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Diana Putri Prahasti
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Litera Journal of Community Engagement
Published by Litera Cendikia Nusantara
ISSN : 31639615     EISSN : 31642241     DOI : 10.61987
Core Subject :
Litera Journal of Community Engagement is a peer-reviewed and regularly published international journal dedicated to disseminating high-quality scholarly works in the field of community engagement, community empowerment, and social development. The journal serves as a platform for academics, researchers, practitioners, and policymakers to share innovative ideas, empirical findings, theoretical perspectives, and best practices related to community service and societal transformation. The journal welcomes interdisciplinary studies that address social, educational, economic, cultural, environmental, and technological issues within communities. Litera Journal of Community Engagement emphasizes research and community-based initiatives that generate practical impacts, strengthen collaboration between universities and society, and contribute to sustainable community development at local, national, and global levels.
Arjuna Subject : -
Articles 5 Documents
 1 
Utilization Of Artificial Intelligence in Preparing Teaching Modules for Madrasah Teachers Muthi’ah Rahman; Uryatul Hikmah; Siti Khofsah; Najiburohman; Zulfa rasyidah
Litera Journal of Community Engagement Vol. 1 No. 1 (2026)
Publisher : Litera Journal of Community Engagement

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/ljce.v1i1.26

Abstract

This study aims to improve madrasah teachers’ digital competence in developing teaching modules for the Merdeka Curriculum through the utilization of Artificial Intelligence (AI). This research employed a descriptive qualitative approach with a participatory strategy. Data were collected through participant observation, structured interviews, and documentation during a mentoring program focused on using ChatGPT as an AI-based tool for developing teaching module content. The results showed a significant improvement in teachers’ understanding and skills, indicated by an increase in the proportion of teachers categorized as having “very good” knowledge from 0% in the pre-test to 75% in the post-test. The mentoring activity enabled teachers to utilize ChatGPT to develop teaching modules more efficiently, systematically, and in accordance with the principles of the Merdeka Curriculum. Furthermore, the activity enhanced teachers’ creativity in designing learning materials, work efficiency, and confidence in integrating technology into teaching practices. The findings imply that practical and contextual AI mentoring can strengthen teachers’ digital readiness, improve the quality of instructional materials, and support effective curriculum implementation. However, teachers’ professional judgment remains essential in selecting, adapting, and contextualizing AI-generated content based on educational objectives and values.
The Efficacy of the Al-Miftah Method in Improving Yellow Book Reading Ability for Students with Learning Disabilities Abdul Aziz Al-Wahedi; Muhammad Durrin Ni’am; Ahmad Rausyan Fikri; Hasan Baharun; Hefniy
Litera Journal of Community Engagement Vol. 1 No. 1 (2026)
Publisher : Litera Journal of Community Engagement

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/ljce.v1i1.83

Abstract

This study aims to examine the effectiveness of the Al-Miftah Method in improving the yellow-book reading and comprehension abilities of students with learning difficulties. A quasi-experimental design with a pretest-posttest approach was employed. Twelve students were divided into an experimental group receiving the Al-Miftah Method and a control group receiving conventional instruction. Data were collected through pretest and posttest assessments, N-Gain analysis, and participatory observations of student engagement during learning activities. The findings showed greater improvement in the experimental group than in the control group. The mean posttest score increased from 33.00 to 81.33 in the experimental group, compared with an increase from 32.17 to 65.33 in the control group. The experimental group obtained a mean N-Gain score of 0.736, categorized as high, whereas the control group obtained 0.494, categorized as medium. Observational findings also indicated increased participation, confidence, and willingness to ask questions among students receiving the Al-Miftah Method. The findings suggest that Al-Miftah has potential as a structured instructional approach for supporting inclusive yellow-book learning and accommodating students with diverse learning needs in Islamic boarding school education.
Empowering Cross-Subject Professional Learning Communities as a Solution for Equitable Teaching Quality Improvement Aji Wahyudin; Syamilah Muslimah Awaluddin
Litera Journal of Community Engagement Vol. 1 No. 1 (2026)
Publisher : Litera Journal of Community Engagement

