui Kegiatan Kemaritiman di RA Ibnu Abas Kampung Peres Desa Pulo Panjang Kabupaten Serang Ade Rahayu Prihartini; Mutoharoh Mutoharoh; Ossie Happina Sari; Gisella Aisyah; Yahya Ramadhan; Muhammad Jubran Febriyanto
Abdimas Toddopuli: Jurnal Pengabdian Pada Masyarakat Vol. 7 No. 1 (2025): Volume 7, No 1, Desember 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/atjpm.v7i1.6666

Abstract

Di Indonesia pendidikan literasi keuangan khususnya pada anak usia dini masih jarang dilakukan baik pada lingkungan keluarga maupun sekolah. Pengenalan dan pendidikan tentang literasi keuangan belum banyak diberikan secara tepat dan terencana karena dianggap sebagai sesuai yang belum penting bahkan belum dibutuhkan oleh anak-anak. Orang tua masih berfikir membicarakan segala sesuatu tentang uang di hadapan anak-anak adalah hal yang tabu, hal ini mengakibatkan anak-anak menjadi tidak siap untuk mempelajari pengelolaan keuangan sejak dini. Kegiatan pengabdian kepada masyarakat ini dilakukan dengan memberikan penyuluhan tentang literasi keuangan kepada orang tua atau wali siswa murid RA Ibnu Abas Kampung Peres Desa Pulo Ampel. Terdapat peningkatan pemahaman tentang literasi finansial pada anak yaitu meningkat menjadi 80% orang tua memahami tentang pentingnya literasi pada anak seperti mengajarkan menabung, menabung dirumah dengan menggunakan celengan, serta mengelola keinginan anak dengan cara menabung. Terdapat peningkatan pemahaman orang tua tentang literasi finansial pada anak melalui kegiatan kemaritiman yang dapat diterapkan di kehidupan sehari-hari. Orang tua, Guru dan siswa diharapkan dapat bersinergis menerapkan literasi finansial ini untuk meningkatkan kemampuan anak dalam mengelola keuangan sedari dini.
SHE-AI PRENEUR: EMPOWERING WOMEN MSME ENTREPRENEURS THROUGH ARTIFICIAL INTELLIGENCE TRAINING FOR DIGITAL MARKETING AND SUSTAINABLE BUSINESS NETWORKING Mutoharoh Mutoharoh; M. Syadeli Hanafi; Dethia Hs Suci Nurani; Ramdan Ramdan; Anton Nasrullah; Sasithorn Suwandee
International Journal of Engagement and Empowerment (IJE2) Vol. 5 No. 1 (2025): International Journal of Engagement and Empowerment
Publisher : Yayasan Education and Social Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53067/ije2.v5i1.275

Abstract

Digital transformation presents opportunities for womenled micro, small, and medium enterprises (MSMEs) but persistent gaps in AI literacy and networked collaboration limit their competitiveness. Prior empowerment programs emphasized basic digital skills without integrating Artificial Intelligence (AI) as a core marketing instrument or fostering sustainable business networks. This study evaluated the SHEAI Preneur intervention designed to increase AI literacy, AIbased digital marketing competence, content production quality, and business networking among women MSME entrepreneurs in Serang Regency, Indonesia. A threemonth participatory program was implemented with 30 purposively sampled women entrepreneurs; the mixedmethods evaluation employed pre and posttests, structured surveys, observation checklists, semistructured interviews, and activity documentation. Quantitative data were analyzed using descriptive statistics and percentage change of competency scores, while qualitative data underwent thematic analysis. The results showed marked improvements across all measured domains: AI literacy, digital marketing skills, content creation, and business networking increased substantially after the intervention, attendance and engagement rates were high, and participants produced AIgenerated promotional materials independently. The program also yielded emergent collaborative practices and a sustained digital community for ongoing exchange. Theoretically, the study advances empowerment and digital transformation frameworks by demonstrating how practicebased AI training plus mentoring and network formation convert digital skills into applied entrepreneurial capacity. Practically, the SHEAI Preneur model offers a scalable template for inclusive AI adoption among women MSMEs, with implications for policy, incubator design, and future longitudinal impact assessments.
The Impact of Social and Personality Competence on the Professional Competence of Elementary School Teachers with Organizational Culture as a Moderator Ryan Pratiwa Putra; Rendi Kurniawan; Lina Marlina; Hamidah Hamidah; Mutoharoh Mutoharoh
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 17, No 3 (2026): July
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v17i3.39898

