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PELATIHAN DETEKSI DINI TUMBUH KEMBANG PESERTA DIDIK SISWA SEKOLAH DASAR DI KOTA MADIUN
This Community Partnership Program (PKM) aimed to enhance elementary school teachers’ competencies in early detection of students’ growth and development in Madiun City through training and mentoring based on the Participatory Action Learning and Research (PALAR) model. The program was initiated in response to teachers’ limited understanding of child developmental stages and insufficient skills in using screening instruments such as the Developmental Pre-Screening Questionnaire (KPSP) and the Denver Developmental Screening Test (DDST), which often result in undetected developmental delays. The PKM activities were conducted through several stages, including needs assessment, module development, theoretical and practical training, microteaching, observation simulations, application of screening instruments, and field mentoring. The results showed a significant improvement in teachers’ knowledge and skills, as reflected by an increase in the average pre-test score from 54 to 85 in the post-test, representing a 57% improvement. Furthermore, teachers successfully identified 18 students (11.2%) who indicated potential developmental delays in cognitive, language, motor, and behavioral aspects. This program demonstrates the effectiveness of participatory and practice-based training in strengthening teachers’ capacity for early developmental detection and is expected to serve as a sustainable and replicable model to support inclusive and responsive elementary education.
Early childhood development, early detection, elementary school teachers, growth and development screening, Participatory Action Learning and Research (PALAR)
Copyright (c) 2024 Suhardi, Nurdani Yulian Ahmad, Lalu Wahyu Maulana https://creativecommons.org/licenses/by-sa/4.0
MENGUASAI SPEAKING SKILL BAHASA INGGRIS DENGAN KONSEP ENGLISH DAY BAGI GURU DI SMK MAOSPATI DAN DOSEN DAN KARYAWAN UNIVERSITAS DOKTOR NUGROHO
Kemampuan berbicara (speaking skill) dalam bahasa Inggris merupakan kompetensi penting bagi guru, dosen, dan tenaga kependidikan di era global dan Society 5.0. Penelitian ini bertujuan untuk mendeskripsikan peningkatan kemampuan berbicara bahasa Inggris melalui penerapan program English Day bagi guru SMK Maospati serta dosen dan karyawan Universitas Doktor Nugroho Magetan. Penelitian menggunakan pendekatan deskriptif kualitatif dengan teknik pengumpulan data berupa observasi, wawancara, dan dokumentasi. Analisis data dilakukan secara interaktif melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan, serta diperkuat dengan triangulasi teknik dan sumber. Hasil penelitian menunjukkan bahwa penerapan program English Day mampu meningkatkan kelancaran berbicara, penguasaan kosakata, ketepatan struktur kalimat, kepercayaan diri, serta partisipasi aktif peserta dalam menggunakan bahasa Inggris. Aktivitas pembelajaran berbasis Experiential Learning dan Communicative Language Teaching mendorong penggunaan bahasa Inggris secara autentik dan konsisten dalam konteks akademik dan profesional. Selain itu, peserta mengalami penurunan hambatan psikologis, seperti kecemasan dan rasa takut berbicara, sehingga tercipta lingkungan belajar yang suportif dan budaya bilingual yang positif. Kesimpulannya, program English Day terbukti efektif dalam meningkatkan kompetensi berbicara bahasa Inggris peserta sekaligus membangun budaya akademik berbahasa Inggris yang berkelanjutan. Program ini direkomendasikan untuk dilaksanakan secara rutin, disesuaikan dengan kebutuhan peserta, serta didukung oleh media pembelajaran yang relevan dan evaluasi berkala guna mengoptimalkan hasil pembelajaran.
English Day; speaking skill; English for educators; experiential learning; bilingual academic culture
Copyright (c) 2024 Sopian, Abdul Gafur, Malasari https://creativecommons.org/licenses/by-sa/4.0
PEMAHAMAN KEWIRAUSAHAAN BAGI GURU SDN NGUJUNG 1
This community service program aimed to enhance the understanding and entrepreneurial competencies of teachers at SDN Ngujung 1 Magetan through the integration of entrepreneurship concepts into elementary school learning. The program was initiated in response to teachers’ limited understanding of entrepreneurship education and the suboptimal integration of creativity, innovation, and local potential in classroom practices. A participatory and andragogical approach was employed, encompassing needs analysis, interactive training sessions, experiential practice, and continuous mentoring. Evaluation instruments included observation, performance assessment sheets, and reviews of entrepreneurship-based lesson plans developed by the participants. The results demonstrated a significant improvement in teachers’ understanding of entrepreneurship concepts, their ability to design Project-Based Learning (PjBL) activities, and their confidence in implementing creative and contextual learning. Teachers were able to develop simple entrepreneurship projects aligned with the local context of the school environment. These findings indicate that practice-oriented training combined with intensive mentoring is effective in strengthening teachers’ entrepreneurial competencies. Therefore, this community service program contributes to fostering a creative and productive learning culture in elementary schools and supports the development of independent and innovative learner profiles.
Entrepreneurship education; elementary school teachers; creative learning; project-based learning; community service
Copyright (c) 2024 Sadino, Resita Asri Hakiki, Handayani Rini Astuti https://creativecommons.org/licenses/by-sa/4.0
PELATIHAN STRATEGI PEMBELAJARAN BAHASA INGGRIS PADA ANAK USIA DINI DI PAUD MERAH PUTIH DESA KINCANG WETAN JIWAN MADIUN
This community service program aims to enhance the pedagogical competence of teachers at PAUD Merah Putih, Kincang Wetan Village, Jiwan, Madiun, in implementing interactive, enjoyable, and developmentally appropriate English learning strategies for early childhood learners. The training was conducted through several stages, including preparation, material delivery, teaching simulations, group discussions, evaluation, and follow-up mentoring. The training approach was grounded in constructivist and sociocultural learning theories, emphasizing hands-on experience, play-based learning, and social interaction as the foundation of early language acquisition. The results indicate a significant improvement in teachers’ understanding of play-based English instruction principles, the use of creative learning media, and the ability to design thematic daily lesson plans (RKH) that integrate simple English expressions. Teachers also demonstrated increased confidence in using basic English in classroom interactions. Continuous mentoring further strengthened the implementation of the strategies learned during the training. In conclusion, this program effectively improved teachers’ pedagogical competence and contributed to the creation of a more engaging and effective English learning environment for young learners. The program is recommended for replication in other early childhood education institutions as part of early foreign language literacy development initiatives.
