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Jurnal Inovasi dan Pengembangan Hasil Pengabdian Masyarakat
Published by CV. Bimbingan Belajar Assyfa
ISSN : 30252334     EISSN : 30252334     DOI : https://doi.org/10.61650/jip-dimas
Core Subject : Religion, Education, Social,
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other
Jurnal Inovasi dan Pengembangan Hasil Pengabdian Masyarakat (JIP-DIMAS), dengan ISSN 3025-2334 adalah jurnal ilmiah multidisiplin yang diterbitkan oleh CV. Bimbingan Belajar Assyfa Pasuruan, Jawa Timur Indonesia. Publikasi jurnal JIP-DIMAS bertujuan untuk menyebarluaskan pemikiran atau gagasan konseptual dan hasil penelitian yang telah dicapai di bidang pengabdian masyarakat. JIP-DIMAS berisi tentang berbagai aktivitas Guru, Dosen, Mahasiswa, Praktisi dan Peneliti dalam menangani dan mengelola berbagai potensi, hambatan, tantangan, dan permasalahan yang ada di masyarakat. Pelaksanaan kegiatan pengabdian juga melibatkan peran serta masyarakat dan mitra. Kegiatan pengabdian disusun menjadi suatu kegiatan yang bertujuan untuk meningkatkan kesejahteraan masyarakat.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 63 Documents
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Empowering Indonesian Migrant Workers in Malaysia: A Hybrid Psycho-Social Readiness and Rights Protection Program Nurratri Kurnia Sari; Muhlis Fajar Wicaksana
Jurnal Inovasi dan Pengembangan Hasil Pengabdian Masyarakat Vol. 2 No. 2 (2024): Jurnal Inovasi dan Pengembangan Hasil Pengabdian Masyarakat (December)
Publisher : CV. BImbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/jip-dimas.v2i2.1201

Abstract

Indonesian migrant workers in Malaysia frequently face psychological stress, socio-cultural adaptation hurdles, and vulnerabilities due to a lack of legal literacy regarding labor rights. This community service aimed to enhance the mental readiness, socio-cultural adaptability, and legal awareness of Indonesian migrant workers to ensure their well-being and protection abroad. The program was conducted using a hybrid method combining online pre-departure webinars with on-site workshops and counseling involving 26 participants at the Indonesian Embassy in Kuala Lumpur. The results revealed a significant improvement in participants' stress management techniques, emotional resilience, daily communication skills, and understanding of employment contracts and labor rights. In conclusion, integrated psycho-social education effectively strengthens migrant workers' adaptability, mitigates workplace conflicts, and secures their fundamental rights
Strengthening Character Education and Sustainable Futures through Islamic Education Curriculum: An Educational Capacity-Building Program for Educators Akhmad Sirojuddin; Rahmat Rahmat
Jurnal Inovasi dan Pengembangan Hasil Pengabdian Masyarakat Vol. 3 No. 2 (2025): Jurnal Inovasi dan Pengembangan Hasil Pengabdian Masyarakat (December)
Publisher : CV. BImbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/jip-dimas.v3i2.1342

Abstract

Rapid global changes require educational approaches that connect sustainability awareness with character formation, cultural identity, and responsible global citizenship. This community engagement activity aimed to strengthen educators’ understanding of the interrelationships among environmental literacy, character education, local wisdom, global citizenship, and sustainable futures through educational dissemination and academic capacity building. The activity was conducted within the International Conference at FTIK IAIN Kendari in 2025 using an educational dissemination approach consisting of material preparation and contextualization, structured academic presentation, interactive exchange and reflection, and synthesis of educational implications. Activity documentation and presentation materials were descriptively analyzed to identify the principal educational perspectives communicated during the session. The activity highlighted four interconnected orientations: local wisdom and character education as foundations for sustainable futures; culturally rooted global citizenship characterized by strong character, cultural roots, global understanding, and social responsibility; contextual and integrated learning for connecting educational content with real-life and global challenges; and multi-stakeholder collaboration involving educational institutions, families, communities, technology, and government. These findings indicate that academic capacity-building forums can provide meaningful spaces for integrating sustainability discourse with culturally grounded educational perspectives, although the activity did not measure changes in participants’ competence or classroom practices. The activity therefore contributes a Sustainable Futures-Oriented Educational Capacity-Building Perspective as a conceptual foundation for subsequent collaborative workshops, classroom implementation, and systematic evaluation
Integrating Digital Mind Mapping into the Islamic Education Curriculum: A Capacity-Building Program for Madrasah Teachers Akhmad Sirojuddin; Rahmat Rahmat
Jurnal Inovasi dan Pengembangan Hasil Pengabdian Masyarakat Vol. 4 No. 1 (2026): Jurnal Inovasi dan Pengembangan Hasil Pengabdian Masyarakat (Juni)
Publisher : CV. BImbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/jip-dimas.v4i1.1343

Abstract

Digital transformation in madrasah education requires teachers to integrate technology with pedagogical and curricular needs rather than merely acquire basic technical skills. This community engagement program aimed to strengthen teachers' capacity to integrate digital Mind Mapping into the Islamic education curriculum at MI Al-Islamiyah Wonoplintahan, Prambon, Sidoarjo. The program employed a participatory training and mentoring approach combining conceptual orientation with hands-on practice in designing curriculum-aligned digital Mind Maps. Twelve madrasah teachers participated in activities involving curriculum mapping, visual organization of learning concepts, digital media authoring, guided practice, and peer-based reflection. The program facilitated the development of digital Mind Mapping skills and curriculum-oriented learning media across subject areas, including Islamic Education and Qur'an-Hadith. The integration of visual knowledge mapping with Islamic education content provided a practical pathway for transforming text-dominated curricular materials into more structured, contextual, and interactive learning resources. The activity indicates that curriculum-oriented digital capacity building can support madrasah teachers in connecting technological competence with pedagogical practice while maintaining the distinctive educational context of Islamic primary education. Future programs should strengthen longitudinal mentoring and classroom-based evaluation to examine the sustainability and educational impact of digital Mind Mapping integration.

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