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All Journal Kasta: Jurnal Ilmu Sosial, Agama, Budaya dan Terapan JOURNAL OF ISLAMIC COMMUNITY AND DEVELOPMENT Journal of Community Service
Hasriani Hasriani
Universitas Islam Negeri Datokarama Palu, Indonesia
Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Social Sciences

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Implementasi Program Padat Karya Dalam Mengurangi Pengangguran Di Kelurahan Balaroa Kecamatan Palu Barat Ginatri Gina; Samsinas Samsinas; Hasriani Hasriani; Murniati Ruslan
Journal of Islamic Community and Development Vol. 4 No. 2 (2025): Journal of Islamic Community and Development
Publisher : Jurusan Pengembangan Masyarakat Islam Fakultas Dakwah dan Komunikasi Islam, UIN Datokarama Palu.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/jicd.v4i2.4428

Abstract

Work-intensive program is a program implemented by the government that involves the community aimed at empowering people who are not yet able to empower themselves. This study aims to determine the implementation and effectiveness of the labor-intensive program in reducing unemployment in Balaroa Village, West Palu District. This study uses a qualitative descriptive method with data collection techniques through observation, interviews, and documentation, as well as data analysis through reduction, presentation, and verification. This study discusses the implementation of the labor-intensive program in Balaroa Village, West Palu District. The results of the study indicate that the labor-intensive program has a positive impact, including: helping people find jobs and income, improving family welfare, creating a clean environment that supports Palu City in achieving the Adipura award, and providing business opportunities for participants. However, this program also faces obstacles such as late salary payments, a decreasing number of participants without new recruitment, and a lack of discipline among some participants. Overall, the labor-intensive program has proven to be beneficial in reducing unemployment, supporting economic independence, and improving the standard of living of the community, especially vulnerable groups such as the elderly and single mothers.
Integrating Cross-Cultural Religious Literacy and Love-Based Curriculum in Multicultural Social Studies Learning: A Transformative Learning Model for Social Change Ardillah Abu; Saepudin Mashuri Mashuri; Hasriani Hasriani; Suharto Suharto
KASTA : Jurnal Ilmu Sosial, Agama, Budaya dan Terapan Vol. 6 No. 1 (2026): April
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/kasta.v6i1.2610

Abstract

The growing complexity of socio-religious challenges in multicultural societies such as identity polarization, digital intolerance, and limited interfaith engagement calls for a transformative approach in Social Studies education. This study aims to develop and examine an integrative learning model based on Cross-Cultural Religious Literacy (CCRL) and the Love-Based Curriculum (LBC) to foster social transformation. Using a qualitative exploratory case study design, this research investigates the implementation of the CCRL-LBC module at Universitas Islam Negeri Datokarama Palu in collaboration with the Leimena Institute. The findings indicate that the model operates through three core competencies personal, comparative, and collaborative-integrated with Panca Cinta values and the Heart-Head-Hand framework. The model is enacted through experiential learning, interfaith dialogue, and community-based collaborative projects. It enhances higher-order thinking skills, cross-cultural religious literacy, empathy, self-awareness, and collaborative capacity across identities. This study highlights the integration of cognitive, affective, and social praxis dimensions within a transformative learning framework. It contributes theoretically to value-based transformative learning and practically offers an innovative model for multicultural Social Studies education, promoting religious moderation, inclusive citizenship, and sustainable social harmony.
Penguatan Kompetensi Guru melalui Pelatihan Technological Pedagogical Content Knowledge (TPACK) di MIN 1 Kota Palu Ardillah Abu; Muhammad Arman; Hasriani Hasriani
Journal of Community Service Vol. 2 No. 1 (2026): Journal of Community Service
Publisher : Journal of Community Service

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Abstract

Transformasi digital menuntut guru mampu mengintegrasikan teknologi, pedagogi, dan konten secara kontekstual, bukan sekadar menggunakan perangkat digital sebagai media presentasi. Kegiatan ini bertujuan mengevaluasi penguatan kompetensi Technological Pedagogical Content Knowledge (TPACK) guru MIN 1 Kota Palu melalui pelatihan berbasis praktik, pendampingan, dan refleksi kolaboratif. Program dilaksanakan dengan desain evaluasi mixed methods satu kelompok yang melibatkan [jumlah peserta] guru kelas dan guru mata pelajaran. Intervensi mencakup asesmen kebutuhan, pengenalan kerangka TPACK, perancangan modul ajar digital, pengembangan media interaktif, microteaching, umpan balik sejawat, serta pendampingan implementasi di kelas selama [durasi]. Data dikumpulkan melalui angket TPACK, lembar observasi, rubrik penilaian artefak pembelajaran, refleksi peserta, dan dokumentasi. Data kuantitatif dianalisis menggunakan statistik deskriptif dan uji perbedaan berpasangan, sedangkan data kualitatif dianalisis secara tematik untuk mengidentifikasi perubahan praktik, hambatan, dan faktor pendukung. Hasil menunjukkan peningkatan pada kemampuan guru memilih teknologi yang sesuai dengan tujuan pembelajaran, menyelaraskan strategi pedagogis dengan karakteristik materi, serta menghasilkan perangkat pembelajaran digital yang lebih terintegrasi. Temuan kualitatif juga memperlihatkan bahwa praktik langsung, kolaborasi, dan umpan balik sejawat membantu guru bergerak dari penggunaan teknologi yang bersifat instrumental menuju keputusan pembelajaran yang lebih pedagogis. Meskipun demikian, variasi literasi digital, keterbatasan infrastruktur, dan kebutuhan pendampingan berkelanjutan masih menjadi tantangan. Program ini menunjukkan bahwa pelatihan TPACK yang kontekstual, berbasis artefak, dan disertai tindak lanjut berpotensi memperkuat pengembangan profesional guru madrasah serta mendukung transformasi pembelajaran yang adaptif, terukur, dan berkelanjutan. Evaluasi lanjutan dengan kelompok pembanding, observasi kelas, dan pengukuran hasil belajar siswa diperlukan untuk menguji keberlanjutan perubahan serta memperkuat validitas dampak program pada konteks madrasah lain.
Co-Authors Ardillah Abu Ardillah Abu Ginatri Gina Muhammad Arman Murniati Ruslan Saepudin Mashuri Mashuri Samsinas Samsinas Suharto Suharto