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Integrasi Nilai-Nilai Islam dalam Ritual Rofaerwar: Pelestarian Budaya Lokal di Desa Lonthoir, Kepulauan Banda Man Arfa, Arman; Lasaiba, Djamila
JENDELA PENGETAHUAN Vol 18 No 2 (2025): JENDELA PENGETAHUAN
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jp18iss2pp333–347

The Rofaerwar ritual or sacred well cleansing is a cultural tradition held once every ten years by the people of Lonthoir Village, symbolizing reverence for ancestors and the preservation of a sacred water source. This practice represents a generational integration of Islamic values with local customs. The aim of this study is to explore the ritual’s implementation, symbolic meanings, and the role of Islamic principles embedded within. A descriptive qualitative method with an ethnographic approach was employed. Findings indicate that Rofaerwar is not merely a physical act but a spiritual and communal event imbued with meaning. Elements such as prayer, deliberation, and the use of Islamic symbols like kain gaja and karaso strengthen the ritual’s religious depth. The study demonstrates that Islamic faith and tradition coexist harmoniously without conflicting values. The implication is that the sustainability of such rituals requires active involvement of traditional leaders, youth, and religious institutions as part of a cultural development strategy. It is recommended to enhance local wisdom-based education to preserve core values amidst modern shifts.

Pelatihan Strategi Pembelajaran bagi Guru di SMP 87 Maluku Tengah dalam Upaya Penerapan Pembelajaran yang Inovatif Lasaiba, Djamila; Ladjamadia, Jawani
Jurnal Pengabdian Arumbai Vol 1 No 2 (2023)
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/arumbai.vol1.iss2.pp71-78

The lack of strategies for teacher learning at SMP 87 Central Maluku is a major challenge. Training is needed to improve pedagogical skills, introduce technology, and overcome time constraints. High school support and student diversity create an ideal environment for the development of innovative learning strategies. The goal is to improve the quality of education by focusing on the unique needs of students in Central Maluku. Community service activities at SMP 87 Central Maluku on July 11, 2023 included a training method with a Forum Group Discussion (FGD) approach. FGD is used for group discussions to develop learning strategies according to student needs. The stages include planning, pre-test, implementation of FGD training, post-test, and evaluation and analysis using paired sample t-tests. The participatory FGD approach is an effective tool to support responsive learning development strategies to student needs. Learning strategy training at SMP 87 Central Maluku has a positive and sustainable impact. Careful planning and active teacher participation reflect a commitment to improving the quality of education. Pre-test and post-test analysis showed significant improvement, supported by high t-test values and low p-values. The implementation of new strategies and teacher-lecturer collaboration created a dynamic learning community for continuous improvement in the school.

Pendampingan Guru Madrasah dalam Pengembangan Konten Pembelajaran Digital Berbasis Nilai Keislaman dan Literasi Global Lasaiba, Djamila; Man Arfa, Arman; Lasaiba, Irvan
Jurnal Pengabdian Arumbai Vol 3 No 2 (2025)
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/arumbai.vol3.iss2.pp240-250

This community service program was conducted to enhance madrasah teachers’ competence in integrating Islamic values and global literacy into digital learning content. The background arises from teachers’ limited ability to utilize technology meaningfully and contextually in Islamic-based education. The objective is to strengthen teachers’ capacity to design, produce, and implement value-oriented digital instructional media. The method applied was Participatory Action Research through training, mentoring, classroom supervision, and the establishment of an Islamic digital teacher community. Results show significant improvements in technological mastery (+70.8%), Islamic value integration (+65.4%), and global literacy (+77.3%), along with a positive shift in teaching culture. This activity demonstrates that value-based mentoring and community collaboration effectively foster creative, reflective, and adaptive madrasah teachers in the digital era. The model implies practical policy relevance for enhancing Islamic teachers’ professionalism and can be replicated nationally.

Pemberdayaan Komunitas Sekolah dalam Pengembangan Budaya Antibullying dan Etika Digital di Era Media Sosial Man Arfa, Arman; Lasaiba, Djamila; lasaiba, Irvan
Jurnal Pengabdian Arumbai Vol 2 No 2 (2024)
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/arumbai.vol2.iss2.pp230-239

The rise of digital technology has reshaped social interaction patterns in educational environments, bringing new challenges such as the increase in online bullying cases and the lack of digital ethics awareness among school communities. This community service aims to empower schools by strengthening the capacities of teachers, students, and parents to establish a sustainable culture of anti-bullying and digital ethics. The participatory school-based approach involved situation analysis, training, mentoring, and reflective evaluation. The results demonstrate a significant improvement in digital ethics awareness, teachers’ ability to detect early signs of bullying, and students’ active participation as digital peace ambassadors. Furthermore, parents became more engaged in supervising values at home, fostering a strong connection between family and school. The program presents an effective collaborative model for cultivating positive digital behavior and building a digitally responsible school ecosystem. Its implication suggests that this model can be replicated in other schools as a preventive and character-based digital education strategy

