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Muhamad Ismail
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INDONESIA
Jurnal Dedikasi Pengabdian Pendidikan
Published by CV Najmi Edu Creative
ISSN : -     EISSN : 30900018     DOI : https://doi.org/10.64008/
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Jurnal Dedikasi Pengabdian Pendidikan (JDPP) menerbitkan artikel asli tentang isu-isu dan tren terbaru dalam kurikulum pendidikan, pengajaran, pembelajaran, kebijakan, dan persiapan guru untuk memajukan pengetahuan kita tentang teori dan praktik pendidikan. Selain itu, jurnal ini juga membahas isu-isu yang berkaitan dengan pendidikan lingkungan.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 20 Documents
 1   2 
House–Tree–Person Art Drawing Workshop to Improve Family Emotional Health and Reduce Divorce Risk Hayati, Najmi
Jurnal Dedikasi Pengabdian Pendidikan Vol. 2 No. 1 (2026): January
Publisher : CV Najmi Edu Creative

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64008/jdpp.v2i1.49

Abstract

This community service program was conducted on October 25, 2025, in Kepenuhan Hulu Village, Rokan Hulu Regency, with the participation of 20 village cadres. The program aimed to strengthen family emotional awareness and reduce the risk of marital conflict by introducing the House–Tree–Person (HTP) art-drawing technique as a reflective tool. Using a workshop format, participants engaged in guided drawing activities, small-group discussions, and facilitator-led reflections to explore emotional dynamics within family relationships. Pre- and post-session reflections were used to assess changes in participants’ understanding of emotional expression and early signs of family stress. The workshop results indicated that participants showed increased awareness of emotional cues, improved confidence in using the HTP method for community counseling, and enhanced skills in identifying potential indicators of marital strain. Participants also reported that the method was practical, culturally adaptable, and suitable for use in village-level family guidance programs. This community service activity demonstrates that creative and expressive techniques such as HTP drawing can serve as effective early-intervention tools to support family well-being and reduce the risk of divorce in rural communities.
Integrasi Pendidikan Bahasa Arab Tradisional dan Metode Modern dalam Kurikulum Bahasa Arab Murni Akzam, Ismail; Hayati, Najmi
Jurnal Dedikasi Pengabdian Pendidikan Vol. 2 No. 1 (2026): January
Publisher : CV Najmi Edu Creative

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64008/jdpp.v2i1.53

Abstract

The transformation of education and the demands of 21st-century competencies demand linguistically strong Arabic language learning, as well as being communicative and adaptive to technology. Traditional education in Islamic boarding schools and kuttabs has advantages in mastering turats, thoroughness of nahwu–sharaf, memorization, talaqqi, and sanad. In contrast, modern methods, such as Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), and blended learning, are effective in enhancing communicative competence and promoting independent learning. This article aims to identify the characteristics of traditional Arabic education, assess the relevance of modern methods, and formulate an integrative curriculum model for pure Arabic language instruction. The research employs a qualitative-descriptive design, utilizing an integrative literature review that is thematically analyzed in light of sociocultural theory, constructivism, educational linguistics, and Fogarty's curriculum integration model. The results showed that traditional approaches excelled in language deepening and adab formation, but were weak in communication and ICT utilization; In contrast, modern approaches enhance practical skills but can reduce the deepening of turats if they are not balanced. The synthesis of the two resulted in an integrative curriculum model that combines talaqqi, memorization, and book study with communicative tasks, collaborative projects, and the use of digital platforms. This model offers a practical framework for institutions to maintain the purity of the Arabic language while meeting the demands of contemporary learning.
Pendidikan Literasi Ziswaf Berbasis Masjid untuk Pemberdayaan Ekonomi Jamaah Melalui Program Edukasi Keuangan Syariah Zainur; Ali Muddin Jailani; Apriadi
Jurnal Dedikasi Pengabdian Pendidikan Vol. 2 No. 1 (2026): January
Publisher : CV Najmi Edu Creative

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64008/jdpp.v2i1.57

Abstract

Mosques play an important role in community economic empowerment through effective management of Zakat, Infak, Sedekah, and Wakaf (ZISWAF). This community service program conducted in August 2025 with aimed to improve ZISWAF literacy and strengthen sharia financial management skills of congregants through mosque based education. The program was implemented using participatory methods including socialization activities, sharia finance training, formation of a ZISWAF management team, development of simple transparent reporting systems, and continuous mentoring. Data were collected through observation, documentation, and participant evaluation. The results showed increased understanding of ZISWAF principles, improved managerial capacity of mosque administrators, and establishment of a structured ZISWAF unit supported by digital financial reporting. In addition, productive fund distribution was initiated through microbusiness capital assistance and productive waqf programs. The discussion indicates that education based ZISWAF management can shift practices from charity oriented models toward sustainable empowerment approaches. This program strengthens the mosque’s function as a socio economic institution and encourages community participation in Islamic social finance. Overall, mosque based financial literacy education provides a economic independence welfare of Muslim communities.
Mentoring Teachers in Developing Industry-Aligned Skill Competency Test Questions Ismail, Muhamad
Jurnal Dedikasi Pengabdian Pendidikan Vol. 2 No. 1 (2026): January
Publisher : CV Najmi Edu Creative

