Kemampuan berhitung dasar merupakan fondasi penting dalam pembelajaran matematika, namun di wilayah 3T seperti Kecamatan Morotai Jaya, Kabupaten Pulau Morotai, kompetensi numerasi siswa masih tergolong rendah. Permasalahan mitra yang teridentifikasi meliputi kesulitan siswa dalam melakukan operasi hitung dasar secara cepat dan tepat, rendahnya motivasi belajar matematika, serta keterbatasan sarana dan strategi pembelajaran yang menarik. Kegiatan pengabdian ini bertujuan untuk meningkatkan kemampuan berhitung dasar siswa melalui pelatihan simulasi interaktif yang dirancang berbasis pendekatan kontekstual dan partisipatif. Metode pelaksanaan dilakukan melalui beberapa tahapan, yaitu koordinasi dengan sekolah mitra, pelaksanaan pretest untuk mengetahui kemampuan awal, pelatihan simulasi berhitung dasar dengan bimbingan dosen dan mahasiswa, serta evaluasi melalui posttest dan observasi aktivitas belajar. Media yang digunakan berupa perangkat simulasi digital dan lembar kerja berbasis permainan numerik untuk memperkuat keterampilan berhitung dan ketelitian siswa. Hasil kegiatan menunjukkan peningkatan signifikan pada kemampuan berhitung dasar siswa dengan rata-rata peningkatan skor sebesar 64,4% dari hasil pretest ke posttest. Aspek operasi campuran, kecepatan, dan ketelitian mengalami peningkatan paling tinggi. Selain peningkatan kognitif, kegiatan ini juga berdampak positif terhadap sikap dan motivasi belajar siswa, serta memperkuat kolaborasi antara perguruan tinggi, guru, dan sekolah dalam mendukung penguatan literasi numerasi di daerah 3T. Dengan demikian, pelatihan simulasi berhitung dasar ini terbukti efektif sebagai model pengembangan pembelajaran matematika kontekstual yang dapat direplikasi di wilayah dengan karakteristik serupa.
This Community Service (PkM) program aims to enhance participants’ knowledge and skills through intervention-based training, enabling them to educate their peers about the prevention of child marriage. The program was implemented in Belitung Regency, involving 31 participants from several schools. The program’s effectiveness was evaluated using a one-group pretest–posttest design with paired-sample t-tests. The results of the paired-sample t-test showed an increase in the mean pretest score (M = 17.9, SD = 4.51) and posttest score (M = 23.5, SD = 3.62), with a mean difference of 5.65 points—a statistically significant difference: t(30) = –7.18, p < .001. A very large effect size (Cohen’s d = 1.29) indicates that the training had a substantial impact on participants’ knowledge. The study’s findings underscore the importance of practical training-based interventions in fostering children’s capacity as peer educators, while also providing recommendations for broader implementation in other regions with similar characteristics.
The rapid development of artificial intelligence (AI) requires teachers to adapt in designing more innovative and contextual learning. However, most partner school teachers still face challenges in utilizing AI-based technology to develop effective teaching materials. This community service program aimed to enhance teachers’ capacity in developing adaptive AI-based student worksheets (LKPD) that support differentiated learning. The implementation consisted of socialization, training, practical mentoring, and feedback evaluation, involving 25 elementary school teachers. The results showed a significant improvement in teachers’ ability to use AI tools such as ChatGPT, Canva AI, and Quizizz AI to design interactive and contextual LKPD. Participant satisfaction surveys indicated that 72% rated the activity as very good and 28% as good. This program effectively improved teachers’ digital literacy and fostered creative integration of technology into classroom learning.
Sukanagalih Village in Cianjur, West Java is one of the villages located in an area prone to earthquake disasters. The 2022 earthquake in Cianjur claimed the lives of more than five hundred people, and thousands of refugees required major efforts to mitigate disaster risks. This region urgently needs to manage population data with digitalization for the purpose of disaster mitigation. Especially identifying the residents who are included into the category of vulnerable people affected by disasters, such as toddlers, children, pregnant women, the elderly and the disabled. In the event of the 2022 disaster, the distribution of aid to vulnerable people was inadequate due to the unavailability of data that can be readily accessed by the benefactors. This community service program aims to improve the capacity of village officials in managing population data, especially for disaster-prone groups through the digitalization. The activities in this program consisted of compilation of population data materials, creation of a digital application, implementation of the training program and evaluation of the activities. These activities received very good responses from the training participants, who were village officials from all elements, and there were a number of requests, wishing improvement to several features in the digital application.
Pelatihan pembuatan Alat Permainan Edukatif (APE) berbasis ecobrick dilaksanakan untuk meningkatkan kompetensi guru PAUD dalam memanfaatkan limbah plastik sebagai media pembelajaran yang ramah lingkungan. Tujuan kegiatan ini adalah membekali guru dengan keterampilan merancang dan memproduksi APE yang sesuai dengan prinsip Kurikulum Merdeka sekaligus menanamkan nilai keberlanjutan sejak dini. Metode yang digunakan adalah workshop partisipatif dengan pendekatan Participatory Action Research (PAR), melibatkan 28 guru PAUD dari lima kelompok bermain di Kabupaten Takalar. Tahapan pelatihan mencakup sosialisasi, praktik pembuatan ecobrick, produksi APE, serta refleksi dan evaluasi. Hasil kegiatan menunjukkan peningkatan keterampilan guru dalam merancang APE berbasis daur ulang, terbukti dari terciptanya berbagai prototipe seperti balok warna, puzzle geometris, dan meja belajar mini. Selain itu, terjadi perubahan sikap guru terhadap pengelolaan sampah plastik, ditandai dengan terbentuknya ecobrick corner di beberapa sekolah dan komitmen kolaboratif untuk mengintegrasikan media tersebut ke dalam Rencana Kegiatan Mingguan (RKM). Implikasi kegiatan ini menegaskan bahwa pendidikan berbasis lingkungan dapat menjadi katalis perubahan perilaku, sekaligus menawarkan model pelatihan yang dapat direplikasi di daerah lain untuk mendukung pencapaian SDGs poin 4 (pendidikan berkualitas) dan 12 (produksi dan konsumsi berkelanjutan