Early childhood education; English learning strategies; teacher training; play-based learning; pedagogical competence
Copyright (c) 2024 Retno Kusumastuti, Sadino, Muhamad Fedri Utama https://creativecommons.org/licenses/by-sa/4.0
PENGEMBANGAN MODEL KOMUNIKATIF BAHASA INGGRIS BERBASIS MULTIKULTURAL DENGAN PENDEKATAN SOSIOLINGUITIK DI KOTA MADIUN
This study aims to analyze the effectiveness of a multicultural-based English communicative learning model using a sociolinguistic approach in improving students’ communicative competence in Madiun City. The background of this study is grounded in the demands of 21st-century English language education, which emphasizes not only linguistic competence but also cultural awareness, pragmatic ability, and sensitivity to social contexts of language use. This research employed a descriptive qualitative approach through classroom observations, in-depth interviews, and analysis of instructional documents to obtain a comprehensive understanding of the learning process and its outcomes. The findings reveal that the sociolinguistic approach effectively enhances students’ understanding of language variation, cultural contexts, and social norms in communication. Teachers demonstrated significant improvement in integrating local and global cultural values into English learning materials. Moreover, students showed positive responses toward the learning process, indicated by increased motivation, self-confidence, and enthusiasm in using English for communication. Overall, multicultural-based English learning through a sociolinguistic approach proved effective in developing more authentic, relevant, and context-sensitive communicative competence suitable for contemporary multicultural societies.
Multicultural English learning; sociolinguistic approach; communicative competence; English language education; cultural awareness
Copyright (c) 2024 Resita Asri Hakiki, Suhardi, Suhaili Yahya https://creativecommons.org/licenses/by-sa/4.0
PELATIHAN PENGENALAN MODEL – MODEL PEMBELAJARAN DI SEKOLAH DASAR KABUPATEN MAGETAN
Pendidikan dasar memegang peran strategis dalam membentuk kualitas sumber daya manusia. Namun, masih banyak guru sekolah dasar di Kabupaten Magetan yang menerapkan model pembelajaran konvensional yang bersifat pasif dan kurang inovatif. Kegiatan Pengabdian kepada Masyarakat (PKM) ini bertujuan untuk meningkatkan kompetensi pedagogik guru sekolah dasar dalam memahami dan mengimplementasikan model-model pembelajaran inovatif, seperti Project-Based Learning (PjBL), Problem-Based Learning (PBL), Discovery Learning, Cooperative Learning, dan Inquiry Learning, yang selaras dengan tuntutan Kurikulum Merdeka. Metode kegiatan meliputi pelatihan konseptual, workshop perancangan perangkat ajar, simulasi pembelajaran, pendampingan berkelanjutan, serta pembentukan komunitas belajar guru melalui Professional Learning Community (PLC). Data dikumpulkan melalui observasi, dokumentasi, dan refleksi peserta selama kegiatan berlangsung. Hasil kegiatan menunjukkan adanya peningkatan pemahaman konseptual dan keterampilan praktis guru dalam merancang serta menerapkan pembelajaran aktif dan kontekstual. Selain itu, terjadi perubahan sikap positif terhadap inovasi pembelajaran, peningkatan motivasi dan kepercayaan diri guru, serta penguatan kolaborasi dan refleksi praktik pembelajaran antar guru. Pemanfaatan potensi lokal sebagai sumber belajar juga mulai diintegrasikan dalam perangkat ajar yang dikembangkan. Berdasarkan temuan tersebut, pelatihan berbasis praktik, simulasi, dan pengembangan komunitas belajar terbukti efektif dalam meningkatkan kualitas pedagogik dan profesional guru sekolah dasar, sekaligus mendukung peningkatan mutu pendidikan dasar di Kabupaten Magetan.
Learning models, elementary school teachers, teacher competence, instructional innovation, Merdeka Curriculum, professional learning community
Copyright (c) 2024 Suyanto, Lilik Purwaningsih, Dinda Dwi Yuniastri https://creativecommons.org/licenses/by-sa/4.0
PELATIHAN PENULISAN KARYA ILMIAH UNTUK GURU SD DI KABUPATAEN MAGETAN
Pelatihan penulisan karya ilmiah bagi guru sekolah dasar merupakan kebutuhan strategis dalam meningkatkan profesionalisme guru dan memperkuat budaya riset di satuan pendidikan. Penelitian ini bertujuan untuk mendeskripsikan efektivitas pelatihan penulisan ilmiah berbasis andragogi, praktik langsung, dan literasi digital dalam meningkatkan kompetensi guru SD di Kabupaten Magetan. Metode penelitian menggunakan pendekatan deskriptif kualitatif dengan desain participatory action training yang dilaksanakan melalui tiga tahap utama, yaitu persiapan, pelaksanaan, dan evaluasi. Data dikumpulkan melalui pretest–posttest, observasi, analisis dokumen, serta angket persepsi guru. Hasil penelitian menunjukkan adanya peningkatan signifikan pada pemahaman guru terhadap struktur artikel ilmiah, kemampuan merumuskan masalah penelitian, menyusun kajian teori, serta merancang metode penelitian tindakan kelas. Selain itu, kemampuan literasi digital guru juga mengalami peningkatan, yang ditandai dengan pemanfaatan aplikasi manajemen referensi seperti Mendeley dan Zotero, penggunaan Google Scholar sebagai sumber rujukan ilmiah, serta kemampuan melakukan sitasi dan daftar pustaka secara otomatis. Pelatihan ini juga berdampak pada meningkatnya kepercayaan diri dan motivasi guru dalam menulis karya ilmiah, yang dibuktikan dengan terbentuknya Komunitas Guru Penulis Magetan sebagai wadah kolaborasi dan pendampingan berkelanjutan. Dengan demikian, pelatihan penulisan karya ilmiah ini terbukti efektif dalam meningkatkan kompetensi akademik, keterampilan menulis ilmiah, dan penguatan budaya riset guru sekolah dasar, sehingga direkomendasikan untuk dilaksanakan secara berkelanjutan dan diperluas cakupannya.
