cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muhammad Aridan
Contact Email
m_aridan@wiseedu.co.id
Phone
-
Journal Mail Official
sakalima.journal@wiseedu.co.id
Editorial Address
Karimun Jawa Street, Indah Sejahtera 2, L9, Bandar Lampung, 35131, Indonesia
Location
Kota bandar lampung,
Lampung
INDONESIA
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 113 Documents
 8   9   10   11   12 
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.

Page 12 of 12 | Total Record : 113

 8   9   10   11   12 

Filter by Year

2024 2026


Reset
Filter By Issues
All Issue Vol. 3 No. 3 (2026): July-September | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 2 (2026): April - June | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 1 (2026): January - March | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 2 No. 2 (2025): SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 2 No. 2 (2025): December | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 2 No. 1 (2025): June | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 1 No. 2 (2024): December | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 1 No. 1 (2024): June | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan