REVITALISASI FASILITAS PENDIDIKAN UNTUK MENDUKUNG AKTIVITAS PEMBELAJARAN PASCABENCANA - Muhammad Arifin Lubis; Asmaul Husna; Aswin Fahmi Darma (JMM (Jurnal Masyarakat Mandiri), 2026)
Abstrak: Banjir yang melanda sejumlah wilayah di Sumatera Utara menyebabkan kerusakan pada sarana dan prasarana pendidikan di SMK TI Sibuhuan, termasuk fasilitas ruang belajar seperti meja, kursi, papan tulis, dan perlengkapan pendukung pembelajaran lainnya. Kondisi tersebut menghambat pelaksanaan kegiatan belajar mengajar serta mengurangi kenyamanan siswa dalam mengikuti proses pendidikan di sekolah. Kegiatan pengabdian kepada masyarakat ini dilaksanakan dengan tujuan untuk merevitalisasi fasilitas pendidikan agar aktivitas pembelajaran pascabencana dapat kembali berjalan secara optimal. Pelaksanaan kegiatan dilakukan melalui tahapan identifikasi kebutuhan, sosialisasi program, pendampingan, dan pemberian bantuan fasilitas pendidikan kepada pihak sekolah dengan melibatkan guru, tenaga kependidikan, dan peserta didik. Evaluasi program dilakukan melalui observasi langsung di lapangan serta penyebaran angket kepuasan kepada penerima manfaat. Hasil kegiatan menunjukkan adanya peningkatan kenyamanan belajar sebesar 88% berdasarkan tanggapan guru dan siswa, peningkatan efektivitas proses pembelajaran sebesar 75%, serta peningkatan kesiapan sekolah dalam mendukung pembelajaran pascabencana sebesar 68%. Selain itu, program revitalisasi ini juga berkontribusi dalam menciptakan kembali lingkungan belajar yang lebih aman, nyaman, dan mendukung keberlangsungan pendidikan di sekolah.Abstract: Floods that struck several areas in North Sumatra caused damage to educational facilities and infrastructure at SMK TI Sibuhuan, including classroom facilities such as desks, chairs, whiteboards, and other learning support equipment. This condition disrupted the teaching and learning process and reduced students’ comfort in participating in educational activities at school. This community service activity was carried out with the aim of revitalizing educational facilities so that post-disaster learning activities could run optimally again. The implementation of the activity was conducted through stages of needs identification, program socialization, mentoring, and the distribution of educational facility assistance to the school by involving teachers, educational staff, and students. Program evaluation was conducted through direct field observations and the distribution of satisfaction questionnaires to beneficiaries. The results of the activity showed an 88% increase in learning comfort based on the responses of teachers and students, a 75% increase in the effectiveness of the learning process, and a 68% increase in school readiness in supporting post-disaster learning. In addition, this revitalization program also contributed to recreating a safer, more comfortable, and more supportive learning environment for the continuity of education at the school.