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Muhammad Asy'ari
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Sasambo: Jurnal Abdimas (Journal of Community Service)
Published by Lembaga Penelitian dan Pemberdayaan Masyarakat
ISSN : -     EISSN : 2686519X     DOI : 10.36312/sasambo
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences
Sasambo: Jurnal Abdimas (Journal of Community Service) is a scientific multidisciplinary journal published by Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM) that publish 4 issues per year in February, May, August, and November. This journal accepts and publishes scientific articles that are original and focused on community service. Manuscripts are written using an academic approach or scientific method by presenting data on the impact of community service activities that have been carried out. The theme written must have an impact or can be generalized to local, regional or national populations such as various potentials, obstacles, challenges, and problems that exist in society, as a form of contribution to empowerment and sustainable development in the social and humanities, science and technology fields.
Arjuna Subject : Umum - Umum
Articles 422 Documents
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Implementasi Pembelajaran Berdiferensiasi dan Mindfulness dalam Meningkatkan Kompetensi Guru pada Program Pendidikan Guru Penggerak Kurniawan , Ade; Juliangkary, Eliska; Pujilestari, Pujilestari; Yuliyanti, Sri; Yuntawati, Yuntawati
Sasambo: Jurnal Abdimas (Journal of Community Service) Vol. 8 No. 2 (2026): Mei
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/whvdph59

Abstract

Transformasi pendidikan abad ke-21 menuntut pembelajaran yang adaptif, inklusif, dan berpusat pada peserta didik, namun implementasi pembelajaran berdiferensiasi, mindfulness, dan kompetensi sosial emosional oleh guru masih belum optimal dan cenderung dilakukan secara parsial. Kegiatan ini bertujuan untuk meningkatkan kompetensi guru melalui workshop terintegrasi dalam Program Pendidikan Guru Penggerak. Metode yang digunakan adalah pendekatan partisipatif melalui tahapan orientasi, kegiatan inti, refleksi, dan evaluasi. Hasil kegiatan menunjukkan indikasi peningkatan kompetensi guru, ditunjukkan oleh keterlibatan peserta sebesar 88% pada tahap orientasi, 85% pada diskusi kelompok, serta 82% kemampuan dalam merancang pembelajaran berdiferensiasi. Selain itu, 90% peserta mengalami peningkatan fokus dan regulasi emosi melalui praktik mindfulness, serta 84% menyatakan kesiapan dalam mengimplementasikan pembelajaran di kelas. Hasil evaluasi menunjukkan bahwa 92% peserta menilai kegiatan sangat bermanfaat. Temuan ini menunjukkan bahwa integrasi pembelajaran berdiferensiasi, mindfulness, dan kompetensi sosial emosional melalui workshop mendukung penguatan kompetensi pedagogik, intrapersonal, dan sosial guru. Oleh karena itu, model ini dapat menjadi alternatif strategis dalam pengembangan profesional guru yang berkelanjutan. Differentiated Instruction and Mindfulness Workshop to Improve Teacher Competence in the Guru Penggerak Program The transformation of 21st-century education requires adaptive, inclusive, and student-centered learning approaches. However, teachers still face challenges in implementing differentiated instruction, mindfulness, and social-emotional learning in an integrated manner. This study aims to improve teachers’ competencies through an integrated workshop within the Guru Penggerak Program. The method used was a participatory workshop approach involving orientation, core activities, reflection, and evaluation stages. The results showed indications of improved teacher competence, with 88% active participation during orientation, 85% engagement in group discussions, and 82% ability to design differentiated instruction. In addition, 90% of participants reported increased focus and emotional regulation through mindfulness practices, while 84% expressed readiness to implement the approach in their classrooms. The evaluation results indicated that 92% of participants perceived the workshop as highly beneficial. These findings demonstrate that integrating differentiated instruction, mindfulness, and social-emotional learning through workshop-based training supports the development of teachers’ pedagogical, intrapersonal, and social competencies. Therefore, this integrated model can serve as a strategic and sustainable approach for professional teacher development
International Community Service: Teaching the Al-Qur'an and Islamic Values at Surau Wang Ulu, Perlis, Malaysia Said, Ratna
Sasambo: Jurnal Abdimas (Journal of Community Service) Vol. 8 No. 3 (2026): Agustus
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/sasambo.v8i3.5917

Abstract

Kegiatan pengabdian masyarakat internasional ini bertujuan untuk melakukan pendampingan pembelajaran Al-Qur'an dan internalisasi nilai-nilai Islam bagi anak-anak rentan di Surau Wang Ulu, Perlis, Malaysia. Khalayak sasaran melibatkan 15 anak di sekitar daerah tersebut yang mengalami kerentanan keluarga dan keterbatasan ekonomi. Program ini dilaksanakan melalui metode talaqqi (pembelajaran tatap muka langsung), ceramah interaktif, dan pendampingan karakter harian. Kegiatan dilakukan dua kali seminggu, yaitu setiap hari Selasa dan Rabu setelah salat Magrib. Instrumen evaluasi yang digunakan adalah observasi klinis, lembar kontrol hafalan, dan refleksi partisipatif. Hasil menunjukkan adanya rata-rata kehadiran peserta mencapai 96,6% serta perubahan perilaku positif yang jelas berdasarkan observasi lapangan. Anak-anak menjadi lebih rajin mengikuti salat Magrib di surau secara konsisten. Selain itu, program bimbingan Al-Qur'an dirancang secara fleksibel sesuai dengan kemampuan membaca dan waktu yang tersedia bagi setiap anak, yang secara efektif menjaga motivasi mereka dalam belajar tanpa tekanan, serta berhasil meningkatkan skor keterampilan tajwid dasar, makhraj, kelancaran, dan hafalan surat-surat pendek mereka. Al-Quran Learning Assistance and Internalization of Islamic Values ​​for Vulnerable Children in Surau Wang Ulu, Perlis, Malaysia  This international community service activity aims to provide assistance in Al-Qur'an learning and the internalization of Islamic values for vulnerable children at Surau Wang Ulu, Perlis, Malaysia. The target audience involved 15 children in the surrounding area who experience family vulnerability and economic limitations. This program was implemented through the talaqqi method (direct face-to-face learning), interactive lectures, and daily character mentoring. The activities were conducted twice a week, specifically every Tuesday and Wednesday after Maghrib prayers. The evaluation instruments used were clinical observations, memorization control sheets, and participatory reflections. The results demonstrated an average participant attendance rate of 96.6% along with clear positive behavioral shifts based on field observations. The children became more diligent in consistently attending congregational Maghrib prayers at the surau. Furthermore, the Al-Qur'an mentoring program was designed flexibly according to each child's reading ability and available time, which effectively maintained their learning motivation without pressure, as well as successfully increased their scores in basic tajwid skills, makhraj, fluency, and short chapter memorization

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