MEWUJUDKAN SLB EDU-AGRO: INTEGRASI PENDIDIKAN INKLUSIF DAN KEMANDIRIAN MELALUI AGROEDUKASI - Fadhila Kartika Sari; Fitria Dewi Navisa; Lia Rohmatul Maula; Maria Ulfa; Nurul Alifah Fardianti; Elis Dwi Wulandari (Universitas Muhammadiyah Mataram, 2025)
Abstrak: Keterampilan vokasi, pemanfaatan teknologi digital, dan kesadaran terhadap hukum masih menjadi tantangan mitra yang ditunjukkan dengan rendahnya kemandirian dan belum optimalnya kualitas pembelajaran di sekolah. Pengabdian ini mengintegrasikan pendidikan inklusif melalui agroedukasi, digitalisasi pembelajaran, dan literasi hukum sebagai upaya perwujudan SLB Edu-agro. Kegiatan pengabdian dilaksanakan melalui sosialisasi, pelatihan hidroponik, workshop digitalisasi pembelajaran, dan penyuluhan hukum. Sebanyak 70 peserta terdiri dari guru, siswa, dan orang tua dilibatkan sebagai mitra kegiatan. Evaluasi dilakukan secara formatif melalui refleksi, observasi, dan angket, serta wawancara di akhir kegiatan sebagai evaluasi sumatif untuk tindak lanjut. Hasil menunjukkan adanya peningkatan keterampilan, baik softskill ataupun hardskill. Peningkatan softskill berupa kemandirian dan kesadaran hukum berturut-turut adalah 81% dan 90%, sedangkan keterampilan hidroponik dan keterampilan IT meningkat sebesar 85% dan 78%. Hasil ini menunjukkan program pengabdian berhasil memberikan dampak positif secara signifikan terhadap peningkatan softskill dan hardskill sekaligus memperkuat kolaborasi antara sekolah, keluarga, dan tim pengabdian.Abstract: Vocational skills, utilization of digital technology, and legal awareness remain challenges for partners, as evidenced by low independence and suboptimal learning quality in schools. This community service integrates inclusive education through agro-education, learning digitization, and legal literacy as an effort to realize SLB Edu-agro. The community service activities were carried out through socialization, hydroponics training, learning digitization workshops, and legal counseling. A total of 70 participants consisting of teachers, students, and parents were involved as partners in the activities. Evaluation was carried out formatively through reflection, observation, and questionnaires, as well as interviews at the end of the activity as a summative evaluation for follow-up. The results showed an increase in skills, both soft skills and hard skills. The improvement in soft skills in the form of independence and legal awareness was 81% and 90%, respectively, while hydroponics and IT skills increased by 85% and 78%. These results indicate that the community service program has succeeded in providing a significant positive impact on the improvement of soft skills and hard skills while strengthening collaboration between schools, families, and the community service team. Meta Analysis: The Accuracy Level of the Radial Basis Function Method in Time Series Prediction.