Pemberdayaan siswa melalui penguatan kesiapan akademik, ketahanan mental, dan kompetensi multibahasa berbasis experiential learning

Maisarah Maisarah (Universitas Malikussaleh)
Muhammad Iqbal (Universitas Malikussaleh)
Maulana Ikhsan (Universitas Malikussaleh)
Aisyah Protonia Tanjung (Universitas Malikussaleh)
Lusyana Eka Wardani (Universitas Malikussaleh)
Wardhiah (Universitas Malikussaleh)

Perdikan: Journal of Community Engagement
Vol. 7 No. 2 (2025)

Academic readiness, mental resilience, digital literacy, and multilingual competence are essential skills for students transitioning to higher education. Previous studies indicate that these students often experience academic adjustment challenges, psychological pressure, and limited exposure to foreign languages beyond Arabic and English. Although several programs have addressed academic guidance and mental health awareness, the integration of experiential learning within a comprehensive empowerment model for students remains limited. This program was developed based on the hypothesis that experiential, participatory engagement can significantly enhance students’ adaptive capacities. This community engagement initiative employed a Participatory Action Research (PAR) approach, involving 200 students from Madrasah Aliyah Dayah Terpadu Al-Muslimun in Aceh Utara. The program was implemented through four stages: preparation, socialization, implementation, and evaluation, using observation, interviews, structured tasks, and reflective discussions as data collection methods. Key outcome indicators included improved academic learning strategies, enhanced mental health awareness, increased digital literacy through the use of online journals, and basic competencies in Mandarin, Japanese, and French. The results demonstrated notable improvements in academic readiness, understanding of mental well-being, and learning motivation among third-year students. Second-year students demonstrated an increased ability to recognize basic vocabulary and showed a greater interest in foreign language learning. Overall, students' active participation and teachers' positive responses indicated the effectiveness of experiential learning in strengthening their adaptability. These findings align with empowerment theory, which posits that learners are active agents in their own personal development. No adverse effects were identified during program implementation. In conclusion, this empowerment program successfully enhanced students’ academic preparedness, mental resilience, and multilingual competence. Recommendations include establishing language interest classes, digital journal reading groups, and integrating mental health education into the curriculum.