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SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Published by WISE Pendidikan Indonesia
ISSN : -     EISSN : 30642361     DOI : https://doi.org/10.70211/sakalima
Core Subject : Religion, Economy, Humanities, Education, Social,
Religion Humanities Economics, Econometrics & Finance Education Environmental Science Social Sciences
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan is a peer-reviewed journal dedicated to the publication of high-quality research and community service outcomes in the field of education and community empowerment. All publications in SAKALIMA are freely accessible, ensuring that articles are available online without any subscription fees. SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan is an open-access journal, fully referenced, and exclusively published online since 2024. The journal is issued two times a year. The primary goal of this journal is to disseminate the results of community service initiatives that contribute to solving educational and societal issues. The focus of SAKALIMA extends beyond academic research; it centers on the application of knowledge, technology, and innovation in empowering communities, particularly in the context of education and social transformation. This includes, but is not limited to, sustainable community development programs, capacity building, and educational interventions.
Arjuna Subject : Umum - Umum
Articles 118 Documents
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Manajemen Kurikulum Pesantren Berbasis Panca Jiwa Pondok: Studi Kasus di Pondok Pesantren Darul Falah Ana Mega Selviani; Eti Hadiati; Sovia Mas Ayu
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 3 (2026): July-September | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i3.666

Abstract

This study examines pesantren curriculum management as a strategic instrument for internalizing Panca Jiwa Pondok sincerity, simplicity, independence, Islamic brotherhood, and responsible freedom among students at Pondok Pesantren Darul Falah through curriculum planning, organization, implementation, and evaluation. Using a qualitative case study design, data were collected through observation, in-depth interviews, and documentation involving the pesantren leader, teachers, administrators, and students. Data analysis followed Miles and Huberman’s interactive model of data reduction, data display, conclusion drawing, and verification, with credibility strengthened through triangulation, member checking, and an audit trail. The findings show that curriculum planning is participatory and integrates the national curriculum with a pesantren-based curriculum rooted in Panca Jiwa Pondok. Curriculum organization involves role distribution, scheduling, and the management of intracurricular, co-curricular, extracurricular, and dormitory-based activities, while implementation occurs through formal learning, kitab kuning studies, congregational worship, student organizations, teacher role modeling, and daily habituation. Evaluation is conducted continuously by assessing academic achievement, attitudes, discipline, responsibility, independence, simplicity, and social relationships. Fieldwork began in October 2025, with documented interviews and observations conducted on 30 October and 7 November 2025. The source materials identify three institutional interviewees the pesantren leader, curriculum staff/ustadz, and an ustadzah while student-related evidence was obtained through observation and institutional records. Overall, the study concludes that pesantren curriculum management functions not only as an administrative mechanism but also as a holistic value-management system, highlighting the need to strengthen value-based curriculum documentation and develop more systematic, measurable, and sustainable character evaluation instruments.
Pengaruh Penggunaan Artificial Intelligence (AI) dan Literasi Digital terhadap Kemampuan Akademik Mahasiswa Jurusan Ekonomi Stambuk 2023 Fakultas Ekonomi dan Bisnis Universitas Negeri Medan Mutiara Dwi Rizqina; Muhammad Fitri Rahmadana
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 3 (2026): July-September | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i3.704

Abstract

The rapid integration of artificial intelligence (AI) into higher education has expanded students' access to academic support, yet its educational value may depend on students' capacity to navigate and evaluate digital information critically. This study examined the effects of AI use and digital literacy on the academic ability of Economics Department students from the 2023 cohort at the Faculty of Economics and Business, Universitas Negeri Medan. Using a quantitative ex post facto design, data were collected from 158 students selected from a population of 261 through questionnaire-based measures and analyzed using instrument testing, classical assumption tests, multiple linear regression, partial t-tests, an F-test, and the coefficient of determination. AI use had a positive and statistically significant effect on academic ability (t = 2.798, p = .006), while digital literacy showed a stronger positive and significant effect (t = 5.840, p < .001). Jointly, both predictors significantly explained academic ability (F = 47.630, p < .001), with R² = .381, indicating that 38.1% of the variance was accounted for by the model. These findings demonstrate that AI is most educationally meaningful when accompanied by students' capacity to access, evaluate, verify, and use digital information responsibly. The study implies that universities should integrate AI-use guidance with systematic digital-literacy development so that AI functions as a cognitive support tool rather than a substitute for independent academic reasoning.
Penguatan Kompetensi Digital Guru SD melalui Pembelajaran Mendalam dan Smart Learning Berbasis Kemitraan di Kota Sungai Penuh Ikhsan Ikhsan; Ketut Budiastra; Suhartono Suhartono; Mudayat Mudayat; Eval Setiawan; Elsa Safitri
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 1 (2026): January - March | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i1.741

