Publication Search

Community Service Program (KKN) is a form of student community service by directly applying scientific knowledge in the field. The 2025 Unimed KKN was conducted in Durin Simbelang Village, Pancur Batu District, Deli Serdang Regency, with the aim of empowering local potential and improving the quality of education, social, and environmental aspects of the village. This research used a qualitative descriptive approach with participatory methods, in which students actively engaged with the community in each program. Data were collected through observation, interviews, documentation, and direct participation, then analyzed descriptively through the stages of reduction, presentation, and conclusion. Research findings indicate that the Community Service Program (KKN) has had a significant impact in various aspects. In the economic sector, the downstreaming and marketing of processed starfruit products has successfully improved residents' skills in processing harvested produce into value-added products. In the educational sector, activities such as "Ceria Calistung Ceria," "Si Cerdik Math," "English Fun Club," "Savings for Small Change," "Education for the Creative Economy," and "Wisdom Digital Literacy" have proven effective in improving academic skills, creativity, and positive character traits among the younger generation. In the social and environmental aspects, the "gotong royong" (mutual cooperation) program, rhythmic gymnastics, educational trash signage, volleyball court construction, gate decoration, and 17th August competitions have strengthened social cohesion, raised awareness of healthy living, and increased concern for environmental cleanliness.

Sustainable learning should begin with strengthening basic skills such as reading, writing, and arithmetic (calistung). This is heavily influenced by the teaching methods, media, and teaching modules used. Adapting the content into student activities through modules is key to improving the quality of the learning process. In response to this issue, the Community Service Team (PkM) conducted a Training on Preparing Teaching Modules at the Swara Peduli Ceria Foundation, located in Klender, East Jakarta. This training aimed to assist educators at the learning center in developing relevant and impactful teaching modules for children. The activity was held at the Learning Center Hall of the Swara Peduli Ceria Foundation, with 15 participants attending. The training was carried out in five stages: (1) initial preparation, (2) activity presentation, (3) delivery of material, (4) activity evaluation, and (5) follow-up. Participants were given both theoretical materials and practical experience in developing teaching modules. The results showed an improvement in the participants' ability to design teaching modules that were appropriate for the needs of the children at the learning center. The final product, a collaboratively developed teaching module, was considered beneficial and practical for the educators to implement in their lessons. This activity provided a positive impact not only for the participants but also for the quality of learning at the center. The PkM program strengthened the role of higher education institutions in supporting sustainable education for the community. By helping educators in preparing suitable teaching materials and modules, the program contributed to enhancing the learning environment for children, ensuring that the education they receive aligns with their developmental needs. This initiative also highlights the importance of collaboration between universities and local educational institutions in improving education quality and fostering sustainable growth in the community.

Papua Province remains at the top in addressing illiteracy issues. The Community Literacy Development Index (IPLM) in Papua Province stands at 20.02, significantly lower than the national IPLM average of 64.48. In 2022, it was reported that the literacy rate among individuals aged 15–59 in Papua Province was 81.53%, indicating that nearly 20% of this age group in the province is still unable to read, write, or perform basic arithmetic.  According to the head of the South Papua Province Education and Culture Office, over 36,252 children who should be attending primary to senior high school are either out of school or have dropped out. Merauke Regency contributes the highest numbers compared to other regencies. The purpose of this community service initiative is to provide literacy and numeracy (calistung) education to children who have dropped out or never attended school. The implementation method comprises three stages: planning, execution, and evaluation.The results of three months of calistung teaching at *Bevak Pintar* showed significant improvement in the reading, writing, and arithmetic skills of children who had dropped out of school or had never attended school.

The " Sekolah Sungai " program in Gunung Anyar Tambak, Surabaya, is an initiative by PLN since 2018 to raise literacy and skills among the community of interests around the river. This program includes various activities focused on learning about nature and ways to protect the fence environment. PPK Ormawa HIMANATA, which stimulate the opportunity to supply suffer innovations for learning at the Sekolah Sungai, created introduction in five literacy, fine art, and creative science corners. These include the Calistung Corner, English Corner, Kolase-Diorama Corner, Film Corner, and Art Corner. This study propose to identify the impact of the program on the literacy development of children and the surrounding community, equally substantially as to provide an rating of the strength of each learning corner. This is bear to service as a guideline for the community to prolong the literacy corner program, particularly the foundation within these five literacy corners.

