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Arif Mahya Fanny
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kanigara@unipasby.ac.id
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Kanigara
Published by Universitas PGRI Adi Buana Surabaya
ISSN : -     EISSN : 27755401     DOI : https://doi.org/10.36456/kanigara.v4i1
Core Subject : Humanities, Science, Education, Social, Engineering,
Humanities Biochemistry, Genetics & Molecular Biology Industrial & Manufacturing Engineering Physics Social Sciences Other
Kanigara merupakan jurnal yang memuat hasil Pengabdian Kepada Masyarakat dari berbagai bidang ilmu. Kanigara diterbitkan oleh Fakultas Pedagogi & Psikologi Universitas PGRI Adi Buana Surabaya. Kanigara terbit pada bulan Januari dan Juli
Arjuna Subject : Umum - Umum
Articles 195 Documents
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PENGUATAN LAYANAN PENDIDIKAN INKLUSIF MELALUI PEMETAAN PROFIL DAN KEBUTUHAN BELAJAR PESERTA DIDIK BERKEBUTUHAN KHUSUS Idhartono, Amelia Rizky; Rafikayati, Ana; Hidayati, Nurul
Kanigara Vol 6 No 1 (2026): Kanigara
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/kb5b1s77

Abstract

The implementation of inclusive education in schools still faces various obstacles, especially in identifying and mapping the profiles and learning needs of students with special needs accurately. Limited data and teachers' understanding of student characteristics often result in learning services, curriculum adaptation, and the provision of learning support not being in accordance with individual needs. In fact, mapping learning profiles and needs is an important step in realizing accessible, adaptive, and student-centered education services. Therefore, the Special Education Study Program of PGRI Adi Buana University Surabaya in collaboration with the East Java Provincial Education Office held a community service activity with the theme "Strengthening Inclusive Education Services through Mapping the Profiles and Learning Needs of Students with Special Needs" to increase the capacity of schools in providing more targeted and quality education services. Participants in this activity were 30 principals and teachers of SLB, SMA, SMK who provide inclusive education from various areas in Sampang Regency. The material presented in this activity includes: (1). Basic Concepts, Components, Instrument Structure, and Data Sources for Mapping the Profiles and Learning Needs of Students with Special Needs; (2). Practice and Assistance in Compiling Profile Mapping and Learning Needs of Students with Special Needs; (3). Assistance in Compiling Recommendations for Educational Services for Students with Special Needs.
PENGUATAN KOMPETENSI LITERASI DIGITAL DAN KEAMANAN SIBER BAGI GURU SEKOLAH DASAR DALAM MENDUKUNG PEMBELAJARAN BERBASIS ARTIFICIAL INTELLIGENCE Via Yustitia; Erlin Ladyawati; Arif Mahya Fanny; Susi Hermin Rusminati; Muhammad Chamim Cahyono; Enik Setiyawati
Kanigara Vol 6 No 1 (2026): Kanigara
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/rxjn5108

Abstract

Perkembangan Artificial Intelligence (AI) telah membuka peluang baru dalam pembelajaran, namun juga menuntut guru memiliki kompetensi literasi digital dan keamanan siber yang memadai agar mampu memanfaatkan teknologi secara efektif, aman, dan bertanggung jawab. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi guru sekolah dasar dalam literasi digital, keamanan siber, dan pemanfaatan AI sebagai pendukung pembelajaran. Kegiatan dilaksanakan di SD Negeri Gelam 2 Candi, Kabupaten Sidoarjo, dengan melibatkan 20 guru sekolah dasar. Program dilaksanakan melalui pendekatan Participatory Action Learning (PAL) yang meliputi tahapan analisis kebutuhan, persiapan program, pelaksanaan pelatihan, praktik dan pendampingan, evaluasi, serta tindak lanjut. Materi pelatihan mencakup literasi digital, keamanan siber, etika penggunaan AI, dan praktik pemanfaatan berbagai aplikasi AI dalam penyusunan perangkat pembelajaran. Evaluasi kegiatan dilakukan menggunakan angket respons peserta yang mencakup aspek kesesuaian materi, kejelasan penyampaian, peningkatan pengetahuan, pemahaman tentang AI, pemahaman keamanan digital, serta kebermanfaatan materi dalam pembelajaran. Hasil evaluasi menunjukkan bahwa pelatihan memperoleh rata-rata skor 3,99 dari skala 4 dengan kategori sangat baik. Lima indikator memperoleh skor maksimum (4,00), sedangkan indikator peningkatan pengetahuan memperoleh skor 3,95. Temuan ini menunjukkan bahwa materi pelatihan dinilai relevan dengan kebutuhan guru, mudah dipahami, mampu meningkatkan pemahaman mengenai AI dan keamanan digital, serta memiliki potensi tinggi untuk diterapkan dalam pembelajaran di sekolah dasar. Dengan demikian, pelatihan berbasis praktik dan pendampingan terbukti efektif dalam meningkatkan kesiapan guru mengintegrasikan AI secara pedagogis, etis, dan aman guna mendukung transformasi pembelajaran di era digital.
PENINGKATAN KAPASITAS SEKOLAH DALAM PENGELOLAAN PENDIDIKAN INKLUSIF MELALUI MANAJEMEN YANG ADAPTIF DAN PARTISIPATIF PADA SMA/SMK DI KABUPATEN SAMPANG Hidayati, Nurul; Badiah, Lutfi Isni; Jauhari, Muhammad Nurrohman
Kanigara Vol 6 No 1 (2026): Kanigara
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/6mvm8a07