Abstract

This community engagement program aimed to strengthen the digital capacity of elementary school teachers in Sungai Penuh City, Jambi, through the integration of deep learning as a pedagogical approach and smart learning as a technology-supported learning ecosystem. The program was implemented as a follow-up to the institutional collaboration between Universitas Terbuka and the Sungai Penuh City Government and involved 30 elementary school teachers selected by the local Education Office. A needs-based capacity-building design was employed through field assessment, face-to-face training, technology demonstrations, problem-based practice, interactive discussion, and planned online mentoring. The training introduced learning management systems, artificial intelligence, three-dimensional video, 360-degree cameras, virtual reality, and augmented reality, while emphasizing their alignment with instructional objectives, differentiated learning, and local school conditions. The results indicated active participant engagement and initial capacity development in distinguishing pedagogical deep learning from computational deep learning, identifying appropriate digital tools, connecting technology with differentiated instruction, and designing context-sensitive learning alternatives. The program also revealed major implementation challenges, including limited infrastructure, uneven internet access, and parental misconceptions regarding digital learning. However, these constraints could be partially addressed through low-cost contextual media, institutional collaboration, professional online forums, and peer dissemination. Because the program did not employ validated competency instruments, pretest-posttest measurements, a comparison group, or classroom observations, the findings should be interpreted as implementation evidence and indications of initial capacity development rather than causal proof of improved digital competence. These findings imply that sustainable teacher digital development requires continuous mentoring, product-based assessment, classroom implementation, institutional support, and longitudinal evaluation.
Tingkat dan Determinan E-Participation Warga Negara dalam Pengawasan Kebijakan Publik Digital: Studi Empiris pada Kota Metro, Indonesia Titin Sarwendah; Darmanto Saputro; Andi Widiono
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 3 (2026): July-September | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i3.694

Abstract

The digital transformation of government has opened new spaces for citizens to participate in public policy oversight, no longer limited to conventional face-to-face mechanisms. This study analyzes the patterns, levels, and determinants of citizens' digital participation in public policy oversight, with a research locus in Metro City, Lampung Province, a city whose Electronic-Based Government System (SPBE) index has consistently improved from a "fair" category in 2021 to "very good" in 2024. A descriptive quantitative approach supported by documentary study was applied to 210 purposively selected respondents from five sub-districts. Findings show that 46% of respondents remain at the e-information stage, 31% have reached the e-consultation stage through complaint channels such as SP4N-LAPOR! and local government social media, only 9% are genuinely engaged at the e-decision-making stage, and 14% have not participated digitally at all. Digital literacy, the availability and integration of participation channels, and citizens' trust in government responsiveness are identified as the main determinants of effective digital participation. These results indicate that infrastructure development alone  as reflected by the rising SPBE index is not sufficient to move citizens beyond passive information access toward substantive involvement in decision-making. This implies that local governments must pair technical infrastructure investment with non-technical interventions: digital literacy education for vulnerable groups, cross-agency integration of complaint channels, and transparent follow-up mechanisms. Practically, these findings can guide Metro City and similarly SPBE-advanced local governments in Indonesia in redesigning digital participation strategies so that gains in e-government infrastructure translate into genuine citizen engagement in public policy oversight.
Transformasi Budaya Komunikasi Sekolah pada Ekosistem Pembelajaran Digital: Integrasi Communication Accommodation Theory dan Perspektif Digital leadership Muhamad Khadafi Firman; Achmad Jamil
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 3 (2026): July-September | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i3.710

Abstract

Digital transformation is reshaping how schools organize communication, leadership, and stakeholder interaction; however, the availability of digital platforms does not automatically produce an adaptive communication culture. This study examines the transformation of school communication culture in Jakarta by integrating Communication Accommodation Theory (CAT) with a digital leadership perspective. A qualitative multiple-case study was conducted in six senior secondary schools, comprising three public and three private schools, involving 32 purposively selected informants: six principals, twelve senior teachers, six ICT coordinators/vice principals for curriculum, and eight parent representatives. Data were collected through semi-structured in-depth interviews, partial participant observation, and document analysis, and were analyzed thematically through within-case and cross-case comparisons supported by NVivo 12. The findings identify three transformation patterns: adaptive-integrative, selective-instrumental, and constrained. Schools with stronger digital leadership consistently displayed more convergent communication practices, whereas weaker leadership profiles were associated with greater divergence; approximation was prominent among actors who adopted digital communication selectively. The findings further show that communication accommodation functions as a mechanism linking leadership practices with the quality of the digital communication ecosystem. The study proposes a three-layer integrative framework connecting digital leadership, accommodation strategies, and communication-ecosystem outcomes. Practically, the findings imply that school leadership development should move beyond technical digital competence toward communication vision, modeling, ecosystem facilitation, stakeholder-sensitive accommodation, and sustained capacity building.
Digitalisasi Posyandu Offline Berbasis Pelatihan Kader untuk Efisiensi Layanan dan Penguatan Literasi Digital Kani Kani; Ikhsan Ikhsan; Hasan Basri; Sri Sediyaningsih; Irpan Kusyadi; Mila Febriani; Zahra Nur Aathiroh P. K
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 1 (2026): January - March | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i1.776