Scientific writing training; elementary school teachers; digital literacy; andragogical training; teacher professional development
Copyright (c) 2024 Abdul Gafur, Sopian, Ebin Mahesandra https://creativecommons.org/licenses/by-sa/4.0
STIMULATING STUDENT’S INTEREST IN LISTENING THROUGH WESTERN MUSIC IN MAGETAN CITY
Listening skills constitute a fundamental component of second language acquisition, as they involve multimodal processes including auditory perception, memory processing, and contextual interpretation. However, the listening proficiency of secondary school students in Magetan remains relatively low due to limited exposure to authentic input and the lack of learning media aligned with students’ interests. This study aims to describe the effectiveness of using Western music to stimulate students’ interest and improve their listening skills. The research employed a descriptive qualitative approach, utilizing observation, interviews, and documentation, which were analyzed using the interactive data analysis model proposed by Miles and Huberman. The findings indicate that the integration of Western music significantly increased students’ enthusiasm, engagement, and self-confidence during listening activities. Furthermore, improvements were observed in students’ spoken vocabulary comprehension, phonological awareness, ability to identify main ideas, and pronunciation accuracy. As an authentic input, music provides a more natural and enjoyable learning experience while fostering a positive emotional atmosphere that helps reduce affective barriers in language learning. This study concludes that the integration of Western music is an effective strategy for enhancing the quality of listening instruction and is recommended for sustainable implementation in secondary school English classrooms
Listening skills; learning interest; Western music; authentic input; English language learning; secondary school students
Copyright (c) 2024 Nurdani Yulian Ahmad, Retno Kusumastuti, Lidia Khaeroni https://creativecommons.org/licenses/by-sa/4.0
BIMBINGAN BELAJAR ALAM NONFORMAL BERKONSEP BAHASA INGGRIS SEBAGAI UPAYA MENUJU DESA SADAR WISATA DI DESA KINCANG WETAN, JIWAN, MADIUN
Program Bimbingan Belajar Alam Nonformal berkonsep Bahasa Inggris dilaksanakan di Desa Kincang Wetan sebagai upaya pemberdayaan masyarakat untuk mendukung pengembangan desa sadar wisata. Penelitian ini bertujuan untuk mendeskripsikan proses pelaksanaan program serta menganalisis dampaknya terhadap peningkatan keterampilan bahasa Inggris dan pemahaman peserta mengenai potensi wisata lokal. Metode penelitian menggunakan pendekatan deskriptif kualitatif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa pembelajaran nonformal berbasis alam memberikan pengalaman belajar yang kontekstual dan bermakna, serta mendorong peserta untuk aktif berkomunikasi dalam bahasa Inggris melalui kegiatan eksplorasi lingkungan dan simulasi pemanduan wisata. Peserta mengalami peningkatan dalam penguasaan kosakata, pelafalan, kepercayaan diri, serta kemampuan memperkenalkan potensi desa secara lebih terstruktur. Selain itu, terbentuknya kerja sama dan kesadaran wisata turut memperkuat karakter masyarakat sebagai agen pengembangan desa wisata. Meskipun masih terdapat kendala berupa kecanggungan awal dan keterbatasan kosakata, program ini secara keseluruhan terbukti efektif dalam meningkatkan kapasitas masyarakat. Oleh karena itu, pembelajaran nonformal berbasis alam direkomendasikan sebagai model pemberdayaan masyarakat yang relevan dan berkelanjutan dalam mendukung pengembangan desa wisata.
Nonformal Learning, English Language Learning, Tourism Awareness Village, Community Empowerment, Nature-Based Learning
Copyright (c) 2024 Lilik Purwaningsih, Suyanto, Husnawati https://creativecommons.org/licenses/by-sa/4.0
WORKSHOP PENGEMBANGAN KURIKULUM MERDEKA DALAM MATA PELAJARAN BAHASA INGGRIS UNTUK SMP, SMA/SMK/MA SE KECAMATAN MAOSPATI
The Merdeka Curriculum emphasizes flexibility, autonomy, and contextualized learning to meet students’ diverse needs across Indonesia. This community service program aims to examine the implementation of a curriculum development workshop for English teachers at the junior high school (SMP), senior high school (SMA), vocational high school (SMK), and Islamic senior high school (MA) levels in Maospati District. The workshop was designed to strengthen teachers’ understanding of the core principles of the Merdeka Curriculum and to improve their ability to design interactive, creative, and 21st-century competency-based English instruction. Using a qualitative approach with a participatory workshop model, the program included material presentations, group discussions, and lesson plan (RPP/ATP/Modul Ajar) simulations. Data were collected through observations, participant interviews, and documentation of workshop products. The findings show that the workshop significantly enhanced teachers’ competence in designing flexible and adaptive curriculum components aligned with the Merdeka Belajar framework. Participants demonstrated increased enthusiasm for implementing student-centered learning, character development, and communicative skill enhancement in English classes. Overall, the program contributes to supporting a more relevant, responsive, and student-centered education system in Maospati District.
Merdeka Curriculum; Curriculum Development; English Learning; Teacher Workshop; 21st-Century Skills; Student-Centered Learning; Maospati District
Copyright (c) 2022 Lilik Purwaningsih, Sadino, Pazira Zaliyanti https://creativecommons.org/licenses/by-sa/4.0
SPEECH CONTEST ADJUDICATORS DI UNIVERSITAS DOKTOR NUGROHO MAGETAN
This community service project aims to analyze the roles and assessment criteria applied by adjudicators in speech contests held at Universitas Doktor Nugroho Magetan. As a platform for developing public speaking and rhetorical competence, speech contests play an essential role in enhancing students’ communication skills and academic self-development. Adjudicators hold a strategic function because their evaluations determine the fairness, quality, and credibility of the competition. This study employed a qualitative case study approach by collecting data through interviews with adjudicators, direct observations during the contest, and document analysis of assessment rubrics used in the event. The findings reveal that adjudicators apply four primary assessment dimensions: clarity and fluency of speech delivery, logical and coherent speech structure, the strength and originality of arguments, and the speaker’s ability to engage the audience. These dimensions strongly influence adjudicators’ scoring decisions and overall evaluation outcomes. Furthermore, the study highlights the need for standardized assessment guidelines to improve fairness, transparency, and consistency in future contests. The results are expected to contribute to enhancing the quality of speech contest adjudication and strengthening best practices for public speaking competitions in higher education settings.
