Pemberdayaan desa melalui pendidikan berbasis sekolah dan masyarakat - Widiyati, Elok; Nani Hidayati (Community Empowerment Journal, 2026)
Pendidikan nonformal menopang keberhasilan pemberdayaan desa. Perangkat desa dan guru sangat berperan terhadap potensi desa tetapi belum berpartisipasi secara proporsional. Pengabdian ini bertujuan memetakan permasalahan, menggali potensi, serta menyusun program di Desa Ngrawan, Kecamatan Getasan, Kabupaten Semarang. Metode dalam kegiatan ini adalah sosialisasi dan pendampingan. Terdapat 20 peserta pengabdian dari pihak perangkat desa dan guru setempat. Tiga masalah yang ditemukan yaitu: pembelajaran keagamaan yang kurang, rendahnya motivasi untuk melanjutkan pendidikan, serta pernikahan dini. Program yang dipetakan yakni keagamaan dan pendidikan. Program pembinaan keagamaan berupa: tilawah, tahfidul Quran, bimbingan sholat, siroh, dan kultum yang membangun Islamic character building. Program pembinaan pendidikan meliputi: kursus bahasa Inggris, literasi digital, kunjungan edukatif, dan tamu praktisi. Pada permasalahan ketiga, tokoh masyarakat dengan tim pengabdian melaksanakan sosialisasi pencegahan pernikahan dini. Dengan langkah tersebut kegiatan pengabdian memberi dampak nyata bagi warga desa khususnya 80% remaja usia produktif sebesar berpartisipasi dalam program keagamaan dan pendidikan.   Non-formal education supported the success of village empowerment. Village staffs and teachers played a significant role for village potential but they did not participate actively. This community service program aims to group the problems, to explore the potential, and to develop the programs in Ngrawan, Getasan, Semarang Regency. The methods used in this activity were socialization and mentoring. There were 20 participants in this activity consisted of village staffs and teachers. Three problems were identified: inadequate religious education, low motivation in continuing education, and early marriage. The programs generated were religious and educational settings. Religious development programs included: recitation of the Koran, Quran memorization, prayer guidance, siroh, and sermons that foster Islamic character building. Educational development programs provided: English courses, digital literacy, educational visit, and practitioner visit. Regarding to the third problem, community leaders and the community service team conducted activities to prevent early marriage. With these sequential steps, the community service activities had a real impact on villagers, especially for 80% productive-age youth took part in religious and educational programs.