Abstract

Every teacher must master all dimensions of competency in an integrative manner, but the reality in the field often shows sharp gaps. Professional competence does not stand alone but is rather the result of the accumulation of various other dimensions of ability, including social competence and personality competence. The main objective of this study is to empirically analyze the influence of social competence and personality competence on teacher professional competence, as well as to examine the role of organizational culture as a moderating variable in this relationship. This quantitative research with a causal associative design was conducted systematically in Serang City during the first and second weeks of May 2026. The research population comprised elementary school teachers, from which a sample of 117 respondents was selected using a combination of convenience and quota sampling techniques. Criteria for selection required a minimum Bachelor's degree (S1) and two years of service to ensure institutional adaptation. Data were collected via an anonymous online survey utilizing structured five-point Likert scale questionnaires, which were pre-tested and declared highly reliable (Cronbach's Alpha > 0.80). The gathered data were then processed using descriptive statistics and inferential analysis through Moderated Regression Analysis (MRA). The results show that personality competence and social competence are significant determinants that have a positive and significant direct influence on improving the professional competence of elementary school teachers. Statistical estimation reveals that social competence exerts the most dominant direct impact (β = 0.383, p < 0.001), followed by personality competence (β = 0.228, p = 0.021), and a direct effect from organizational culture (β = 0.267, p = 0.002). The overall model demonstrates robust predictive validity (R2 = 0.430, F-test p < 0.001). On the other hand, organizational culture has not been proven to significantly moderate the relationship between individual competencies and professional competence, indicated by non-significant interaction coefficients for both personality (p = 0.164) and social dynamics (p = 0.352). This implies that teacher professionalism operates with high intrinsic autonomy, meaning highly competent individuals will maintain stable professional execution regardless of environmental fluctuations.
The Influence of Pedagogical and Personality Competence on the Professional Competence of Elementary School Teachers with the Moderation of Organizational Culture Asmawi Asmawi; Renita Renita; Iis Sutiawati; Hamidah Hamidah; Mutoharoh Mutoharoh
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 17, No 3 (2026): July
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v17i3.39872

Abstract

Ensuring primary school teachers possess adequate competency standards is a fundamental necessity for achieving quality educational outcomes, yet sharp gaps in professional execution persist in the field. Professional competence does not stand alone but is rather the result of the accumulation of various other dimensions of ability, including pedagogical competence and personality competence. The primary objective of this study is to empirically analyze the influence of pedagogical competence and personality competence on teacher professional competence, as well as to examine the role of organizational culture as a moderating variable in this relationship. This quantitative research with a causal associative design was conducted systematically in Serang City during the first and second weeks of May 2026. The target population comprised elementary school teachers, from which a sample of 117 respondents was selected using a combination of convenience and quota sampling techniques. Criteria for selection required a minimum Bachelor's degree (S1) and two years of institutional tenure. Data collection was carried out using anonymous, structures online questionnaires based on a five-point Likert scale, which were pre-tested and declared highly reliable (Cronbach's Alpha > 0.80). The compiled data were analyzed using descriptive statistics and inferential analysis through hierarchical Moderated Regression Analysis (MRA). ThThe results show that pedagogical competence and personality competence are crucial determinants that exert a positive and significant direct influence on improving the professional competence of elementary school teachers. Statistical estimation demonstrates that pedagogical competence holds the most dominant direct impact (β = 0.475, p < 0.001), followed by personality competence (β = 0.292, p = 0.001), and a direct contribution from organizational culture (β = 0.214, p = 0.004). The overall model exhibits high predictive validity and statistical fit (R2 = 0.570, F-test p < 0.001), explaining 57.0% of the variance in professional competence. On the other hand, organizational culture has not been proven to significantly moderate the relationship between individual competence and professional competence, indicated by non-significant interaction coefficients for both pedagogical (β = 0.039, p = 0.592) and personality paths (β = 0.049, p = 0.478). The model's explanatory change was minor (ΔR2 = 0.006), confirming that adding the interaction fields adds a negligible 0.6% to the model. This implies that teacher professionalism operates with high intrinsic autonomy and is driven more by individual capacity rather than environmental or organizational fluctuations.
PAUD BERKUALITAS MELALUI PERAN PENDIDIK SEBAGAI PEMIMPIN DALAM KOMUNITAS DAN ORGANISASI HIMPAUDI KABUPATEN TANGERANG Mutoharoh Mutoharoh; Euis Rusmalina; Andi Hasryningsih Asfar; Budi Ilham Maliki; Desty Endrawati Subroto; Andriani Sariwardani; Umalihayati Umalihayati; Siti Sofiah; Elinawati Elinawati; Dede Suhdiyah
Abdimas Aswaja: Jurnal Pengabdian Masyarakat Vol. 1 No. 2 (2025): Abdimas Aswaja: Jurnal Pengabdian Masyarakat
Publisher : LPPM IAI Dar Aswaja Rokan Hilir