Speech Contest; Adjudicators; Assessment Criteria; Public Speaking; Rhetoric; Universitas Doktor Nugroho Magetan.
Copyright (c) 2022 Resita Asri Hakiki, Suhardi, Fina Hidayatul Fitri https://creativecommons.org/licenses/by-sa/4.0
PELATIHAN PUBLIC SPEAKING BAGI PENGURUS KARANG TARUNA SE KECAMATAN MAOSPATI
This community service project aims to explore the implementation of public speaking training for Karang Taruna (Youth Organization) administrators in Maospati District to enhance their communication and leadership skills. As a youth organization with a strategic role in community empowerment, Karang Taruna requires strong public speaking competence to effectively support the delivery of its social programs. The training was designed to equip participants with the ability to articulate ideas, motivate members, and engage with the community more effectively. Using a qualitative approach, the training integrated communication theory and presentation techniques delivered in an interactive workshop format. Data were collected through observations, participant interviews, and post-training evaluations. The findings indicate that the training significantly increased participants’ self-confidence, clarity in message delivery, persuasive speaking skills, and ability to manage audiences across various situations. Furthermore, the training contributed to improved leadership quality, as reflected in participants’ enhanced performance in leading meetings and organizational activities. This study concludes that public speaking training is an effective strategy for strengthening the leadership capacity of Karang Taruna administrators and supporting their roles in community development.
Public Speaking Training; Karang Taruna; Communication Skills; Youth Leadership; Community Empowerment; Maospati District.
Copyright (c) 2022 Sopian, Cherissa Jeihan, Rabiatul Alawiyah https://creativecommons.org/licenses/by-sa/4.0
BASIC CONVERSATION SEBAGAI EMBRIOKAMPUNG INGGRIS DI KELURAHAN KRATON KECAMATAN MAOSPATI TAHAP I
This community service project aims to analyze the implementation of the Basic Conversation program as the initial phase in developing an English Village in Kraton Village, Maospati District. The program is designed to enhance the English-speaking abilities of local residents through a practical, structured, and community-oriented approach as the foundation for establishing a sustainable English Village. This study employs community action research with a qualitative approach, involving the active participation of residents, educators, and community leaders. The Basic Conversation program was delivered through intensive training that incorporated daily conversation practice, role-plays, and group discussions facilitated by competent instructors. The results indicate that the program significantly improved participants’ basic speaking skills, boosted their self-confidence, and strengthened social interaction within the community. Furthermore, the program increased community awareness of the importance of English proficiency in supporting social and economic mobility. Based on these findings, it is recommended that the program be expanded and continued with a more advanced curriculum and stronger collaboration with stakeholders, including local government and the private sector, to achieve a self-sustaining English Village model.
Basic Conversation; English Village; Community Empowerment; Speaking Skills; Language Training; Kraton Village.
Copyright (c) 2022 Nurdani Yulian Ahmad, Lilik Purwaningsih, Roy Saputra https://creativecommons.org/licenses/by-sa/4.0
FUN ENGLISH DURING RAMADHAN WITH STORY TELLING AND CRAFTING IN SMP NEGERI 2 MAOSPATI
This community service program aims to examine the implementation of fun English learning methods through storytelling and crafting activities conducted during the month of Ramadan at SMP Negeri 2 Maospati. These activities were designed to enhance students’ motivation and English proficiency by utilizing the unique cultural atmosphere of Ramadan as an engaging and contextually relevant learning theme. A Classroom Action Research (CAR) design with a qualitative approach was employed, involving observation, interviews, and document analysis as data collection techniques. The participants were seventh- and eighth-grade students who joined extracurricular English sessions focusing on storytelling and crafting. The findings indicate that the integration of storytelling and crafting provided students with opportunities to be creative while actively practicing their English-speaking and listening skills. The relaxed and festive learning environment during Ramadan also increased student engagement. Pre-test and post-test results demonstrated a significant improvement in students’ speaking skills and vocabulary comprehension. These findings suggest that storytelling combined with crafting can serve as an effective alternative method for English instruction, particularly when aligned with cultural and time-specific contexts that encourage creativity and active participation.
Fun English Learning, Storytelling, Crafting Activities, Ramadan Program, Speaking Skills, SMP Negeri 2 Maospati.
Copyright (c) 2022 Retno Kusumastuti, Resita Asri Hakiki, Siti Suriani https://creativecommons.org/licenses/by-sa/4.0
PELATIHAN BAHASA INGGRIS BEREKUIVALENSI TOEFL BAGI GURU DAN KARYAWAN SMK MAOSPATI
This community service program aims to analyze the implementation and impact of TOEFL-equivalent English language training for teachers and staff at Maospati Vocational High School. English proficiency is an essential skill for educators and school administrators, particularly in the era of globalization, where communication and professional development increasingly require adequate language competence. The training was conducted through an intensive course designed to strengthen participants’ listening, reading, speaking, and writing abilities aligned with TOEFL standards. A descriptive qualitative approach was employed, with data collected through interviews, observations, and documentation. The findings show that the training successfully improved participants' English proficiency, both for academic purposes and workplace-related communication. Furthermore, the program enhanced participants’ motivation to continue developing their English skills, contributing to improved teaching quality and administrative performance at Maospati Vocational High School. The study recommends expanding and sustaining this training program to strengthen English language competency among educators and educational personnel across institutions.
TOEFL-Equivalent Training, English Proficiency, Teacher Competency, Staff Development, Vocational Education, Maospati.
Copyright (c) 2022 Cherissa Jeihan, Sopian, Intan Wiasih https://creativecommons.org/licenses/by-sa/4.0
PEMBELAJARAN INOVATIF DALAM PENGEMBANGAN KARAKTER SISWA MELALUI SENI DAN KREATIFITAS
This community service project aims to analyze the role of innovative learning in developing student character through arts and creativity. Arts- and creativity-based learning is an effective approach to strengthening non-academic competencies, especially character formation in the school context. Character values such as responsibility, discipline, cooperation, and empathy can be fostered through learning models integrating various art forms, including music, visual arts, dance, and theater. Innovative learning that emphasizes creativity also encourages students to think critically, express themselves, and appreciate cultural diversity. This study employed a qualitative approach with a case study design in several elementary and secondary schools that have implemented arts- and creativity-integrated learning within their curriculum. The findings show that this learning approach significantly contributes to the development of student character, particularly in aspects such as self-confidence, empathy, teamwork, and motivation to learn. Moreover, the integration of arts in learning activities has been proven to enhance students’ engagement and positively influence their academic performance. Therefore, innovative learning that incorporates arts and creativity should be strengthened as a key strategy for character development in education.
Innovative Learning; Character Education; Arts Integration; Creativity; Student Development; Education.
Copyright (c) 2022 Sadino, Retno Kusumastuti, Ahmad Jaelani https://creativecommons.org/licenses/by-sa/4.0
PELATIHAN TEKNIK MENULIS BEST PRATICE BAGI KEPALA SEKOLAH DASAR DI KECAMATAN MAOSPATI
Effective writing is a fundamental competency for elementary school principals, as it underpins their responsibilities in preparing policy documents, official correspondence, school reports, proposals, and strategic planning. However, many principals still face challenges in producing structured, coherent, and evidence-based written documents that reflect professional leadership standards. This community service program aims to strengthen principals’ writing proficiency through training on best practice writing techniques tailored to the administrative and managerial needs of elementary education. The training employed a practice-based approach consisting of theoretical presentations, guided discussions, and hands-on writing exercises. Core materials included techniques for developing clear and functional policy documents, preparing formal reports, and composing effective official letters aligned with administrative standards. The results indicate that the training enhanced principals’ understanding of systematic writing principles and improved their practical skills in producing high-quality school documents. The program also encouraged more accountable, transparent, and communicative leadership practices within participating schools. Overall, this initiative contributed to improving school management quality in Maospati District and reinforced the strategic role of principals as education leaders capable of documenting and communicating policies effectively.
Best Practice Writing; School Leadership; Training Program; Document Preparation; Elementary School Principals; Maospati District
Copyright (c) 2022 Suhardi, Abdul Gafur, Efendi Bahtiar https://creativecommons.org/licenses/by-sa/4.0
PELATIHAN PEMANFAATAN APLIKASI ELEARNING UNTUK EVALUASI PEMBELAJARAN SISWA DI SDN RONOWIJAYAN
The rapid advancement of information technology provides new opportunities for improving the quality of learning evaluation through the use of e-learning applications. However, the adoption of digital assessment tools remains limited among elementary school teachers, including those at SDN Ronowijayan, due to insufficient mastery of relevant technological skills. This community service program aims to enhance teachers’ competence in utilizing e-learning applications as effective tools for learning evaluation. The training was implemented through a technology-based approach consisting of hands-on practice and interactive discussions designed to strengthen teachers’ understanding of e-learning features, digital question development, and automated analysis of evaluation results. Participants were also guided through step-by-step procedures for creating, administering, and interpreting technology-supported assessments. The effectiveness of the training was measured using a post-training questionnaire to assess participants’ confidence and proficiency. The results indicated that teachers experienced increased confidence, improved technical skills, and a greater ability to streamline assessment processes using e-learning platforms. Additionally, teachers reported that the applications facilitated faster feedback for students and enhanced the accuracy of learning evaluation. Overall, this program contributed significantly to strengthening teacher competency in integrating educational technology into assessment practices and supported the development of a more efficient, innovative, and data-driven evaluation ecosystem at SDN Ronowijayan.
E-learning Training; Digital Assessment; Learning Evaluation; Teacher Competence; Educational Technology; SDN Ronowijayan
Copyright (c) 2022 Abdul Gafur, Nurdani Yulian Ahmad, Fina Hidayatul https://creativecommons.org/licenses/by-sa/4.0
BASIC CONVERSATION TAHAP LANJUT SEBAGAI EMBRIO KAMPUNG INGGRIS DI KELURAHAN MRAGEN, KEC. MAOSPATI, MAGETAN
English proficiency is increasingly essential as a global lingua franca; however, formal education frequently emphasizes grammar-oriented instruction, causing anxiety and mental blocks that hinder students’ oral communication skills. Mragen Village, strategically located near Iswahjudi Air Base and a regional tourism route yet lacking an immersive English-speaking environment, presents strong potential for language-based community empowerment. This community service program aims to bridge the gap between linguistic theory and communicative performance by initiating the English Village embryo in Mragen through confidence-building and active conversational practice. The “Advanced Basic Conversation” program employs a progressive curriculum designed to elevate participants’ competence from basic utterances to more complex transactional dialogues. The implementation adopted Communicative Language Teaching (CLT) integrated with a Mental Block Reduction approach during an intensive two-day face-to-face training. Core activities included real-life scenario role-play sessions and a Micro-Community Simulation workshop, supported by a conducive facilitator-to-participant ratio to allow individualized coaching. The program outcomes showed a marked increase in participants’ speaking fluency, self-efficacy, and conversational readiness. In addition, the activity successfully produced digital promotional assets (vlogs and podcasts) for the branding of “Mragen English Village” and established a Language Awareness Group to serve as peer tutors. These outputs lay a strong foundation for developing a sustainable English-speaking ecosystem and future edutourism initiatives within the Maospati District.
