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All Journal SUBSERVE: Community Service and Empowerment Journal Conference Proceedings International Conference on Education Innovation and Social Science KREATIF: Jurnal Pengabdian Masyarakat Nusantara
Indri Ajeng Setyoningrum
Universitas Negeri Semarang
Humanities Economics, Econometrics & Finance Education Engineering Health Professions Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Program Pendampingan Penulisan Akademik Berbasis Mindfulness untuk Meningkatkan Profesionalisme dan Kesejahteraan Guru Sekolah Indonesia di Jeddah Mintarsih Arbarini; Wulan Aulia Azizah; Yudi Siswanto; Indri Ajeng Setyoningrum; Rendi Agung Febrianto
KREATIF: Jurnal Pengabdian Masyarakat Nusantara Vol. 6 No. 1 (2026): Jurnal Pengabdian Masyarakat Nusantara
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/kreatif.v6i1.10197

Abstract

Teacher professional development demands not only improvements in pedagogical and academic competence but also attention to psychological well-being, particularly in the context of academic writing, which often triggers stress and anxiety. Indonesian School Jeddah (SIJ) teachers face dual challenges: professional demands and limited formal academic writing training, alongside emotional pressure when completing writing tasks. This community service activity aims to enhance teacher professionalism and well-being through the Mindfulness-Based Writing Assistance program, which integrates mindfulness practices with process-based academic writing training. The activity involved 22 teachers through three main stages: preparation, implementation, and evaluation. Data collection instruments included evaluation questionnaires, structured observations, writing document analysis, and participants' narrative reflections. Data were analyzed using descriptive statistics and thematic analysis. Results showed that 84% of teachers experienced a reduction in writing stress, 88% showed increased focus, and 79% felt more confident in writing scientific papers. Additionally, document analysis revealed improvements in writing quality, specifically in understanding the IMRAD structure, paragraph coherence, reference usage, and argument strength. Narrative reflections disclosed increased self-awareness, courage to write, and motivation to continue independent scientific writing. These findings indicate that a mindfulness-based approach is effective in supporting teacher professional development while improving psychological well-being. This program contributes to the achievement of Sustainable Development Goals (SDGs) 3 regarding healthy lives and well-being, as well as SDGs 4 on quality education, and has the potential to be replicated in other Indonesian school contexts.
Community-based Stem Ecosystem in Indonesian Muslim Communities Indri Ajeng Setyoningrum; Tri Handoko
Proceedings International Conference on Education Innovation and Social Science 2025: Proceedings International Conference on Education Innovation and Social Science
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

This study aims to formulate a model of a community-based STEM innovation ecosystem within the context of non-formal education in Indonesian Muslim communities. The background of this review is rooted in the limited access to relevant STEM education for Muslim communities, particularly in rural and peri-urban areas, alongside the substantial potential of Islamic non-formal educational institutions-such as Islamic boarding schools (pesantren), Qur'anic learning centers (TPA), and Islamic study groups (majelis taklim)-to serve as venues for contextual learning. The research employed a literature review of over 50 sources-including peer-reviewed journals, academic books, policy documents, and research reports-analyzed thematically and critically. The analysis process involved thematic coding, conceptual synthesis, critical evaluation, and the construction of a conceptual model. Findings indicate that an effective STEM innovation ecosystem requires six key components: (1) community-based learning environments, (2) local actors serving as facilitators, (3) contextual curricula integrated with Islamic values, (4) project-based learning methods, (5) accessible low-tech support, and (6) strategic partnerships with external stakeholders. This model is holistic and participatory, aligning with the social, cultural, and spiritual characteristics of Muslim communities. The findings provide a conceptual contribution to value-driven, locally grounded non-formal education innovations and offer insights for more responsive policy and practical frameworks. The study recommends capacity-building for facilitators, adaptive curriculum development, and strengthened multi-sectoral collaboration as strategic measures for the sustainable implementation of the model.
PENGUATAN LITERASI KELUARGA DAN KESEHATAN MENTAL IBU MELALUI DIALOGIC READING DAN WRITING THERAPY DI KOMUNITAS BACA WIJI SEMI Indrajati Kunwijaya; Najma Sana Nadhirah Hilman; Fikrotul Hanifah; Indri Ajeng Setyoningrum; Rendi Agung Febrianto; Surtini Hadi
SUBSERVE: Community Service and Empowerment Journal Vol. 4 No. 2 (2026): Juli 2026
Publisher : Prime Identity Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67766/scsej.v4i2.261

Abstract

Rendahnya kualitas interaksi literasi dalam keluarga serta terbatasnya literasi kesehatan mental ibu menjadi tantangan dalam mewujudkan pengasuhan yang responsif dan mendukung perkembangan sosial-emosional anak. Kondisi tersebut juga ditemukan pada Komunitas Baca Wiji Semi, Desa Susukan, Kabupaten Semarang, sehingga diperlukan inovasi program yang mengintegrasikan penguatan literasi keluarga dan kesehatan mental. Pengabdian kepada masyarakat ini bertujuan meningkatkan keterampilan ibu dalam menerapkan Dialogic Reading serta memperkuat kemampuan pengelolaan emosi melalui Writing Therapy yang diintegrasikan dalam forum Ruang Aman Kita. Kegiatan dilaksanakan menggunakan pendekatan community-based empowerment dengan sasaran 18 ibu yang memiliki anak usia sekolah dasar. Intervensi meliputi pelatihan Dialogic Reading, praktik membaca reflektif melalui program One Day One Book Plus+, Writing Therapy berbasis expressive writing, dan forum dukungan sebaya Ruang Aman Kita. Evaluasi dilakukan melalui observasi praktik, analisis tulisan reflektif, dan evaluasi diri peserta menggunakan desain sebelum dan sesudah kegiatan. Hasil menunjukkan adanya peningkatan pada seluruh indikator keterampilan Dialogic Reading, dengan peningkatan tertinggi pada kemampuan menggunakan pertanyaan terbuka dari 38,9% menjadi 83,3%. Writing Therapy juga meningkatkan kemampuan ibu mengenali emosi (55,6% menjadi 88,9%), mengekspresikan perasaan melalui tulisan reflektif (44,4% menjadi 83,3%), serta menyusun strategi pengelolaan emosi yang adaptif (38,9% menjadi 77,8%). Program ini menunjukkan bahwa integrasi Dialogic Reading, Writing Therapy, dan Ruang Aman Kita efektif memperkuat praktik literasi keluarga sekaligus meningkatkan kesadaran diri dan kesehatan mental ibu. Model pemberdayaan ini berpotensi direplikasi pada komunitas literasi lain sebagai upaya mendukung penguatan kualitas pengasuhan dan kesejahteraan keluarga.
Co-Authors Fikrotul Hanifah Indrajati Kunwijaya Mintarsih Arbarini Najma Sana Nadhirah Hilman Rendi Agung Febrianto Surtini Hadi Tri Handoko Wulan Aulia Azizah Yudi Siswanto