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All Journal AIQU: Journal Multidiscipliner of Science Jurnal Pengabdian Riset Masyarakat Madani TERMASYHUR: Jurnal Pengabdian Masyarakat
La Ode Fajrul Islam Sabti
Universitas Muhammadiyah Buton
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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Journal : AIQU: Journal Multidiscipliner of Science

 1 
Developing Digital Books as A Media To Improve Students' Learning Motivation Yuyun Rahmawati. N; La Ode Fajrul Islam Sabti
AIQU: Journal Multidiscipliner of Science Vol. 3 No. 1 (2025): MARCH, AIQU: Journal Multidiscipliner of Science
Publisher : Institute Journal and Publication Muhammadiyah University of Buton

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Abstract

The development of individuals and societies fundamentally depends on the quality of education provided. Education plays a crucial role in shaping competent, innovative, and responsible citizens who can contribute meaningfully to social progress. However, one of the persistent challenges in the educational process is maintaining students’ motivation to learn. In response to this issue, this research investigates the potential of digital books (e-books) to enhance student motivation. The study explores how e-books, with their multimedia features and interactive capabilities, can offer more engaging and personalized learning experiences. Key advantages of digital books include the ability to incorporate interactive elements such as videos, animations, quizzes, and hyperlinks, which support different learning styles. Additionally, e-books provide students with greater accessibility and flexibility, allowing them to learn anytime and anywhere, thus fostering self-directed learning. The findings of this study highlight that digital book development holds significant promise as a pedagogical tool that not only increases students’ interest but also sustains their motivation to engage with learning materials. In conclusion, integrating digital books into the educational environment can be an effective strategy to support student-centered learning and address the motivational challenges commonly encountered in traditional instructional approaches.
Optimizing the Role of Teachers as Facilitators in the Use of Technology-Based Learning Media in Elementary Schools Jufri; La Ode Fajrul Islam Sabti
AIQU: Journal Multidiscipliner of Science Vol. 2 No. 3 (2024): SEPTEMBER, AIQU: Journal Multidiscipliner of Science
Publisher : Institute Journal and Publication Muhammadiyah University of Buton

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The application of technology in learning in elementary schools must also be balanced with good supervision so that the use of the media runs optimally. Teachers need to ensure that students use technology correctly and do not misuse it. The purpose of this study is to determine the optimization of the role of teachers as facilitators in the use of technology-based learning media at Elementary School 2 Kaobula. This study is qualitative descriptive, based on the results of field research and uses a field research methodology. Semantic approach research is a type of research. In the use of technology-based learning media through semantic methods, so that the competence and talent of researchers to reveal a subjective event and choose informants in accordance with applicable provisions and requirements determine the source of data for research, so that the data needed by researchers is truly in accordance with the nature or facts that exist. The results of this study indicate that the use of technology-based learning media at Elementary School 2 Kaobula has had a significant positive impact on the learning process. With the role of teachers as effective facilitators, the use of technology can create an innovative and interesting learning atmosphere, as well as increase student involvement and motivation.
Implementation of Islamic Character in Madrasah Ibtidaiyah: Challenges and Opportunities Towards National Education Goals La Ode Fajrul Islam Sabti; Jufri
AIQU: Journal Multidiscipliner of Science Vol. 2 No. 4 (2024): DECEMBER, AIQU: Journal Multidiscipliner of Science
Publisher : Institute Journal and Publication Muhammadiyah University of Buton

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Character education in Indonesia is an important strategy in building a generation that is faithful, pious, has noble character, and has high integrity. This is in line with the goals of national education as stated in Law No. 20 of 2003. Madrasah Ibtidaiyah plays a strategic role in integrating Islamic character values, such as honesty, responsibility, and compassion, into the curriculum and daily educational practices. The implementation of character education in madrasahs is carried out through formal learning, habituation programs, and an Islamic school culture, which are designed to help students internalize character values ​​holistically. Character education in Madrasah Ibtidaiyah faces challenges such as limited resources, lack of family support, and the influence of globalization that can erode moral values. However, madrasahs also have great opportunities to overcome these challenges through the support of government policies, the role of teachers as role models, and collaboration with families and communities. The Islamic madrasah environment provides a strong foundation for the formation of student character that is relevant to the values ​​of the nation. This study uses a qualitative method with a library research to analyze the challenges and opportunities of character education in Madrasah Ibtidaiyah. The results of the study indicate that madrasahs can be an effective model of character education, producing a generation that excels academically and has an Islamic character. With synergy between schools, families, and communities, Islamic character education can contribute significantly to realizing national education goals, producing individuals who are intelligent, moral, and competitive in the global era.  
Analysis of Student Challenges in Microteaching Practice in Early Elementary School Grades La Ode Fajrul Islam Sabti; Jufri Agus; Muhammad Yusnan
AIQU: Journal Multidiscipliner of Science Vol. 3 No. 2 (2025): JUNE, AIQU: Journal Multidiscipliner of Science
Publisher : Institute Journal and Publication Muhammadiyah University of Buton

