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Pemberdayaan perempuan sebagai agen resiliensi sosial komunitas untuk mencegah tindakan kekerasan di Desa Menggala Kabupaten Lombok Utara Fauzan Fauzan; Ahmad Rasidi; Siti Sanisah
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 9, No 5 (2025): September
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v9i5.34430

Abstract

Abstrak Tindakan kekerasan dalam lingkup rumah tangga dan komunitas masih terjadi, terindikasi belum tertangani dengan baik. Keterbatasan kapasitas perempuan dalam upaya pencegahan tindakan kekerasan karena faktor budaya, ketimpangan gender, dan minimnya akses informasi disinyalir menjadi faktor penentu. Pengabdian kepada masyarakat ini bertujuan untuk memberdayakan perempuan sebagai agen resiliensi sosial komunitas untuk mencegah tindakan kekerasan berbasis gender. Kegiatan berlokasi di Desa Menggala, Kecamatan Pemenang, Kabupaten Lombok Utara, melibatkan 35 orang perempuan sebagai peserta yang diyakini mampu terlibat aktif dalam pencegahan, advokasi kasus kekerasan, dan pengembangan jaringan perlindungan sosial berbasis lokal. Tahapan kegiatan meliputi koordinasi dan pemetaan sosial, peningkatan kapasitas, pembentukan Forum Perempuan Tangguh Desa Menggala, kampanye komunitas dan edukasi publik, monitoring, evaluasi, dan refleksi, serta publikasi. Hasil pengabdian menunjukkan peningkatan signifikan kapasitas perempuan, terbentuknya solidaritas komunitas, meningkatnya kesadaran kolektif pentingnya pencegahan dan penanganan kekerasan dalam keluarga dan masyarakat, serta terbentuknya forum perempuan tangguh Desa Mengala sebagai agen deteksi dini dan fasilitator dalam advokasi sosial. Kegiatan pengabdian tidak hanya berkontribusi pada pengurangan potensi kekerasan, tetapi juga memperkuat posisi perempuan sebagai penggerak perubahan sosial yang strategis di tingkat desa. Kata kunci: pemberdayaan perempuan; agen resiliensi; sosial; komunitas; tindakan kekerasan Abstract Violence within households and communities continues to occur, indicating that preventive measures have not been adequately addressed. The limited capacity of women to prevent violence due to cultural factors, gender inequality, and lack of access to information is believed to be a determining factor. This community service initiative aims to empower women as agent community social resilience for preventing gender-based violence. The activities are conducted in Menggala Village, Pemenang Sub-district, North Lombok District, involving 35 women as participants who are believed to be capable of actively engaging in prevention, advocacy for violence cases, and the development of locally-based social protection networks. The implementation of the activity involved stages of coordination and social mapping, training and capacity building, the formation of the Menggala Village Resilient Women's Forum, community campaigns and public education, monitoring, evaluation, and reflection, as well as publication and dissemination. The results of the activity showed a significant increase in women's capacity, the formation of community solidarity, heightened collective awareness of the importance of preventing and addressing violence within families and communities, and the establishment of the Menggala Village Resilient Women's Forum as an early detection agent and facilitator in social advocacy. The community service activity not only contributed to reducing the potential for violence but also strengthened women's positions as strategic agents of social change at the village level. Keywords: women's empowerment; resilience agents; social; community; acts of violence.
Challenges and Institutional Dynamics of Inclusive Learning Evaluation in Elementary Schools Ahmad Rasidi; Fauzan Fauzan
Plusminus: Jurnal Pendidikan Matematika Vol. 5 No. 3 (2025): November
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v5i3.3503

Abstract

Penelitian ini bertujuan untuk menganalisis praktik evaluasi pembelajaran di sekolah dasar inklusif di Kabupaten Lombok Tengah, dengan menyoroti tantangan, faktor penentu, dan implikasinya terhadap pengembangan evaluasi yang adil dan adaptif. Studi ini dilatarbelakangi oleh masih terbatasnya kajian empiris yang mengkaji secara komprehensif hubungan antara kompetensi guru, dukungan institusi, dan partisipasi orang tua dalam praktik evaluasi pembelajaran inklusif di jenjang sekolah dasar. Penelitian ini menggunakan pendekatan mixed methods dengan desain sequential explanatory, Diawali dengan pengumpulan data kuantitatif melalui survei terhadap guru, kemudian diperdalam dengan data kualitatif melalui wawancara dan observasi. Data kuantitatif dianalisis menggunakan statistik deskriptif dan regresi linier berganda, sedangkan data kualitatif dianalisis secara tematik untuk memperkuat interpretasi temuan. Hasil penelitian menunjukkan bahwa praktik evaluasi pembelajaran di sekolah dasar inklusif masih didominasi oleh tes tertulis, meskipun mulai berkembang penggunaan observasi, penilaian kinerja, dan portofolio. Analisis regresi mengungkapkan bahwa kompetensi guru, dukungan institusi, dan partisipasi orang tua berpengaruh positif dan signifikan terhadap kualitas evaluasi pembelajaran inklusif, dengan partisipasi orang tua sebagai prediktor terkuat. Tantangan utama meliputi keterbatasan instrumen evaluasi adaptif dan tingginya beban administrasi guru, sementara peluang pengembangan terletak pada pelatihan berkelanjutan dan pemanfaatan teknologi asesmen. Penelitian ini berkontribusi pada penguatan kerangka evaluasi pembelajaran inklusif dengan menegaskan pentingnya sinergi antara guru, institusi, dan orang tua guna mewujudkan evaluasi yang lebih adil, kontekstual, dan bermakna bagi seluruh peserta didik. This study aims to analyze learning evaluation practices in inclusive elementary schools in Lombok Tengah Regency, highlighting the challenges, determining factors, and implications for the development of fair and adaptive evaluation. This study was motivated by the limited empirical research that comprehensively examines the relationship between teacher competence, institutional support, and parental participation in inclusive learning evaluation practices at the elementary school level. This study uses a mixed methods approach with a sequential explanatory design. It begins with quantitative data collection through a survey of teachers, then deepens with qualitative data through interviews and observations. Quantitative data are analyzed using descriptive statistics and multiple linear regression, while qualitative data are analyzed thematically to strengthen the interpretation of findings. The results of the study show that learning evaluation practices in inclusive elementary schools are still dominated by written tests, although the use of observation, performance assessment, and portfolios is beginning to develop. Regression analysis reveals that teacher competence, institutional support, and parental participation have a positive and significant effect on the quality of inclusive learning evaluation, with parental participation being the strongest predictor. The main challenges include the limitations of adaptive evaluation instruments and the high administrative burden on teachers, while opportunities for development lie in continuous training and the use of assessment technology. This study contributes to strengthening the framework for inclusive learning evaluation by emphasizing the importance of synergy between teachers, institutions, and parents in order to realize a more equitable, contextual, and meaningful evaluation for all students.