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All Journal Jurisprudentie JURNAL USM LAW REVIEW Al-Khidmah: Jurnal Pengabdian Kepada Masyarakat Nuansa: Jurnal Penelitian Ilmu Sosial dan Keagamaan Islam AIQU: Journal Multidiscipliner of Science Jurnal Pengabdian Riset Masyarakat Madani TERMASYHUR: Jurnal Pengabdian Masyarakat Mimbar Sekolah Dasar
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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Penguatan Pendidikan Karakter Siswa melalui Program Edukasi Berbasis Sekolah di SDN 2 Buton Tarno; Juharmin Suruambo; La Ode Fajrul Islam Sabti; Muhamad Ridwan; Maudin
Permadani: Jurnal Pengabdian Riset Masyarakat Madani Vol. 3 No. 2 (2025): OKTOBER, Permadani: Jurnal Pengabdian Riset Masyarakat Madani
Publisher : Lambaga Jurnal dan Publikasi Universitas Muhammadiyah Buton

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35326/permadani.v3i2.8057

Abstract

Penguatan pendidikan karakter merupakan salah satu tantangan utama dalam dunia pendidikan dasar, terutama di tengah perubahan sosial dan perkembangan budaya digital yang semakin kompleks. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk memperkuat pendidikan karakter siswa melalui program edukasi berbasis sekolah di SDN 2 Buton. Pendekatan yang digunakan adalah edukatif-partisipatif dengan melibatkan guru, siswa, dan lingkungan sekolah sebagai satu kesatuan ekosistem pembelajaran. Program dilaksanakan melalui tahapan analisis kebutuhan, perancangan kegiatan, implementasi pembelajaran berbasis nilai, serta evaluasi dan refleksi bersama. Hasil kegiatan menunjukkan bahwa pendekatan berbasis sekolah mampu meningkatkan kesadaran dan keterlibatan siswa dalam menerapkan nilai-nilai karakter seperti disiplin, tanggung jawab, kerja sama, dan kepedulian sosial. Selain itu, terjadi peningkatan pemahaman guru terhadap pentingnya integrasi pendidikan karakter dalam proses pembelajaran dan budaya sekolah. Program ini juga mendorong terbentuknya iklim sekolah yang lebih kondusif dan partisipatif dalam mendukung pembentukan karakter siswa. Kegiatan pengabdian ini memberikan kontribusi nyata dalam penguatan pendidikan karakter yang kontekstual dan berkelanjutan. Model yang dihasilkan berpotensi direplikasi pada satuan pendidikan lain dengan karakteristik serupa, serta menjadi rujukan dalam pengembangan program pendidikan karakter berbasis sekolah di tingkat pendidikan dasar.
Efek Pendekatan Pembelajaran Kolaboratif Guru dan Siswa melalui Program Komunikasi Kelas di Sekolah Dasar La Ode Fajrul Islam Sabti; Jufri
Termasyhur: Jurnal Pengabdian Masyarakat Vol. 2 No. 3 (2024): TERMASYHUR: Jurnal Pengabdian Masyarakat
Publisher : Lambaga Jurnal dan Publikasi Universitas Muhammadiyah Buton

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Pendekatan pembelajaran kolaboratif antara guru dan siswa di sekolah dasar memiliki dampak signifikan terhadap perkembangan siswa, baik dari segi akademik maupun sosial. Kolaborasi ini menumbuhkan suasana belajar yang lebih interaktif dan dinamis, di mana siswa dapat berbagi ide dan pendapat mereka, sekaligus meningkatkan rasa tanggung jawab terhadap proses belajar mereka sendiri. Proses. Metode kegiatan pembelajaran kolaboratif melalui program komunikasi kelas di SD Negeri 2 Nganganaumala menggunakan pendekatan diskusi kelompok dan presentasi. Guru bertindak sebagai fasilitator, membimbing siswa dalam memahami materi melalui interaksi aktif antar siswa. Metode ini melibatkan pembagian siswa ke dalam kelompok-kelompok kecil, di mana mereka diberi tugas untuk dibahas Bersama. Hasil kegiatan ini menunjukan bahwa Penerapan Program Komunikasi Kelas di SD Negeri 2 Nganganaumala berhasil menciptakan lingkungan pembelajaran yang kolaboratif dan efektif. Dengan perencanaan yang cermat, siswa diperkenalkan pada konsep komunikasi dan kerja sama yang penting, yang kemudian diaplikasikan melalui pembagian tugas kelompok yang merata. Proses diskusi kelompok yang diawasi dengan baik oleh guru memungkinkan siswa untuk mengeksplorasi ide-ide mereka secara aktif dan belajar dari satu sama lain. Implementasi program ini tidak hanya meningkatkan pemahaman siswa terhadap materi pelajaran, tetapi juga mengembangkan keterampilan interpersonal dan kemampuan bekerja dalam tim.
Protection Model For Minors As Witnesses And Victims Of Sexual Violence: A Local Wisdom Approach From The Buton Archipelago Community Mansyah, Muh Sutri; La Ode Fajrul Islam Sabti; Yetty Purnamasari; Subhan Alfajar
Jurisprudentie: Jurusan Ilmu Hukum Fakultas Syariah dan Hukum Vol 12 No 2 (2025): Volume 12 Nomor 2 Desember 2025
Publisher : Jurusan Ilmu Hukum Fakultas Syariah dan Hukum uin alauddin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/jurisprudentie.v12i2.61322