Abstract

Community-based maternal and child health services require timely, accurate, and usable data, yet Posyandu administration often remains dependent on manual records and cadres may have uneven digital competence. This implementation study aimed to develop and evaluate an offline digital Posyandu application while strengthening cadres’ digital literacy through a structured educational intervention. A participatory community-based development approach was applied across 12 active Posyandu sites in Rawakalong Village, Gunung Sindur, Bogor, Indonesia. Needs assessment through observation and cadre consultation informed incremental development of a Lazarus/Free Pascal desktop application with an embedded Firebird database. Functional testing and user validation were followed by demonstration, hands-on practice, and workplace mentoring; training outcomes were assessed through pre-post questionnaires and practical tasks, while operational performance was monitored descriptively. The application supported maternal and child registration, growth monitoring, immunization data, master data, and automated reporting, with all core modules operating in the documented field tests. The program report recorded an 80% increase in cadres’ digital literacy, a 63% improvement in recording speed, a 45% reduction in input errors, and a decrease in monthly reporting time from 3–5 days to less than 24 hours. These findings indicate that the offline-first application and experiential cadre training were associated with improved digital competence and administrative performance during implementation. However, because individual participant counts, raw pre-post scores, and a control group were unavailable, the reported changes should be interpreted descriptively rather than causally. The study provides a practical model for community-health education and digital transformation in settings with limited connectivity.
Strategi Pengurangan Technostress Guru Pesantren: Tinjauan Teoretis Manajemen Konflik Islam Abu Irfai; Muh Dzihab Aminudin S
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 1 (2026): January - March | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i1.778

Abstract

The accelerating digital transformation of education has expanded the use of digital technologies in pesantren (Islamic boarding schools), creating new opportunities for instructional and administrative efficiency while simultaneously increasing technology-related demands on educators. This study aims to develop a context-sensitive conceptual framework for mitigating technostress among pesantren teachers by integrating the five dimensions of technostress with the principles of Islamic Conflict Management. A literature review was conducted in April 2025 using primary empirical studies published between 2018-2025. Ten studies that met the inclusion criteria were analyzed through content analysis and thematic synthesis to identify patterns related to techno-overload, techno-invasion, techno-complexity, techno-insecurity, techno-uncertainty, organizational support, digital competence, coping, and digital transformation in pesantren. The findings indicate that technostress among educators is shaped by the interaction of technological demands, workload intensification, digital competence, organizational support, and individual adaptive capacity. In the pesantren context, these pressures may interact with institutional rhythms, social relations, educational responsibilities, and spiritual values. Based on the synthesis, this study proposes a three-layer mitigation framework in which Ishlah functions as a structural mechanism for reorganizing workload and communication boundaries, Syura supports participatory technology adoption and relational assistance, while Sabr and Tawakkal provide spiritual-cognitive resources that complement technical and organizational efforts. The study contributes a contextual-conceptual extension of technostress mitigation by incorporating the organizational and spiritual characteristics of pesantren. Practically, the framework implies that successful digital transformation in pesantren should combine technological competence development, participatory governance, proportional workload management, collegial support, and spiritually sensitive coping rather than relying solely on technical training.
Peningkatan Kosakata Bahasa Inggris Anak Usia Dini Melalui Aktivitas Sains Pengenalan Warna dan Angka Euis Siti Aisyah; Rd. Putri Harisma Devi; Ida Dalilah; Desi Ratnasari; Syifa Fadella
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 3 (2026): July-September | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i3.679

Abstract

Early English vocabulary development requires instruction that links new words to concrete, enjoyable, and developmentally appropriate experiences. This classroom action research examined whether science activities introducing colors and numbers could improve the English vocabulary of 15 children aged 5–6 years in Group B at PAUD Kober Melati II, Cibogo District, Subang Regency, Indonesia. Following the Kemmis–McTaggart model, the intervention was implemented across three cycles, each comprising planning, action, observation, and reflection. Children participated in a color-bubble eruption experiment and number-coded coloring activities while teachers provided contextual modeling, repeated pronunciation, individual scaffolding, and positive reinforcement. Data were collected through participatory observation, documentation, and performance assessment and were analyzed using qualitative description and the percentage of children attaining the Developing as Expected or Developing Very Well categories. Mastery increased consistently from 26.7% (4 of 15 children) at baseline to 46.7% (7 children) in Cycle I, 66.7% (10 children) in Cycle II, and 86.7% (13 children) in Cycle III, exceeding the predetermined 80% success criterion. The progressive gains indicate that linking English words with observable scientific phenomena, visual motor tasks, systematic repetition, and responsive scaffolding supported vocabulary recognition and oral production. These findings imply that early-childhood educators can integrate low-cost science exploration with language instruction as a practical interdisciplinary strategy, while future controlled studies should examine retention, transfer, and the relative contribution of each intervention component.

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