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

Abstract

Early Childhood Education (PAUD) plays an important role in forming the foundation of holistic child development. This article discusses how the role of educators as leaders in the PAUD community and the HIMPAUDI organization can be key to improving the quality of PAUD services. Through effective leadership, educators not only carry out learning functions, but also drive innovation, strengthen collaboration between educators, and build productive partnerships with parents and the community. HIMPAUDI as a professional organization plays a strategic role in supporting the development of educator leadership capacity through training, coaching, and advocacy. This article describes the importance of strengthening the role of educator leadership and developing organizational networks in realizing quality, inclusive, and sustainable PAUD, especially in the Tangerang Regency area. The findings show that trained educator leadership and strong organizations contribute significantly to improving the quality of PAUD and optimal early childhood development.  
Co-Authors Ade Rahayu Prihartini Amat Hidayat Amsanah Amsanah Andriani Andriani Andriani Sariwardani Andriani Sariwardini Anton Nasrullah, Anton ASFAR, ANDI HASRYNINGSIH Asmawi Asmawi Asqoliyah Asqoliyah Astuti Astuti Atikah Atikah B.H. Hayadi B.Herawan Hayadi Baehaki Baehaki Dede Suhdiyah Delia Rivanty Desti Tri Andhini Desty Endrawati Subroto Dethia HS Suci Nurani Eka Noviani Lestari Elin Elinawati Elinawati Elinawati Eno Astriani Eno Astriyani Erna Kusumawarti Erwin Nauval Euis Rusmalina Falih Ihza Fathia Adzkiatunnissa Fauziah Fitria Handayani Fuad Abdul Baqi Furtasan Ali Yusuf Gisella Aisyah Hamidah Hamidah Iis Sutiawati Ika Pratiwi Inten Risna Inti Hujah Irfan Irfan Islahiyah Islahiyah Jaka Wijaya Kusuma Jaruwat Songmuang khaerul ikhwan Lina Marlina M. Syadeli Hanafi Mahdiyah Mahdiyah Maliki, Budi Ilham Marpuah Marpuah Minarti Agustina Moch Subhan Syarif Mu'minah Mu'minah Muhammad Jalaludin Muhammad Jubran Febriyanto N. Iim Komariah nadya nadziratul ula Nono Suhada Novi Puspa Mandiri Nurasyiah Nurasyiah Nurhasanah Nurhasanah Nuryati Nuryati Oktavianto Setyo Nugroho Ossie Happina Sari Phillip G. Queroda Putri Nuraida Rahayu Yunitasari Ramdan Ramdan Rendi Kurniawan Renita Renita Rini Ratna Ningsih Ningsih Riza Fauzia Rosi Novelia Rosi Novelia Cahyani Ryan Pratiwa Putra Sakti Andayani Samsul Bahri Sasithorn Suwandee Sayyidati Sayyidati Siti Arofa Siti Muzdalifah Siti Sofiah Sulastri Sulastri Suyudi Suyudi Syadeli Hanafi Syadely Hanafi Teti Sunarti Tito Parta Wibowo Uli Wildan Umalihayati Umalihayati umi hanifah Vina Karina Putri Vina Sudistiana Yahya Ramadhan Yumna Khairunnisa Yuni Herlina ⁠Busron ⁠Busron ⁠Miftahudin ⁠Miftahudin ⁠Minhatul Maarif ⁠Siti Arofa