Abstract

Sexual violence is a serious crime requiring multidimensional handling, making this research highly urgent due to the absence of prior studies specifically analyzing a local wisdom-based child protection model in the region. The findings reveal differences and similarities in the child protection models across the three districts. In Central Buton, perpetrators face customary and social sanctions, including partial body burial or a pocong oath (swearing while wrapped in a shroud) if they refuse to admit their actions. In South Buton, offenders are required to pay boka (customary fines). Meanwhile, in Buton District, perpetrators are exiled from the village, subjected to customary fines, and undergo the Kaleoleo ritual submerging their head in the sea; if dishonest, they cannot endure long underwater. All three customary institutions share similarities in their decision-making process for imposing sanctions through council deliberations involving the Mosque Imam, Sara, Parabela, Village Head, and Neighborhood Chief. It is recommended to revise regulations both at the legislative and regional levels to ensure effective implementation.
Partisipasi Komite Sekolah dalam Manajemen Berbasis Sekolah di Lembaga Pendidikan Islam Jufri; Abdul Rahim; La Ode Sahrin Djalia; La Ode Fajrul Islam Sabti
NUANSA: Jurnal Penelitian Ilmu Sosial dan Keagamaan Islam Vol 23 No 1 (2026): Volume 23 Nomor 1 2026
Publisher : Research Institute and Community Engagement of UIN MADURA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/nuansa.v23i1.24154

Abstract

This study examines school committee participation in improving the quality of Islamic educational institutions through strengthening School-Based Management (SBM). The study was conducted at MA Al-Qoyyuum Hendea, Hendea Village, Sampolawa Subdistrict, South Buton Regency, a madrasah established in 2020 through community self-help initiatives. Using a qualitative case study design, data were collected through semi-structured interviews with the madrasah principal, teachers, committee officers, parents, community leaders, and high-achieving students; limited observations of committee meetings and coaching activities; and document analysis (program plans, meeting minutes, evidence of community contributions, and records of student achievements). Data were analyzed thematically through coding, categorization, and theme development, while trustworthiness was ensured through source method triangulation and member checking. The findings indicate that committee participation is substantive and multidimensional. The committee played a crucial role in mobilizing resources and legitimacy during the madrasah’s establishment, contributed to setting program priorities, and supported quality improvement initiatives especially coaching for science and sports achievements which strengthened public trust. In addition, the committee functioned as a channel for parents’ aspirations and a social mediator to maintain community cohesion. These findings align with social capital and participatory governance perspectives that emphasize trust, shared ownership, and deliberative decision-making. However, the sustainability of participation remains constrained by variations in parents’ capacity, reliance on personal relationships, and insufficiently standardized program–budget documentation. In conclusion, institutionalizing clear procedures, consistent reporting, and indicator based evaluation is necessary to ensure that committee participation yields long-term impacts on madrasah quality.
A Socio-Legal Model of Local Wisdom-Based Child Protection in Sexual Violence Cases Muh Sutri Mansyah; La Ode Fajrul Islam Sabti; Yetty Purnamasari; Subhan Alfajar
JURNAL USM LAW REVIEW Vol. 9 No. 3 (2026): SEPTEMBER
Publisher : Universitas Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26623/julr.v9i3.14157

Abstract

This study aims to analyze and formulate a local wisdom–based model for strengthening child protection in sexual violence cases within the Buton Archipelago community. Employing a socio-legal research method, this study examines customary practices in Central Buton, South Buton, and Buton Regency. The findings reveal that each region applies distinctive customary sanctions: Central Buton imposes social sanctions and ritual oaths, including partial burial or the pocong oath; South Buton enforces the payment of boka (customary fines); and Buton Regency applies exile, fines, and the Kaleoleo sea ritual as a form of moral verification. Despite these differences, all customary institutions adopt deliberative decision-making involving religious and traditional leaders. The study concludes that integrating local wisdom into the formal child protection framework can enhance legal effectiveness, social legitimacy, and victim protection. Regulatory reform at both legislative and regional levels is recommended to institutionalize this culturally responsive protection model.
Pendampingan Kompetensi Pedagogik Mahasiswa PAI Berbasis Praktik Reflektif di SDN 2 Nganganaumala Abdul Rahim; Maudin Maudin; Jufri Jufri; La Ode Fajrul Islam Sabti; Sabrina Syifa Warahman; Andani Andani
KHIDMAH : Jurnal Pengabdian Masyarakat Vol. 6 No. 1 (2026): Vol. 6 No. 1 April 2026
Publisher : Lembaga Penerbitan, Penelitian, dan Pengabdian Masyarakat (LP3M) UNZAHLP3M

