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All Journal ENTITA: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial AL MA'ARIEF : JURNAL PENDIDIKAN SOSIAL DAN BUDAYA INCOME: Indonesian Journal of Community Service and Engagement Al-Khidmah: Jurnal Pengabdian Kepada Masyarakat EDUJAVARE: International Journal of Educational Research
Ease Arent
Universitas Negeri Makassar
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Program Digitalisasi Peta Tanah Kalurahan dan Sultan Ground di Kapanewon Pandak, Kabupaten Bantul, Daerah Istimewa Yogyakarta Rini Fathoni Lestari; Galih Citra Yogyanti; Huwaida Nur Salsabila; Ease Arent; Fitri Handayani
INCOME: Indonesian Journal of Community Service and Engagement Vol. 5 No. 1 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/income.v5i1.1858

Abstract

Kegiatan pengabdian ini bertujuan untuk meningkatkan kapasitas perangkat kalurahan di Kapanewon Pandak, Kabupaten Bantul dalam memahami, mengelola, dan memanfaatkan data digital terkait Tanah Kalurahan dan Sultan Ground. Permasalahan utama yang dihadapi ialah data pertanahan yang masih berbentuk arsip manual, tidak terstandardisasi, serta belum terdigitalisasi sehingga menimbulkan potensi kesalahan administrasi, tumpang tindih pemanfaatan lahan, dan lemahnya pengawasan aset desa. Melalui pendekatan partisipatif, kegiatan ini dilaksanakan melalui identifikasi dokumen legal, survei lapangan, Focus Group Discussion (FGD), pengolahan data spasial, serta sosialisasi pemanfaatan peta digital. Hasil kegiatan berupa peta digital Tanah Kalurahan dan Sultan Ground untuk empat kalurahan, Gilangharjo, Wijirejo, Triharjo, dan Caturharjo, serta rekapitulasi persil yang lebih akurat dan mudah diverifikasi. Kegiatan ini juga meningkatkan pemahaman perangkat desa mengenai pembacaan peta digital, verifikasi batas, dan pemanfaatan teknologi GIS sebagai instrumen tata kelola aset. Secara keseluruhan, digitalisasi peta terbukti mendukung transparansi, akuntabilitas, serta efektivitas pengelolaan tanah kalurahan dan Sultan Ground secara berkelanjutan.
An Analysis of Gender-Based Differences in Critical Thinking Skills in Geography Education through a Problem-Based Learning Approach Ease Arent; Muhammad Affadil; Emelda Thesalonika
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 02 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.1737

Abstract

This study is motivated by the importance of instructional innovation in improving students’ learning outcomes in Geography, as well as the potential differences in academic achievement based on gender. Problem-Based Learning (PBL) was selected as it is considered effective in fostering critical thinking, problem-solving, and collaborative skills. This study aims to analyze gender-based differences in Geography learning outcomes at SMP Negeri 1 Gebang through the implementation of PBL. A quasi-experimental method with a nonequivalent control group design was employed. The participants were eighth-grade students, grouped by gender to compare their learning outcomes after experiencing PBL. The research instrument was a validated Geography achievement test. Data were analyzed using an independent samples t-test to determine significant differences between male and female students. The results indicate that PBL effectively improves students’ learning outcomes in Geography. However, a difference was found between male and female students, with female students achieving higher average scores, although both groups showed significant improvement. In conclusion, PBL is effective in enhancing Geography learning outcomes, and gender differences should be considered in designing more inclusive instructional strategies.
Enhancing Students’ Social Intelligence through Tudang Sipulung Learning Model Fawziah Zahrawati B; Jumaisa; Ease Arent; Andi Aras
Entita: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial Vol. 7 No. 2 (2025)
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ejpis.v7i2.22361

Abstract

Social intelligence is essential for students to engage effectively in collaborative and culturally responsive learning. This study aims to examine the effectiveness of the Tudang Sipulung learning model enhancing the social intelligence of students in the Social Studies Education Program at IAIN Parepare. Using a quasi-experimental method with a one-group pretest–posttest design, the study involved a single group of students as participants. Data were collected through a social intelligence test covering three main dimensions: social information processing, social awareness, and social skills. The data was analyzed using a paired sample t-test. The findings revealed a significant increase in students’ social intelligence after the implementation of the Tudang Sipulung learning model (p < 0.05), with the most notable improvements observed in collaborative and empathetic abilities that reflect Bugis cultural values such as siri’, pacce, and sipakatau. Practically, the results indicate that the Tudang Sipulung learning model serves as an effective pedagogical strategy to foster social intelligence and strengthen collaborative interactions grounded in local wisdom. Theoretically, this study reinforces Vygotsky’s social constructivist theory, emphasizing the role of social interaction in knowledge construction, while expanding the theoretical framework of local wisdom-based learning as a contextual approach in higher education.
Pendampingan Literasi Berjenjang Berbasis Bacaan Kontekstual melalui Kolaborasi Dosen dan Mahasiswa di Sekolah Dasar Erna Mena Niman; Ease Arent; Serapion Fentura; Reineldis Putri Maya; Imelda Miani Setiawan; Novita Dina; Ivensiana Alum; Yoakim Vigo Jehasan; Albertus Triantowijaya; Mareti Asniati Putriؙ
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.v6i1.717