English Village; Communicative Language Teaching; Basic Conversation; Speaking Confidence; Mental Block Reduction; Edutourism; Mragen Community Empowerment
Copyright (c) 2023 Sopian, Resita Asri Hakiki, Yusuf Abdul Aziz https://creativecommons.org/licenses/by-sa/4.0
PEMATERI PELATIHAN TRY OUT TOEFL DENGAN SISTEM KOMPUTERISASI PADA SMK MAOSPATI MAGETAN
The competitiveness of Vocational High School (SMK) graduates in the global job market requires adequate TOEFL scores supported by strong digital literacy. However, students at SMK Maospati experience two major challenges: limited mastery of standardized test-taking strategies and low adaptability to the Computer-Based Test (CBT) format. This community service program aims to improve students’ academic readiness and technological proficiency through structured TOEFL CBT Try Out training. The activity was designed using an Andragogical and Computer-Based Training (CBT) approach and implemented in the school’s computer laboratory to optimize existing digital infrastructure. The program began with a computer-based Pre-Test to map students’ initial proficiency in Listening, Structure, and Reading. The core training emphasized strategy acquisition, problem-solving skills, time management techniques, and familiarization with the CBT interface to reduce technology-related test anxiety. The outcomes showed an increase in students’ Post-Test scores, the availability of a strategic TOEFL CBT learning module for independent study, and the handover of a CBT/IBT simulation system to ensure program sustainability. Overall, this activity successfully strengthened students’ self-efficacy and digital literacy, equipping them with essential competencies for future employment and higher education pathways.
TOEFL Training; Computer-Based Test (CBT); Digital Literacy; Test-Taking Strategies; Vocational High School; SMK Maospati
Copyright (c) 2023 Lilik Purwaningsih, Suyanto, Gracesella Joice Febryana https://creativecommons.org/licenses/by-sa/4.0
PELATIHAN PENYUSUNAN PENELETIAN KUALITATIF BAGI GURU DI SDN TANJUNGREJO 3
Education at SDN Tanjungrejo 3 faces challenges associated with conventional teaching methods such as lectures and repetitive exercises, which contribute to low student motivation and limited conceptual understanding. Addressing this issue requires enhancing teacher professionalism, particularly through the ability to conduct Classroom Action Research (CAR) as a systematic approach to solving practical problems and developing contextual learning innovations. Leveraging the school’s agrarian village environment as a learning resource further increases the relevance and effectiveness of such innovations. This community service program aims to strengthen teachers’ competence in drafting qualitative research proposals with a focus on CAR. The training was conducted over two intensive face-to-face sessions using an andragogical approach, involving 10 teachers and 3 facilitators to ensure an optimal mentorship ratio. The implementation included interactive lectures to build foundational theoretical understanding, role-playing simulations to practice qualitative data collection techniques such as observation and interviews, and structured workshop sessions in which teachers received individualized coaching to begin drafting their proposals. The results indicated significant improvements in teachers’ conceptual comprehension and practical research skills. Each participant successfully completed at least Chapters I and II of their CAR proposal, based on authentic classroom issues. Additional outcomes included the production of initial digital learning resources and the establishment of a teacher learning community to support sustainable professional growth. This initiative is expected to create long-term impact by fostering a more innovative, reflective, and engaging learning ecosystem at SDN Tanjungrejo 3.
Qualitative Research; Classroom Action Research; Teacher Training; Learning Innovation; Professional Development; SDN Tanjungrejo 3.
Copyright (c) 2023 Retno Kusumastuti, Abdul Gafur, Hendi Wiriyantoni https://creativecommons.org/licenses/by-sa/4.0
PEMATERI PENGENALAN KOSA KATA BAHASA INGGRIS MELALUI FLASHCARD BAGI SISWA ASUH YAYASAN AL-KAHFI CABANG MADIUN
English language proficiency is an essential global competence; however, children often face challenges in vocabulary acquisition due to the use of learning methods that are less engaging and not developmentally appropriate. This community service program aims to introduce and strengthen basic English vocabulary mastery among foster students at the Al-Kahfi Foundation, Madiun Branch. The implementation was carried out through interactive learning activities incorporating flashcards as visual learning media. Flashcards were selected for their effectiveness in illustrating word meanings, supporting memory retention, and increasing students’ interest and participation in learning. The activity consisted of several stages, including introductory sessions, interactive question-and-answer discussions, and educational games designed to reinforce the vocabulary introduced. The results demonstrated a notable increase in students’ enthusiasm for learning English and an improvement in their retention of newly learned vocabulary covering themes such as everyday objects, animals, and daily activities. The sustainability of this program is expected to be supported by mentors at the foundation, who can continue applying the flashcard-based approach to maintain student learning motivation and enhance vocabulary mastery.
English Vocabulary; Flashcards; Learning Media; Community Service; Al-Kahfi Foundation; Children Education.
Copyright (c) 2023 Nurdani Yulian Ahmad, Suhardi, Salma Yuliana https://creativecommons.org/licenses/by-sa/4.0
Pelatihan Penulisan tindakan kelas (PTK) untuk guru-guru SMK Al- HIKAM Geger
The demands of teacher professionalism in the Education 4.0 era require educators to act as agents of innovation and engage in continuous self-reflection through Classroom Action Research (CAR). CAR plays a crucial role in improving evidence-based learning quality and is a fundamental requirement for supporting career advancement, particularly within the teacher promotion system. Preliminary observations at SMK Al-HIKAM Geger revealed a significant gap: most teachers experienced difficulties throughout the CAR writing process, from identifying actionable classroom problems to structuring reports based on scientific standards. This challenge has contributed to teachers’ reluctance to apply for promotion, ultimately hindering pedagogical innovation in vocational education settings. This community service program aims to enhance teachers’ competence in systematically compiling and completing CAR reports in accordance with scientific principles. The training was implemented using an intensive two-day andragogical approach centered on practical workshops and supported by an ideal participant-to-facilitator mentoring ratio (10:3). The focus of the activity included personalized coaching to help teachers translate classroom issues into a scientific framework, covering stages such as problem identification, formulation of qualitative research questions, and mastery of data collection techniques. The program generated three expected outcomes: (1) measurable improvements in teachers’ understanding of CAR methodology based on post-test results; (2) the production of at least one implementable CAR proposal draft by each participant; and (3) the development of a sustainable culture of research and reflective practice within the school. In the long term, this program supports the realization of evidence-based learning innovation, improvement in vocational education quality, and increased teacher success in career advancement through scientific publication. This initiative serves as a strategic investment in strengthening professional teaching standards.