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Microteaching practice is a crucial strategy for equipping prospective teachers with applicable pedagogical competencies. However, in its implementation within early grade classrooms of primary schools, students often face various complex challenges. This study aims to analyze the main difficulties encountered by students of the Primary School Teacher Education (PGSD) Program at Universitas Muhammadiyah Buton during microteaching activities, particularly in the fourth semester course. Employing a qualitative research approach, data were collected through in-depth interviews, participatory observation, and documentation. The data were gathered from students currently undertaking microteaching and analyzed thematically. The findings reveal that students struggle to develop contextual and practical lesson plans (RPP), lack the ability to deliver material in an engaging and communicative manner, and demonstrate limited use of instructional media appropriate to the characteristics of early-grade learners. These challenges indicate a gap between theoretical understanding and practical classroom application. Observational and interview data further support the notion that students are not yet fully capable of translating pedagogical theories into meaningful classroom activities for young children. This study concludes that enhancing the quality of microteaching guidance at the university level is essential, particularly in strengthening students' practical and reflective teaching skills. The research provides important contributions toward the development of more contextual and adaptive teacher training programs that respond to the instructional needs of early grade primary education.
The Digital Literacy for Character Building: A Narrative Review on the Mediating Role of Elementary School Culture La Ode Fajrul Islam Sabti
AIQU: Journal Multidiscipliner of Science Vol. 3 No. 3 (2025): SEPTEMBER, AIQU: Journal Multidiscipliner of Science
Publisher : Institute Journal and Publication Muhammadiyah University of Buton

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Digital transformation creates a dual challenge for character education in elementary schools: harnessing the potential of technology while mitigating its risks. Digital literacy, initially instrumental, has now evolved into a socio-ethical competence (digital wisdom). However, its effectiveness in shaping character depends on the context of its implementation. This narrative review aims to analyze the role of school culture as a mediator in the relationship between digital literacy and students’ character formation. A review of 10 articles (2016–2025) reveals that school culture functions as an active mediating space, not merely a passive context. Four key mediating mechanisms are identified: (1) norms and habituation, (2) tripartite collaboration, (3) structured policies, and (4) socio-emotional learning (SEL) climate. School culture acts as a selective filter and amplifier, determining the direction of digital literacy’s dual impact. In conclusion, the success of integrating digital literacy for character is largely determined by the quality of school culture as a transformative medium that connects technical competence with the internalization of values.
The Role of Teachers in Developing the Character of Elementary School Students through Social Studies Learning (IPS) La Ode Fajrul Islam Sabti; Jufri Agus; Jufri
AIQU: Journal Multidiscipliner of Science Vol. 3 No. 4 (2025): DECEMBER, AIQU: Journal Multidiscipliner of Science
Publisher : Institute Journal and Publication Muhammadiyah University of Buton

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Abstract

This research aims to analyze the multidimensional role of teachers in developing the character of elementary school students through Social Studies learning (IPS). The study was conducted using a literature review method on scholarly articles from Google Scholar for the period 2019–2025. The results indicate that teachers play a central role as agents of character transformation, functioning across five main dimensions: (1) as a contextual idol who models positive values in daily interactions; (2) as a value integrator who creatively internalizes moral, social, and citizenship values into IPS materials through systematic lesson planning (RPP), innovative methods (project-based learning, simulations), and character-based media such as digital comics; (3) as a character habituation facilitator through structured routines (such as 3S, religious activities, and flag ceremonies) that create a consistent environment for value internalization; (4) as a facilitator of social skills and care through collaborative learning and real social projects; and (5) as a responsible digital literacy guide in the technological era. However, the effectiveness of this role faces challenges such as an excessive focus on cognitive aspects, limited competency in character-based pedagogy, and external environmental influences. Therefore, systemic support is needed in the form of continuous teacher competency improvement, value-oriented flexible curricula, and strong synergy between schools, families, and communities. In conclusion, IPS learning facilitated by teachers with multidimensional roles and supported by a collaborative ecosystem serves as a strategic vehicle for shaping a future generation that is not only academically intelligent but also strong in character, integrity, and social care.
Co-Authors Abdul Rahim Acoci Basri Daar, Gabriel Fredi Danu Hasan Farisatma Irma Oihu Jufri Jufri Agus Maudin Muhamad Ridwan Muhammad Yusnan Nanda Afianti Sale Niken Handayani Novian Anggis Suwastika Nur Fadila Rafli Rahmat Sinjai Rusli Sarlin Suruambo, Juharmin Tarno Teti Tiara April Fadhillah Vera Octavia Wa Ode Inda Lestari Yuyun Rahmawati. N