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64008/jdpp.v2i1.59

Abstract

This community service program aimed to enhance teachers’ competence in developing industry-aligned skill competency test questions for vocational education. The activity was conducted at SMK BMR Pekanbaru on December 12, 2025, in response to limited teacher capacity in designing assessment instruments aligned with industry standards and national competency frameworks. A participatory mentoring approach was implemented through workshops, guided practice, group discussions, and validation sessions. Teachers were assisted in mapping occupational competency standards, developing performance-based test questions, and constructing analytic scoring rubrics relevant to industry needs. The results showed improved teacher understanding of competency-based assessment principles and increased ability to produce customized skill competency test questions supported by clear performance indicators and scoring guidelines. Participants also demonstrated greater confidence in independently developing assessment instruments for future competency examinations. These findings indicate that structured mentoring activities effectively strengthen teachers’ assessment literacy in vocational schools. Aligning competency test instruments with industry requirements enhances the relevance and quality of vocational assessment and helps prepare graduates who meet workforce demands. The program confirms that mentoring-based community service can serve as a sustainable strategy for improving assessment practices and strengthening school–industry alignment in vocational education.
Penguatan Identitas Lingkungan sebagai Media Pendidikan Masyarakat Melalui Program Kkn Berbasis Participatory Action Research Fathullah, Amal; Reza Wardana; Muhammad Iqbal Afifbry; Muhammed Jamiel Husein; Ricky Fernando
Jurnal Dedikasi Pengabdian Pendidikan Vol. 2 No. 1 (2026): January
Publisher : CV Najmi Edu Creative

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64008/jdpp.v2i1.60

Abstract

This community service activity aims to strengthen environmental identity while utilizing it as a medium for community education through a Kuliah Kerja Nyata (KKN) program. The activity was conducted by students of Universitas Islam Negeri Antasari in Sungai Lakum Village, Kertak Hanyar District, Banjar Regency, South Kalimantan, during the period of May–June, 2025. The method employed was Participatory Action Research (PAR) using a qualitative descriptive approach that positioned community members as active learners throughout all stages of the program, including problem identification, planning, implementation, and evaluation. The program focused on organizing environmental identity through the reinstallation of neighborhood head signboards and the creation of alley nameplates. The results indicate improved clarity of territorial identity, easier access to administrative services, and increased community awareness regarding environmental order, civic participation, and collective responsibility. The discussion highlights that the PAR-based KKN program not only produced tangible physical outcomes but also functioned as an effective form of non-formal community education, fostering social literacy and contextual learning based on real community needs.
Artificial Intelligence Training for Improving Teachers’ Digital Competencies: Evidence from a Community Service Program Sofianto Eko; Irawati
Jurnal Dedikasi Pengabdian Pendidikan Vol. 2 No. 2 (2026): July
Publisher : CV Najmi Edu Creative

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64008/jdpp.v2i2.67

Abstract

This community service program is designed to improve teachers’ digital competencies through Artificial Intelligence (AI)-based training at MAN 1 Banjarmasin Senior High School in February 2026. The program involved 17 teachers from various subject areas. A quantitative one-group pretest–posttest design was applied to evaluate the program's effectiveness. The implementation flow consisted of four stages: needs analysis, preparation of AI training materials, workshop and hands-on practice sessions, and evaluation through post-training mentoring. Participants received training on AI literacy, AI-assisted learning media development, electronic communication, and technology-based assessment tools. Data were collected using computer literacy questionnaires administered before and after the program. The questionnaire instrument was validated by educational technology experts and demonstrated acceptable internal consistency. The findings showed substantial improvement in teachers’ competencies after the training. The average pretest score increased from 61.1 to 84.7, with a normalised gain score of 0.61 categorised as moderate-to-high improvement. Furthermore, 88.2% of participants reported increased confidence in integrating AI tools into classroom instruction. The program indicates that structured AI training effectively strengthens teachers’ digital competencies and supports innovative learning practices in secondary education.
Strengthening Teachers' Readiness for the Merdeka Curriculum Through Differentiated Learning Workshops: A Quantitative Survey-Based Evaluation Sawaluddin; Sainab
Jurnal Dedikasi Pengabdian Pendidikan Vol. 2 No. 2 (2026): July
Publisher : CV Najmi Edu Creative