Calistung learning is part of the Early Childhood Education (PAUD) Curriculum. Basically, Khalistan learning focuses on teaching reading, writing and arithmetic skills. This is stated in Appendix I to the Regulation of the Minister of Education and Culture of the Republic of Indonesia (Permen) No. 137, Content Standards for Developmental Achievement Levels for Children 4-5 Years and 5-6 Years (STPPA). 2014. This introduction aims to prepare children to continue to the next level of education, namely basic education. However, the ideal Calistung PAUD learning model is still a serious problem in a broader context, especially when combined with the possibility of further SD/MI entrance exams in the form of the Calistung test. Many elementary schools/MIs hold Calistung entrance exams as a prerequisite for accepting new students according to standards  

This research aims to evaluate the role of students in the Practical Lecture and Community Service (KPPM) program from the Tarutung State Christian Religion Institute (IAKN) to improve reading, writing and arithmetic skills (calistung. As well as to explore and analyze the role of students in practical and community service lectures to the community (kppm), in improving the calistung abilities of children in the village of Pagarbatu. In this journal, researchers will discuss the role of practical college students and community service in increasing calistung among children in the village of Pagarbatu. The results of the research show that KPPM students play a significant role in developing children's calistung skills at the Pagarbatu village elementary school. Apart from that, student involvement in community activities also contributes to strengthening social relations and community support for children's education. This research concludes that the KPPM program involving students can be an effective model in improving the quality of basic education in rural areas. The recommendation given is that there needs to be continued support from educational institutions and local governments to expand and deepen the positive impact of this program.    

This research evaluates the effect of the mutual cooperation program and free Calistung learning for grade 1 elementary school students in Pagar Batu village on improving environmental cleanliness and academic skills. The research method uses a participatory approach where parents, teachers and the local community are actively involved. The implementation of the mutual cooperation program has succeeded in making people aware of the importance of maintaining a clean environment. Regular mutual cooperation creates a cleaner and healthier environment. Calistung Tutoring fees have a positive impact on students' academic abilities, especially reading and mathematics abilities. By working together, the community participates in cleaning up the surrounding environment, including cleaning blocked drains. Tutoring Calistung, meanwhile, takes place under the guidance of a qualified teacher or volunteer. The material is adapted to the elementary school curriculum to improve students' academic abilities. This program has good potential to improve environmental cleanliness and student academic achievement. Recommendations include increasing the number of stakeholders and expanding the program so that its impact on society is broader and more sustainable.  

Literacy and numeracy are basic competencies needed by students to analyze reading and numbers in various contexts.  Based on the research results, it is known that the literacy and numeracy competencies of students in Indonesia are still very lacking. For this reason, the Ministry of Education and Culture, through the Merdeka Belajar Kampus Merdeka (MBKM) policy, is holding a program called the Teaching Campus, which invites students to contribute to strengthening students' literacy and numeracy learning, especially at the junior high school level. Students work directly to help schools, teachers and students according to school conditions and existing needs. The student activities in implementing this campus teaching program are prepared in the form of a RAK (Collaborative Action Plan). However, before that the students are handed over by the field supervisor to the school, then the students carry out school observations. Once they felt they had enough observation data, students created a RAK with the main target of developing the quality of literacy and numeracy. In line with this, students carry it out together with a team that has been formed by the campus teaching program organizing committee. All activities include teaching in class, calistung tutoring, garden improvements, green parks, Bible study, art lessons, literacy trees, reading corners, helping with administration in employee offices, student character training, mutual cooperation, morning cleaning, helping with daily pickets, and development Student talent is a program that the student team carries out during the assignment period at the placement school for the class 7 campus teaching program at SMP Negeri 1 Palipi, JL. Mogang Harbor District. Palipi, Kab. Samosir.