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/khidmah.v6i1.719

Abstract

Program pengabdian kepada masyarakat ini bertujuan memperkuat kompetensi pedagogik mahasiswa Pendidikan Agama Islam (PAI) melalui pendampingan berbasis praktik reflektif di SD Negeri 2 Nganganaumala. Ruang lingkup program mencakup pemetaan karakteristik peserta didik, perancangan perangkat pembelajaran secara kolaboratif, praktik mengajar terbimbing, pengelolaan kelas, pelaksanaan asesmen tiga ranah, pemberian dan penerimaan umpan balik, serta refleksi untuk menentukan perbaikan pembelajaran. Program dilaksanakan pada 27 April–23 Mei 2026 dengan melibatkan mahasiswa PAI Universitas Muhammadiyah Buton, guru pendamping, kepala sekolah, dan peserta didik. Metode yang digunakan adalah pendampingan partisipatif-reflektif yang dilaksanakan melalui lima tahap, yaitu pemetaan kebutuhan, desain perangkat ajar, praktik mengajar terbimbing, dialog umpan balik dan refleksi, serta konsolidasi hasil dan tindak lanjut. Data dihimpun melalui observasi kelas, telaah modul ajar dan LKPD, catatan dialog pendampingan, jurnal refleksi mahasiswa, hasil asesmen, dan dokumentasi, kemudian dianalisis secara deskriptif kualitatif. Hasil program menunjukkan bahwa mahasiswa mengalami penguatan dalam memahami karakteristik peserta didik, menyelaraskan tujuan, aktivitas, dan asesmen, mengelola kelas, memilih strategi pembelajaran, melaksanakan asesmen sikap, pengetahuan, dan keterampilan, serta menyesuaikan penggunaan teknologi dengan kondisi sarana sekolah. Perubahan paling terlihat pada kemampuan menggunakan respons peserta didik dan umpan balik guru sebagai dasar perbaikan praktik berikutnya. Program menghasilkan tiga modul ajar PAI beserta LKPD dan instrumen asesmen. Dengan demikian, pendampingan berbasis praktik reflektif efektif menjadi pendekatan kontekstual untuk memperkuat kompetensi pedagogik mahasiswa PAI secara adaptif, berbasis bukti, dan berkelanjutan.
Phenomenological Study of Character Education Practices in Baubau City Elementary Schools La Ode Fajrul Islam Sabti; Juharmin Suruambo; La Ode Sahrin Djalia; Jufri Jufri
Mimbar Sekolah Dasar Vol. 13 No. 2 (2026)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/mimbar-sd.v13i2.64

Abstract

This research is motivated by the persistent gap between the character values taught normatively in the curriculum and the actual practices experienced by students in their daily lives in elementary schools. Character education often remains declarative and has not fully addressed the experiential and subjective meaning dimensions of learners. Therefore, this study aims to gain an in-depth understanding of character education practices as well as the meanings constructed by teachers and students through their lived experiences. This research employs a qualitative approach with a phenomenological design focusing on the participants' lived experiences. Data were collected through in-depth interviews, participatory observation, and documentation, then analyzed thematically to reveal the essence of the character education experience. The findings indicate that character education is perceived as lived experiences integrated into students' daily lives through habituation, teacher role modeling, and contextual school culture. The process of internalizing values occurs gradually through social interaction, emotional engagement, and reflection on experiences. The integration of values in learning and the use of local wisdom have been shown to strengthen the relevance and depth of value understanding. Nevertheless, the implementation of character education still faces challenges such as value inconsistency between school and the external environment, the dominance of cognitive orientation in the curriculum, and limited teacher pedagogical readiness. Thus, character education requires an integrative, contextual, and collaborative approach so that the internalization of values can take place holistically and sustainably.
Co-Authors Abdul Rahim Acoci Andani Andani Basri Daar, Gabriel Fredi Danu Hasan Farisatma Irma Oihu Jufri Jufri Agus Jufri Jufri La Ode Sahrin Djalia Mansyah, Muh Sutri Maudin Maudin Maudin Muh Sutri Mansyah Muhamad Ridwan Muhammad Yusnan Nanda Afianti Sale Niken Handayani Novian Anggis Suwastika Nur Fadila Rafli Rahmat Sinjai Rusli Sabrina Syifa Warahman Sarlin Subhan Alfajar Subhan Alfajar Suruambo, Juharmin Tarno Teti Tiara April Fadhillah Vera Octavia Wa Ode Inda Lestari Yetty Purnamasari Yetty Purnamasari Yuyun Rahmawati. N