Pelatihan Strategi Pembelajaran bagi Guru di SMP 87 Maluku Tengah dalam Upaya Penerapan Pembelajaran yang Inovatif Lasaiba, Djamila; Ladjamadia, Jawani
Jurnal Pengabdian Arumbai Vol 1 No 2 (2023)
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/arumbai.vol1.iss2.pp71-78

The lack of strategies for teacher learning at SMP 87 Central Maluku is a major challenge. Training is needed to improve pedagogical skills, introduce technology, and overcome time constraints. High school support and student diversity create an ideal environment for the development of innovative learning strategies. The goal is to improve the quality of education by focusing on the unique needs of students in Central Maluku. Community service activities at SMP 87 Central Maluku on July 11, 2023 included a training method with a Forum Group Discussion (FGD) approach. FGD is used for group discussions to develop learning strategies according to student needs. The stages include planning, pre-test, implementation of FGD training, post-test, and evaluation and analysis using paired sample t-tests. The participatory FGD approach is an effective tool to support responsive learning development strategies to student needs. Learning strategy training at SMP 87 Central Maluku has a positive and sustainable impact. Careful planning and active teacher participation reflect a commitment to improving the quality of education. Pre-test and post-test analysis showed significant improvement, supported by high t-test values and low p-values. The implementation of new strategies and teacher-lecturer collaboration created a dynamic learning community for continuous improvement in the school.

Training for Improving English Literacy Skills: A Contextual Approach and Competency-Based Curriculum Lasaiba, Djamila; Lasaiba, Irvan; Partini, Dwi
Jurnal Pengabdian Arumbai Vol 2 No 1 (2024)
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/arumbai.vol2.iss1.pp25-35

Training for community service explores the Enhancement of English Literacy Skills with a Contextual Approach and Competency-Based Curriculum as the foundation for a community service program. Survey and interview methods assess the community's reading, writing, listening, and speaking abilities. The results guide the design of a focused literacy program, including English language skills training and relevant learning resources. Literature reviews emphasize the importance of English literacy in facing global challenges, opening access to knowledge and global educational opportunities and supporting economic and social community growth. The interconnectedness of English literacy with economic, social, cultural, and diplomatic aspects becomes increasingly evident in the era of globalization. Implementing the Contextual Approach and Competency-Based Curriculum has proven effective in enhancing students' motivation and understanding of English. The community service program will leverage these findings by aligning training materials with the students' everyday contexts, integrating competency-based curricula, and utilizing digital technology for digital literacy. This practical approach aims to directly impact participants' English literacy skills, helping them adapt, innovate, and contribute to solutions to global challenges. This program is not just the implementation of research findings but a strategic step towards building a more competent English-speaking community, supporting personal and economic growth in the modern era.

Pendampingan Guru Madrasah dalam Pengembangan Konten Pembelajaran Digital Berbasis Nilai Keislaman dan Literasi Global Lasaiba, Djamila; Man Arfa, Arman; Lasaiba, Irvan
Jurnal Pengabdian Arumbai Vol 3 No 2 (2025)
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/arumbai.vol3.iss2.pp240-250

This community service program was conducted to enhance madrasah teachers’ competence in integrating Islamic values and global literacy into digital learning content. The background arises from teachers’ limited ability to utilize technology meaningfully and contextually in Islamic-based education. The objective is to strengthen teachers’ capacity to design, produce, and implement value-oriented digital instructional media. The method applied was Participatory Action Research through training, mentoring, classroom supervision, and the establishment of an Islamic digital teacher community. Results show significant improvements in technological mastery (+70.8%), Islamic value integration (+65.4%), and global literacy (+77.3%), along with a positive shift in teaching culture. This activity demonstrates that value-based mentoring and community collaboration effectively foster creative, reflective, and adaptive madrasah teachers in the digital era. The model implies practical policy relevance for enhancing Islamic teachers’ professionalism and can be replicated nationally.

Pemberdayaan Komunitas Sekolah dalam Pengembangan Budaya Antibullying dan Etika Digital di Era Media Sosial Man Arfa, Arman; Lasaiba, Djamila; lasaiba, Irvan
Jurnal Pengabdian Arumbai Vol 2 No 2 (2024)
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/arumbai.vol2.iss2.pp230-239

The rise of digital technology has reshaped social interaction patterns in educational environments, bringing new challenges such as the increase in online bullying cases and the lack of digital ethics awareness among school communities. This community service aims to empower schools by strengthening the capacities of teachers, students, and parents to establish a sustainable culture of anti-bullying and digital ethics. The participatory school-based approach involved situation analysis, training, mentoring, and reflective evaluation. The results demonstrate a significant improvement in digital ethics awareness, teachers’ ability to detect early signs of bullying, and students’ active participation as digital peace ambassadors. Furthermore, parents became more engaged in supervising values at home, fostering a strong connection between family and school. The program presents an effective collaborative model for cultivating positive digital behavior and building a digitally responsible school ecosystem. Its implication suggests that this model can be replicated in other schools as a preventive and character-based digital education strategy

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