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All Journal Ethical Lingua: Journal of Language Teaching and Literature Jurnal Ilmiah Kampus Mengajar
Anisa, Rizka Sakinatun
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Humanities Education Languange, Linguistic, Communication & Media

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Penguatan Literasi dan Numerasi Siswa Sanggar Bimbingan Sungai Buloh Malaysia melalui Kegiatan Stimulan Profil Pelajar Pancasila Sidiq, Yasir; Ishartono, Naufal; Huda, Miftakhul; Rosyada, Alya Nugrahaeni; Anisa, Rizka Sakinatun; 'Azmi, Abidah Ulul; Auladiyah, Alfia Sa'adul; Mulyana, Nanang; Putri, Wiffy Zalina
Jurnal Ilmiah Kampus Mengajar Vol. 5, No. 2, Oktober 2025
Publisher : Asosiasi Lembaga Pendidikan Tenaga Kependidikan Perguruan Tinggi Muhammadiyah Aisyiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56972/jikm.v5i2.262

Abstract

Program pengabdian masyarakat melalui KKN Internasional ini dilaksanakan di Sanggar Bimbingan Sungai Buloh, Selangor, Malaysia, dengan tujuan untuk memperkuat literasi, numerasi, dan karakter siswa Warga Negara Indonesia (WNI) yang mengikuti pendidikan nonformal. Program berlangsung selama 28 hari dan melibatkan dosen serta mahasiswa Universitas Muhammadiyah Surakarta sebagai fasilitator. Pendekatan partisipatif digunakan agar siswa terlibat aktif dalam proses pembelajaran melalui kegiatan terintegrasi yang mengimplementasikan enam dimensi Profil Pelajar Pancasila. Data dikumpulkan melalui observasi, wawancara informal, dan dokumentasi, kemudian dianalisis menggunakan metode deskriptif kualitatif model Miles, Huberman, dan Saldaña. Hasil pengabdian menunjukkan bahwa kegiatan seperti Sanggar Sungai Buloh Sehat (S3), Aku Bangga Menjadi Anak Indonesia, dan Pekan Cinta Bahasa berkontribusi signifikan terhadap peningkatan literasi baca–tulis, literasi visual, dan numerasi sederhana siswa. Selain itu, terjadi penguatan karakter religius, gotong royong, mandiri, kreatif, berkebinekaan global, dan bernalar kritis dalam aktivitas pembelajaran. Kegiatan kebangsaan juga meningkatkan rasa nasionalisme dan identitas sebagai pelajar Indonesia di luar negeri. Meskipun terdapat tantangan berupa keterbatasan sarana dan variasi kemampuan akademik, inovasi pembelajaran yang dilakukan mahasiswa berhasil menciptakan atmosfer belajar yang lebih inklusif dan bermakna. Secara keseluruhan, program ini membuktikan bahwa implementasi Profil Pelajar Pancasila dapat efektif di lingkungan pendidikan nonformal melalui pendekatan kolaboratif dan kontekstual.
Reflective and Democratic Education in “Freedom Writers” (2007): A Deweyan Perspective for Current Indonesian Education Anisa, Rizka Sakinatun; Farla Syifa Azzahra; Ivana Salsabila Rahmawati; Mochamad Alfat Rafif Yumna; Endang Fauziati
Ethical Lingua: Journal of Language Teaching and Literature Vol. 13 No. 1 (2026): Volume 13 No 1 April 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.900

Abstract

This study examines the portrayal of John Dewey’s principles of reflective and democratic education in Freedom Writers and explores their relevance to contemporary educational developments in Indonesia. Employing a qualitative research design, the study uses content analysis as the primary method to examine themes of teaching and learning presented in the film. The analysis focuses on selected scenes, dialogues, and classroom interactions that reflect instructional practices and pedagogical values. The findings reveal that Erin Gruwell’s instructional approach closely reflects Dewey’s core educational principles. Her teaching practices emphasize experiential learning, reflective activities that support students’ understanding, and the creation of a democratic classroom environment that promotes active participation, personal expression, and mutual respect. These practices are consistent with Dewey’s view that education should be rooted in learners’ lived experiences and social interaction. This study highlights the relevance of Freedom Writers in supporting Indonesia’s ongoing shift toward a more humanistic, experiential, and student-centered educational paradigm. Furthermore, it demonstrates the potential of films as pedagogical resources that can help educators understand and apply educational philosophies within authentic classroom contexts.
Co-Authors 'Azmi, Abidah Ulul Auladiyah, Alfia Sa'adul Endang Fauziati Farla Syifa Azzahra Ivana Salsabila Rahmawati Miftakhul Huda Mochamad Alfat Rafif Yumna Nanang Mulyana, Nanang Naufal Ishartono Putri, Wiffy Zalina Rosyada, Alya Nugrahaeni Yasir Sidiq