Abstract

Literasi membaca merupakan kemampuan dasar yang menentukan keberhasilan peserta didik dalam memahami informasi, mengikuti pembelajaran, dan mengembangkan penalaran. Perbedaan kebutuhan literasi antarkelas serta keragaman kemampuan peserta didik dalam membaca dan memahami teks menjadi dasar pelaksanaan pendampingan literasi berjenjang di SDK Kantar, Kabupaten Manggarai Timur. Kegiatan Pengabdian kepada Masyarakat ini bertujuan mendeskripsikan pelaksanaan dan capaian pendampingan literasi berjenjang berbasis bacaan kontekstual. Kegiatan dilaksanakan secara kolaboratif oleh dosen, mahasiswa, dan guru pada 22 Juli 2026 dengan melibatkan 77 peserta didik kelas I–VI. Pendampingan dikelompokkan menjadi tiga tingkatan, yaitu literasi dasar bagi kelas I–II, literasi pemahaman bagi kelas III–IV, serta literasi kritis-fungsional bagi kelas V–VI. Tahapan kegiatan meliputi koordinasi dan pemetaan kebutuhan, penyusunan bahan bacaan dan lembar kerja, pembekalan mahasiswa, pendampingan dalam kelompok kecil, serta evaluasi. Hasil evaluasi akhir menunjukkan bahwa 24 dari 30 peserta didik kelas I–II mencapai indikator literasi dasar, 19 dari 22 peserta didik kelas III–IV mencapai indikator literasi pemahaman, dan 23 dari 25 peserta didik kelas V–VI mencapai indikator literasi kritis-fungsional. Secara keseluruhan, 66 dari 77 peserta didik atau 85,7% mencapai indikator yang ditetapkan untuk kelompoknya. Penggunaan bacaan yang dekat dengan kehidupan peserta didik mendukung keterlibatan, keberanian membaca, kemampuan menemukan informasi, serta penyampaian tanggapan berdasarkan teks. Kolaborasi dosen, mahasiswa, dan guru memungkinkan pemberian bantuan yang lebih responsif terhadap kebutuhan literasi peserta didik. Keberlanjutan program memerlukan pembiasaan membaca, penyediaan bacaan bertingkat, serta penguatan kemampuan guru dalam merancang aktivitas literasi literal, inferensial, dan kritis.
Islamic Boarding School Culture in Responding to the Challenges of 21st Century Conflict Resolution Sukron Mazid; Ease Arent; Farikah; Atsani Wulansari; Diah Agustina Prihastiwi
AL MA'ARIEF : Jurnal Pendidikan Sosial dan Budaya Vol. 8 No. 1 (2026): Al Ma'arief: Jurnal Pendidikan Sosial dan Budaya
Publisher : Program Studi Tadris IPS Institut Agama Islam Negeri (IAIN) Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/almaarief.v8i1.14940

Abstract

Background: The increasing complexity of social conflict in the 21st century, triggered by differences in identity, political polarization, radicalism, and digital disruption, demands a conflict resolution model that goes beyond formal and legalistic approaches. Studies on the role of Islamic boarding school culture as a conflict resolution mechanism based on local wisdom are still limited.Purpose: This study aims to describe the role of Islamic boarding school culture in responding to and resolving social conflict peacefully through educational practices, moral training, and communal life.Method: Using a qualitative approach with a desk study method, this study examines relevant literature, policy documents, and previous research findings on Islamic boarding schools and conflict resolution.Results: The study found that the values of tawadhu' (humble), tasamuh (compassion), ukhuwah (brotherhood), and musyawarah (deliberation) embedded in Islamic boarding school culture have proven effective in reducing potential conflict and forming agents of peace. These values are manifested in the practices of community mediation, cross-group dialogue, character education, religious moderation studies, and community empowerment programs.Theoretical Implication: This research presents an integrative conflict resolution model that combines religious values, educational morals, and local wisdom, while also emphasizing that Islamic boarding schools function as centers for sustainable peace building beyond their role as Islamic educational institutions.Practical Implication: Islamic boarding schools can be positioned as active agents in community conflict prevention through structured implementation of value-based education, mediation practices, dialogue facilitation, and community empowerment programs that strengthen social harmony.
Co-Authors Albertus Triantowijaya Andi Aras Atsani Wulansari Diah Agustina Prihastiwi Emelda Thesalonika Erna Mena Niman Farikah Fawziah Zahrawati B Fitri Handayani Galih Citra Yogyanti Huwaida Nur Salsabila Imelda Miani Setiawan Ivensiana Alum Jumaisa Jumaisa Mareti Asniati Putriؙ Mazid, Sukron Muhammad Affadil Novita Dina Reineldis Putri Maya Rini Fathoni Lestari Serapion Fentura Yoakim Vigo Jehasan