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Jurnal Abdi Masyarakat dan Pemberdayaan Inovatif
Published by Universitas Sulawesi Tenggara
ISSN : -     EISSN : 30899907     DOI : 10.64690
Core Subject : Economy, Humanities, Health, Agriculture, Social,
Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Public Health Social Sciences
JAMPI (Jurnal Abdi Masyarakat dan Pemberdayaan Inovatif) adalah jurnal ilmiah yang berfokus pada publikasi hasil kegiatan pengabdian kepada masyarakat yang berbasis penelitian, inovasi, dan pemberdayaan masyarakat dalam berbagai bidang. Jurnal ini bertujuan untuk menjadi platform akademik yang mendokumentasikan serta menyebarluaskan praktik terbaik dalam pengabdian kepada masyarakat yang memberikan dampak nyata bagi komunitas, instansi, dan masyarakat luas.
Arjuna Subject : Umum - Umum
Articles 43 Documents
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Pendampingan Literasi Perpustakaan melalui Metode “MINICRAFT: Mind Mapping Kreatif dan Aktif!” untuk Siswa Kelas X di SMAN 8 Makassar Dyah Amelia Rahma Danti; Suci Indasari Rahmadani; Aisyah Inayah Irwan; Anita Candra Dewi
Jurnal Abdi Masyarakat dan Pemberdayaan Inovatif Vol 2 No 2 (2026)
Publisher : Prodi PGSD Unsultra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jampi.v2i2.730

Abstract

This community service activity aims to improve the literacy skills of 36 tenth-grade students through mentoring the library literacy program using the MINICRAFT (Creative and Active Mind Mapping) method at SMAN 8 Makassar. This method offers a more interactive and creative literacy approach compared to conventional learning methods. The problems found in this activity were low student interest in reading, less than optimal utilization of the school library, and low student ability to understand and systematically reorganize information from reading materials. The activity was carried out systematically through the stages of initial observation, program socialization, mind mapping training, literacy mentoring, and program evaluation. In the implementation stage, students were directed to read biographical texts in the school library and then compile the results of their understanding in the form of mind maps using colors, symbols, images, and keywords creatively. The results of the activity showed that the application of the MINICRAFT method was able to increase student involvement in library literacy activities. Students demonstrated increased reading interest, creativity, critical thinking, communication skills, collaboration, and self-confidence during literacy activities and presentations. In addition, this method also helped improve creativity, critical thinking skills, communication, and students' self-confidence in the Indonesian language learning process. Utilizing the library as an interactive learning space makes literacy activities more interesting and less monotonous for students. Thus, the MINICRAFT method can be an effective learning innovation in supporting school literacy programs and improving students' reading culture in a sustainable manner.
Workshop Karya Tulis Ilmiah sebagai Upaya Peningkatan Kemampuan Menulis Esai Siswa SMA Negeri 8 Makassar Titin Zulmiyanti; M. Yusuf Saputra; Nurhardina Putri Amir; Anita Candra Dewi
Jurnal Abdi Masyarakat dan Pemberdayaan Inovatif Vol 2 No 2 (2026)
Publisher : Prodi PGSD Unsultra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jampi.v2i2.731

Abstract

This community service activity aimed to improve students’ scientific essay writing skills through a workshop-based training program at SMA Negeri 8 Makassar. The program addressed students’ low proficiency in scientific writing, particularly in organizing ideas, developing content, and using appropriate academic language. A workshop and mentoring approach was implemented, consisting of preparation, material delivery, writing practice, evaluation, and reflection. Fifty-one eleventh-grade students participated in coordination with Indonesian language teachers. The results showed a significant improvement in students’ writing performance. The average essay score increased from 61 to 84 after the program. Improvements were observed in key aspects of scientific writing, including structure, idea development, language accuracy, spelling, and content creativity. In addition, observation and questionnaire data indicated increased student engagement, confidence, and motivation in writing activities. Most students (95%) reported that the workshop was beneficial and should be continued as part of learning activities. In conclusion, the Scientific Writing workshop effectively enhanced students’ essay writing skills and positively influenced their learning motivation. Therefore, a workshop-based learning model is recommended as an alternative strategy to strengthen scientific writing literacy in secondary education.
Pendampingan Literasi Bahasa Berbasis Sosiolinguistik untuk Meningkatkan Komunikasi Siswa di Sekolah Indramini Indramini; Ilmiawan Ilmiawan
Jurnal Abdi Masyarakat dan Pemberdayaan Inovatif Vol 2 No 2 (2026)
Publisher : Prodi PGSD Unsultra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jampi.v2i2.759

Abstract

This study aims to describe the implementation of sociolinguistics-based language literacy mentoring activities in improving students' communication skills at SMA Muhammadiyah 1 Unismuh Makassar. The program was conducted in response to communication challenges among students, particularly in the use of polite language, communication confidence, and the ability to adapt language according to social contexts in the school environment. The approach used in this study was descriptive qualitative. The subjects were students who participated in the language literacy mentoring activities. Data collection techniques were carried out through observation, interviews, documentation, and assessment of student communication practices. The results of the study indicate that sociolinguistics-based language literacy mentoring activities made a positive contribution to improving students' communication skills. Students experienced improvements in the use of polite language, speaking courage, ability to express opinions, and participation in group discussions. In addition, students were also better able to adjust their language use according to formal and informal situations in the school environment. The application of methods such as group discussions, communication simulations, role plays, and language games proved effective in creating interactive and contextual learning. The findings also show that the sociolinguistic approach helped students understand the social functions of language and strengthened their awareness of appropriate communication practices in different interaction settings. These activities also contributed to the formation of students' social character through the habit of polite and effective communication. Overall, sociolinguistics-based language literacy mentoring was able to improve communication skills while shaping students' language ethics in everyday life. Furthermore, the program contributed to fostering positive communication culture, social interaction skills, and character development among students. Therefore, this approach is recommended as a sustainable learning strategy to improve the quality of student communication in schools and can serve as an alternative model for strengthening literacy, communication competence, and character education in educational institutions.

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