Classroom Action Research; Teacher Professionalism; Vocational Education; Andragogical Training; Career Advancement; SMK Al-HIKAM Geger.
Copyright (c) 2023 Resita Asri Hakiki, Retno Kusumastuti, Kamilah Raudhatul Jannah https://creativecommons.org/licenses/by-sa/4.0
PENINGKATAN KEMAMPUAN BERBICARA BAHASA INDONESIA DENGAN METODE LIHAT UCAP UNTUK ANAK SDN 1 SUGIHWARAS
Continuous professional development for teachers is essential for creating innovative, enjoyable, and adaptive learning that aligns with the rapidly evolving challenges of the digital era. In the educational context of Maospati District, issues such as student boredom and low classroom participation highlight the need for more creative instructional strategies. This community service program aims to improve Indonesian language learning at SDN 1 Sugihwaras through the implementation of the See-Say Method, a visual-based instructional approach designed to stimulate students’ oral language production and address the limitations of traditional monologic teaching methods. The training was conducted using a blended approach grounded in adult learning principles (andragogy) and Project-Based Learning (PjBL). The sessions began with interactive lectures to activate teachers’ critical understanding, followed by guided workshops in which participants designed and developed ready-to-use See-Say instructional media that align with the curriculum and the local needs of Sugihwaras. The program generated three key outcomes: (1) Enhanced teacher pedagogical competence in designing, producing, and applying visual media—such as e-flashcards and photo storyboards—to stimulate students’ spoken language skills; (2) The creation of school digital assets consisting of validated See-Say media products, which function as a teacher digital portfolio; and (3) The transformation of the language learning ecosystem into a more dynamic, interactive, and supportive environment. Ultimately, the implementation of this program led to increased student motivation, active participation, verbal fluency, and confidence in communication at SDN 1 Sugihwaras.
See-Say Method; Speaking Skills; Indonesian Language Learning; Teacher Training; Learning Innovation; Primary School; Project-Based Learning.
Copyright (c) 2023 Sadino, Suyanto, Hendi Wiriyanton https://creativecommons.org/licenses/by-sa/4.0
Workshop model pembelajaran TGFU di SDN Gambiran
The Teaching Games for Understanding (TGfU) learning model serves as an innovative approach that emphasizes students’ comprehension of game tactics and strategies while encouraging critical thinking and problem-solving skills. At the same time, the urgency of strengthening character education during the golden age of primary school students, especially amid the challenges of the Digital 5.0 era, requires holistic and participatory teaching methods. This community service program aims to integrate the potential of TGfU and creative activities as a strategic solution for instilling character values in students living in metropolitan coastal areas with limited access to self-development facilities. The program was implemented using a blended method with a Project-Based Learning (PjBL) approach targeting teachers at SDN Gambiran, Maospati District. The activities began with an interactive lecture to explore teachers’ prior experiences and stimulate critical thinking, followed by a workshop involving the development of mini-media projects related to TGfU and character education. The program concluded with a post-test evaluation and a structured feedback session. The outcomes include both physical and non-physical products. The physical outputs consist of a creative activity guide module, collections of student creations, and prototypes of educational teaching aids. The non-physical outputs involve improved student knowledge of character values, enhanced social skills such as collaboration and teamwork, and strengthened teacher competence in implementing innovative character-based learning. In addition, this program contributes academic outputs in the form of a scientific publication in a reputable Community Service (PkM) journal and mass media dissemination. Overall, the program reinforces students’ character formation and supports schools’ roles as agents of social change.
Teaching Games for Understanding; TGfU; Character Education; Creative Activities; Primary School; Project-Based Learning; Teacher Competence.
Copyright (c) 2023 Suhardi, Sopian, Ika Rizkiya Suhaimi https://creativecommons.org/licenses/by-sa/4.0
Pelatihan Pemanfaatan e learning berbasis google workspace for education sebagai media pembelajaran interaktif di SDN Kraton 1
This community service (PkM) program responds to the growing demand for digital transformation in the post-pandemic era by addressing the digital competence gap among teachers at SDN Kraton 1. The training aims to optimize the use of Google Workspace for Education (GWfE) as interactive learning media and to support teachers’ transition from passive platform users to active developers of digital learning content. Using an andragogical approach and a blended learning model, the program integrates face-to-face sessions for conceptual understanding with online mentoring and hands-on practice, strengthened through a Project-Based Learning (PjBL) framework. The training modules cover core GWfE features, including Google Classroom for class management, Google Slides and Jamboard for collaborative presentations, and Google Forms for formative assessment and interactive quizzes. Through PjBL, teachers design instructional scenarios that foster students’ critical thinking and support interactive, technology-enhanced learning experiences. The program outcomes include increased teacher digital competence, the development of a digital learning resource repository (including automated assessment tools), and the formation of an internal trainer team to ensure program sustainability. Pre-test and post-test results show an improvement in teachers’ technical skills and a positive shift in their teaching practices. Overall, the program strengthens SDN Kraton 1’s readiness to meet 21st-century learning demands through systematic and scalable digital integration.
Google Workspace for Education; Interactive E-Learning; Digital Competence; Project-Based Learning; Teacher Training; Primary School.