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64008/jdpp.v2i2.68

Abstract

This community service program aimed to strengthen teachers’ readiness to implement the Merdeka Curriculum through differentiated learning workshops at SD Humairoh, a primary school in Riau, Indonesia, in January 2026. The program involved 25 teachers and applied a quantitative survey-based evaluation design. The implementation flow included needs analysis, preparation of workshop materials, training on differentiated learning concepts, classroom simulation activities, mentoring sessions, and post-program evaluation. Data were collected through pre- and post-workshop questionnaires and analysed descriptively using mean scores and percentages. The findings showed a considerable improvement in teachers’ readiness following the workshops. The average readiness score increased from 64.8 before the program to 86.6 after the program. Furthermore, 88% of participants showed improved understanding of differentiated instruction strategies, while 84% reported greater confidence in designing student-centred learning aligned with the Merdeka Curriculum. The program also supported active teacher participation and synergistic reflection during the training process. The results indicate that differentiated learning workshops can enhance teachers’ pedagogical readiness and practical competence in implementing the Merdeka Curriculum at the primary school level.
Fostering Pedagogical Competence of Madrasah Teachers Through Canva-Based Interactive Media Training Abu Anwar
Jurnal Dedikasi Pengabdian Pendidikan Vol. 2 No. 2 (2026): July
Publisher : CV Najmi Edu Creative

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64008/jdpp.v2i2.69

Abstract

This community service program aimed to foster the pedagogical competence of madrasah teachers through Canva-based interactive Media Training at MTs Nurul Yaqin in December 2025. The program involved 13 teachers and applied a qualitative descriptive method. The implementation process consisted of needs analysis, preparation of training materials, workshops on Canva features and interactive learning media design, guided practice sessions, mentoring, classroom simulation, and evaluation through observation and participant reflection. Data were collected using interviews, observation sheets, documentation, and feedback forms. The results showed that the teachers experienced noticeable improvement in designing attractive and interactive learning media, integrating visual elements, and applying digital technology in classroom instruction. Participants also demonstrated increased confidence, creativity, and motivation in developing student-centered learning activities. The discussion indicates that Canva-based training appears to support pedagogical competence development because it is practical, accessible, and adaptable to various subjects. Therefore, continuous digital Media Training is recommended to strengthen innovative teaching practices in madrasah education. The program also encouraged collaborative learning and strengthened teachers’ readiness for educational digitalization.
Promoting Secondary School Teachers’ Critical Digital Literacy Through Anti-Hoax Education Program Desma Husni
Jurnal Dedikasi Pengabdian Pendidikan Vol. 2 No. 2 (2026): July
Publisher : CV Najmi Edu Creative

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64008/jdpp.v2i2.70

Abstract

This community service program aimed to enhance secondary school teachers’ critical digital literacy through an Anti-Hoax Education Program conducted in February 2026 at Al Amin Middle School, Pekanbaru City. Twelve teachers participated in the activity. The program employed a participatory training method involving four stages: needs assessment, interactive workshops, guided practice using fact-checking tools, and evaluation with reflective discussion. The instrument adapted from Wan Ng's digital literacy framework was used to measure participants’ digital literacy competencies. Data were analyzed descriptively by comparing pretest and posttest scores. The results indicate that the average pretest score of participants increased from 61.4 to 84.7 in the posttest, showing a substantial improvement in teachers’ ability to evaluate digital information, identify hoaxes, and apply ethical online communication practices. Participants also demonstrated increased confidence in integrating critical digital literacy into classroom learning activities. The program highlights that structured anti-hoax education can effectively strengthen teachers’ digital competencies and support the development of critical and responsible digital culture within secondary school environments in Indonesia.
Developing Teachers’ Competence in Designing Hots-Based Assessments Through Professional Training Programs: A Quantitative Evaluation Yusnimar Yusri
Jurnal Dedikasi Pengabdian Pendidikan Vol. 2 No. 2 (2026): July
Publisher : CV Najmi Edu Creative

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64008/jdpp.v2i2.71

Abstract

This community service study aimed to develop teachers’ competence in designing Higher Order Thinking Skills (HOTS)-based assessments through a professional training program conducted at MA Al Ulum, Siak Regency, in March 2026. The participants consisted of 21 teachers from various subject areas. The service employed a one-group pretest–posttest quantitative evaluation design. The implementation flow included needs analysis, preparation of training modules, workshops on HOTS assessment principles, guided instrument development, peer review sessions, classroom-based simulations, and post-training evaluation. Data were collected through competency tests, observation sheets, and participant response questionnaires, then analyzed descriptively and inferentially. The results indicated a significant improvement in teachers’ competence, with the mean score increasing from 58.4 in the pretest to 84.7 in the posttest, while participant satisfaction reached 91.3%. Statistical testing showed a significant difference at p < 0.05. The findings suggest that structured professional training can effectively strengthen teachers’ pedagogical competence in constructing valid, analytical, and contextual HOTS-based assessments for classroom learning. The program also encouraged collaborative reflection and sustainable assessment practices aligned with curriculum and educational quality standards.

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