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/ljce.v1i1.97

Abstract

This community engagement study aimed to empower a Cross-Subject Professional Learning Community (PLC) as a sustainable strategy for improving equitable teaching quality through collaborative professional development. The program employed a Participatory Action Research (PAR) design integrated with the Participatory Learning and Action (PLA) approach. The intervention was implemented through four iterative stages: planning, action, observation, and reflection. Data were collected using participatory observation, focus group discussions, document analysis, and reflective documentation, and were analyzed using an interactive qualitative approach involving data reduction, data display, and conclusion drawing. The findings indicate that the program successfully strengthened interdisciplinary teacher collaboration, facilitated the collaborative development of integrated teaching modules, enhanced teachers' social-emotional competence through reflective practice, and fostered a sustainable culture of collegial learning. The integration of PAR and PLA encouraged teachers to become active participants in identifying instructional challenges and generating collaborative solutions, thereby supporting more equitable teaching quality across subject areas. This study implies that community-based professional learning provides an effective and sustainable model for teacher empowerment and may serve as a practical reference for schools seeking to strengthen collaborative instructional improvement.
Enhancing Elementary School Students' English Communication Skills through a Fun-Interactive English Camp Based on Team-Building Games Rohmad; Asma’ Adniyyah Binti Che Ismail
Litera Journal of Community Engagement Vol. 1 No. 1 (2026)
Publisher : Litera Journal of Community Engagement

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/ljce.v1i1.98

Abstract

This community service program aimed to enhance elementary school students’ English communication skills through a Fun-Interactive English Camp based on team-building games. The program was designed to create an engaging, collaborative, and experiential learning environment that encourages active participation and reduces students’ speaking anxiety. An innovative, intervention-based approach was implemented involving 32 students in Grades 4–5. Data were collected through observation, documentation, and pre-test and post-test speaking assessments focusing on fluency, vocabulary use, confidence, and willingness to communicate. The findings revealed a significant improvement in students’ English communication skills after the intervention, particularly in speaking confidence and willingness to communicate, which were strongly supported by the implementation of team-building games and interactive learning activities. Students showed higher engagement, improved collaboration, and greater motivation in using English during tasks such as vocabulary relay, role-play, group challenges, and communicative games. The study confirms that experiential learning combined with team-based game activities effectively enhances young learners’ communicative competence. This study implies that integrating structured fun-learning and collaborative game-based strategies can serve as an effective alternative model for English instruction in elementary education and can be adapted in broader educational contexts.
Eco-Learning and Coastal Resilience: Community-Based Mangrove Rehabilitation in Response to Coastal Abrasion Ayu Azkiyah
Litera Journal of Community Engagement Vol. 1 No. 1 (2026)
Publisher : Litera Journal of Community Engagement

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/ljce.v1i1.237

Abstract

Coastal abrasion, mangrove degradation, and land-use conversion threaten the ecological stability of coastal communities and increase the need for participatory ecosystem rehabilitation. This community engagement activity aimed to document coastal environmental conditions, identify locally recognized disturbances affecting mangrove seedlings, implement collaborative mangrove planting, and document associated biodiversity through a Participatory Action Research (PAR) approach. The activity involved Biology Education students and a local environmental activist. Data were obtained through participatory observation, local knowledge identification, field documentation, and direct implementation of mangrove rehabilitation. The intervention included the preparation of planting sites, establishment of planting holes in muddy substrates, planting of 1,000 Rhizophora sp. seedlings, and installation of bamboo stakes secured with tying ropes. Field diagnosis identified approximately 30% mangrove-area damage associated with abrasion and land conversion. Local ecological knowledge identified three disturbance factors, termed “3W”: Wideng (crabs), Wedus (goats or livestock), and Wong (human activities). Field observations documented Rhizophora apiculata, Rhizophora mucronata, and Periophthalmus sp. The activity demonstrates the potential of PAR to integrate local ecological knowledge, collaborative restoration, biodiversity observation, and experiential biology education within community-based coastal rehabilitation.

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