Abstract

Abstract Inclusive education is a strategy to guarantee the right of every citizen to receive quality education without discrimination. However, the implementation of inclusive education at the high school/vocational high school level still faces various challenges, particularly in school management, policy development, and coordination between stakeholders. This community service activity aims to improve the capacity of principals and teachers in managing inclusive education through adaptive and participatory management. The activity was carried out through a collaboration between the Special Education Study Program and the East Java Provincial Education Office at SMAN 2 Sampang. The activity involved 30 participants, consisting of principals and teachers of inclusive high schools/vocational high schools, as well as special needs teachers in Sampang Regency. The methods used included training, workshops, group discussions, and mentoring in developing inclusive school programs. The results of the activity showed an increase in the average score of participants from 63.5 in the pre-test to 84.2 in the post-test, an increase of 32.6%. This activity demonstrates that systematic mentoring can improve schools' capacity to manage inclusive education more effectively and sustainably.
IMPLEMENTASI TEKNIS: TRANSFORMASI KEAMANAN DIGITAL SEKOLAH MELALUI PENDEKATAN DEFENSE-IN-DEPTH DAN ZERO-TRUST Feny Rita Fiantika; Dian Kusmaharti; Prastyo, Danang; Wahyu Susiloningsih
Kanigara Vol 6 No 1 (2026): Kanigara
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/7ps2tm57

Abstract

Digital transformation in the education sector has accelerated the adoption of cloud-based services, Learning Management Systems (LMS), mobile devices, and digital school management platforms, while simultaneously increasing cybersecurity risks. Many schools still face challenges in implementing effective cybersecurity governance, including weak user authentication, irregular system updates, limited cybersecurity awareness, and the absence of formal incident response procedures. This community service program aimed to strengthen schools' cybersecurity capacity through the implementation of Defense-in-Depth and Zero Trust Architecture approaches. The program employed initial observation, needs assessment, technical training, implementation assistance, phishing simulation, evaluation, and continuous monitoring involving school principals, teachers, school administrators, and information technology personnel. The implementation resulted in the development of school digital security policies, deployment of Multi-Factor Authentication (MFA) for priority accounts, establishment of weekly Patch Management procedures, implementation of Endpoint Protection, introduction of Mobile Device Management (MDM), and preparation of an Incident Response Plan (IRP). Furthermore, participants demonstrated improved cybersecurity awareness and digital security literacy. The integration of Defense-in-Depth and Zero Trust approaches enhanced organizational cyber resilience through identity management, access control, endpoint protection, and continuous security monitoring. This program provides a practical and sustainable cybersecurity implementation model that can support secure digital transformation in educational institutions.
Peningkatan Kualitas Pembelajaran melalui Optimalisasi Laboratorium Virtual untuk Mendukung Pendidikan Adaptif dan Berkelanjutan di Sekolah Dasar Rosmiati; Amelia Widya Hanindita; Zukhruf Annisa Zalzabila; Dionisius Ronaldino Fernandes Dugis
Kanigara Vol 6 No 1 (2026): Kanigara
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/8wxvf535

Abstract

Educational transformation in the digital era requires elementary school teachers to integrate technology effectively into science instruction. Limited laboratory facilities, insufficient experience in using virtual laboratories, and suboptimal teacher competencies remain significant challenges in implementing inquiry- and practicum-based learning. This community service program aimed to enhance elementary school teachers' competencies in optimizing virtual laboratories to support adaptive and sustainable science learning. The program was organized by the Elementary School Teacher Education Study Program, Universitas PGRI Adi Buana Surabaya, in collaboration with the Indonesian Teachers Association (PGRI) of Gondang District, Mojokerto Regency, from 13 to 19 June 2026, involving 35 elementary school teachers. The program employed a Participatory Action Research (PAR) approach consisting of five stages: needs analysis, training, mentoring in instructional material development, implementation, monitoring, and evaluation. The needs analysis revealed that 94.3% of teachers were ready to implement virtual laboratories, 91.4% required mentoring, 88.6% needed training, and 77.1% had never used virtual laboratories. Program evaluation demonstrated a significant improvement in teachers' understanding, with the average score increasing from 61.8 in the pre-test to 87.6 in the post-test, representing a 25.8-point gain. Furthermore, 91.4% of teachers were able to operate virtual laboratory platforms independently, 94.3% successfully developed teaching modules aligned with the Merdeka Curriculum, and 88.6% effectively integrated virtual laboratories into classroom instruction. Classroom implementation also increased students' active participation and strengthened teachers' ability to facilitate technology-enhanced learning. Overall, the program effectively improved teachers' professional competencies, enhanced the quality of science education, and supported the development of adaptive and innovative.

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