Copyright (c) 2023 Abdul Gafur, Lilik Purwaningsih, Abdin Tafdwillah https://creativecommons.org/licenses/by-sa/4.0
Motivasi Pembelajaran dan Percakapan Bahasa Inggris melaui Media Film Bagi SMP 2 Maospati
This community service program aims to address the digital competence gap among teachers and promote learning innovation by enhancing learning motivation and English conversation skills through the use of film media, along with general digital content development at SMP Negeri 2 Maospati, Magetan Regency. The program was designed using an andragogical approach and an applied-participatory training model that focuses on strengthening both pedagogical and technical competencies. The implementation combines interactive lectures for conceptual understanding with guided hands-on practice in creating visual learning media using Canva and developing interactive assessments through Quizizz. The culmination of the training involved a project-based learning activity in which each participant was required to produce a digital teaching media product aligned with their subject area. The main outcomes of the program include various digital teaching media products—such as instructional videos, interactive quizzes, and infographics—created directly by the participating teachers. In addition, the implementation team provided a practical module or handbook to the school as a reference for continuous self-directed training. Program effectiveness was measured through pre-test and post-test comparisons to verify improvements in participants’ competence and understanding. All processes, including participants’ work, were documented in a video documentary and a publicly accessible digital portfolio to serve as concrete evidence of the program’s achievements. This community service initiative is expected to strengthen teachers’ confidence and independence in innovating, thereby providing substantial benefits to educators, the partner school, and the overall quality of students’ learning experiences.
Digital competence, learning motivation, English conversation, film media, Canva, Quizizz, participatory training, SMP Maospati
Copyright (c) 2023 Suyanto, Sadino, Lathifatul Iftinan https://creativecommons.org/licenses/by-sa/4.0
Teaching Speaking Using Descriptive Dialogues and Information Gap Activities for First-Grade Students of SMK Maospati Magetan
This study investigates the effectiveness of using descriptive dialogues combined with information gap activities to enhance the speaking skills of first-grade students at SMK Maospati Magetan. Employing a descriptive qualitative research design, the study examines how these instructional techniques improve students’ oral fluency, classroom engagement, and communicative competence. Data were collected through classroom observations, students’ speaking performances, instructional documents, and interviews with the English teacher. The analysis focuses on identifying improvement patterns, learning challenges, and the pedagogical implications of implementing the techniques. The findings show that descriptive dialogues, when integrated with information gap activities, significantly increase students’ participation, confidence, and willingness to speak. Improvements were observed in pronunciation, vocabulary use, sentence construction, and fluency. The requirement to exchange missing information fostered authentic communication and meaningful peer interactions. However, challenges such as limited vocabulary, low self-confidence, and difficulty maintaining conversational flow remained evident. These constraints were influenced by varying levels of language exposure and learners’ differing abilities to process information during speaking tasks. The study concludes that combining descriptive dialogues and information gap activities is an effective instructional strategy for teaching speaking, aligning with communicative language teaching principles by promoting learner-centered, interactive, and purpose-driven communication. Recommendations include integrating structured dialogue practices, providing vocabulary scaffolding, offering continuous feedback, and using contextualized materials to sustain motivation and participation.
Speaking Skills; Descriptive Dialogues; Information Gap Activities; Communicative Competence; Classroom Interaction
Copyright (c) 2024 Sopian, Suyanto, Riski Hendriaan https://creativecommons.org/licenses/by-sa/4.0
An Analysis of Punctuation of Direct and Indirect Speech in the Writing of First- Grade Students at SMK Maospati, Magetan
This study examines the accuracy of punctuation in direct and indirect speech in the English writing of first-grade students at SMK Maospati, Magetan. Using a descriptive qualitative approach supported by error analysis, the research identifies common types of punctuation errors, evaluates students’ accuracy levels, and explores contributing factors to these mistakes. Data were collected from students’ written assignments, classroom observations, and interviews with teachers, complemented by library research to strengthen linguistic analysis. The findings indicate that students frequently make errors in punctuating direct speech, particularly in the placement of quotation marks, commas, capitalization, and sentence-ending punctuation. In indirect speech, students often misuse or overuse quotation marks, incorrectly place commas, and produce hybrid structures that blend direct and indirect conventions. Overall accuracy levels were low and inconsistent, especially when students encountered complex sentence forms. Factors contributing to these errors included L1 interference, limited explicit instruction, insufficient exposure to accurate English texts, inadequate corrective feedback, and cognitive overload during writing tasks. The study concludes that explicit and systematic instruction on punctuation supported by contextualized examples and guided practice is essential for improving students’ writing accuracy. Recommendations include strengthening classroom instruction, increasing reading exposure, and developing pedagogical materials that emphasize punctuation in reported speech.
Punctuation, direct speech, indirect speech, error analysis, writing accuracy, vocational students
Copyright (c) 2024 Resita Asri Hakiki, Sadino, Dara Ayustina https://creativecommons.org/licenses/by-sa/4.0
Improving the Understanding of Respecting Collective Decisions through the Role-Playing Method in Civic Education for Fifth-Grade Students in the Second Semester at SDN 1 Purwosari, Babadan District, Ponorogo Regency
This study examines the effectiveness of the role-playing method in improving fifth-grade students’ understanding of respecting collective decisions in Civic Education (PKn) at SDN 1 Purwosari, Babadan District, Ponorogo Regency. Grounded in principles of democratic education, experiential learning, and participatory pedagogy, the research employs a Classroom Action Research (CAR) design conducted in two cycles consisting of planning, action, observation, and reflection. Data were collected through observations, learning outcome tests, interviews, and documentation, and were analyzed using both qualitative and quantitative approaches. The findings reveal substantial improvements in students’ cognitive understanding, social interaction, and affective appreciation of collective decision-making. Students demonstrated increased participation, clearer expression of opinions, greater respect for peers’ viewpoints, and stronger willingness to accept group decisions. Test scores also showed significant gains from Cycle I to Cycle II, supported by qualitative evidence of enhanced cooperation, communication, and democratic behavior. Factors contributing to the successful implementation included effective scenario design, teacher guidance, balanced group composition, supportive learning media, and reflective dialogue. The study concludes that role-playing is an effective pedagogical strategy for strengthening democratic values in elementary Civic Education. It recommends systematic integration of role-playing into PKn instruction, enhanced teacher training, development of contextual learning scenarios, and further research across broader educational settings. The findings contribute to character education and the cultivation of responsible young citizens.
Civic Education; Role-Playing Method; Collective Decision-Making; Democratic Values; Elementary Students; Classroom Action Research.
Copyright (c) 2024 Sadino, Abdul Gafur, Hanisa Kusdiana https://creativecommons.org/licenses/by-sa/4.0