Calistung  merupakan  salah  satu  kemampuan  dasar yang perlu dimiliki setiap individu yang  terdiri  dari  kemampuan  membaca,  menulis  dan  berhitung,  dimana hal tersebut sangat  penting  untuk  memudahkan  seseorang  dalam  berkomunikasi  baik secara bahasa, tulisan dan angka. Akan tetapi, kualitas pendidikan di SDN Baruh 3 Sampang bisa terbilang masih rendah terutama pada anak usia sekolah dasar. Berdasarkan permasalahan yang dihadapi oleh penulis pada saat mengajar siswa kelas 2 antara lain, sebagian besar siswa di kelas tersebut masih belum bisa membaca, menulis, dan berhitung dengan baik sehingga mereka kesulitan untuk memahami materi yang disampaikan oleh guru. Kondisi tersebut juga disebabkan oleh pihak keluarga yang kurang mendukung anaknya untuk belajar di rumah serta pihak sekolah yang cenderung kurang bervariasi dalam memberikan metode pembelajaran bagi siswa. Salah satu solusi yang ditawarkan oleh penulis untuk mengatasi permasalahan tersebut yaitu  dengan menerapkan model pembelajaran VAK, dimana model pembelajaran VAK mengoptimalkan ketiga modalitas yang telah dimiliki setiap individu yang bertujuan untuk menjadikan siswa belajar dengan nyaman.  

Kegiatan ini dimotivasi oleh keadaan anak-anak asli papua yang putus sekolah dan tidak sekolah, mendapatkan pembelajaran non formal dari unit PKBM. Metode yang digunakan adalah pendampingan pembelajaran calistung kepada anak-anak PKBM Jehova Jireh, tahapan yang dilakukan tim yakni, persiapan, dan pelaksanaan. Lokasi pengabdian berada di dalam kota Merauke, namun bila cuaca hujan, maka tim akan kesulitan untuk menuju lokasi karena kondisi tanah yang sangat berlumpur. Pelaksanaan berlangsung selama 7 kali pertemuan. Tim pengabdian menjadi pengajar dan pendamping anak-anak dalam kegiatan belajar mengajar. Kelas terdiri dari 3 kelompok belajar, dengan jumlah total anak-anak sebanyak 50 orang. Materi pendampingan yang diberikan adalah membaa, menulis, dan berhitung yang disesuaikan dengan kelompok belajar. Hasil yang diperoleh, bahwa terdapat 65 % anak usia 4-6 tahun yang mampu mengenal huruf, dan angka, 70% anak usia 7-9 tahun yang memiliki kemampuan calistung yang baik, dan 80% pada usia 10-13 tahun.

Minat belajar merupakan hal yang sangat penting dan perlu untuk ditingkatkan dalam proses pembelajaran. Karena apabila anak tidak memiliki minat belajar atau tidak mampu meningkatkan minat belajar maka proses pembelajaran pun akan sulit untuk diterima. Oleh karena itu peran orangtua Kristen sebagai pendidik sangat penting guna meningkatkan minat belajar anak usia 13-15 tahun. Situasi sosial dalam penelitian ini yaitu Dusun Tabik yang terletak di Desa Jelimpo Kecamatan Jelimpo Kabupaten Landak. Ada beberapa masalah yang ditemukan di Dusun Tabik seperti kemajuan ilmu pengetahuan dan teknologi yang pesat menyebabkan anak lebih memilih bermain media sosial atau bermain game online ketimbang belajar, proses pembelajaran di sekolah yang kurang aktif sehingga anak merasa bosan dan tidak memahami pembelajaran, materi pembelajaran yang tidak terserap dengan baik, dan belum mampu calistung (baca, tulis, hitung). Melihat persoalan tersebut, maka peneliti ingin meneliti peran orangtua Kristen sebagai pendidik dalam meningkatkan minat belajar anak usia 13-15 tahun. Oleh karena itu penelitian ini bertujuan untuk: Menjelaskan peran orangtua Kristen sebagai pendidik; (2) Memaparkan upaya meningkatkan minat belajar anak usia 13-15 tahun; (3) Menjelaskan peran orang tua Kristen sebagai pendidik dalam meningkatkan minat belajar anak usia 13-15 tahun. Metodologi penelitian yang peneliti gunakan yaitu metodologi penelitian kualitatif – studi lapangan dengan pengumpulan data observasi wawancara. Hasil penelitian yang diharapkan adalah dengan terlihatnya peran orangtua Kristen sebagai pendidik dan meningkatnya minat belajar anak usia 13-15 tahun di Dusun Tabik Desa Jelimpo Kecamatan Jelimpo Kabupaten Landak. Rumusan teori yang ditemukan yaitu minat belajar anak usia 13-15 tahun akan meningkat apabila orangtua mampu menjalankan perannya sebagai pendidik dengan baik. Kesimpulan yang didapatkan yaitu orangtua Kristen harus mampu menjalankan perannya sebagai pendidik dengan sikap hati yang rela berkorban demi anak guna meningkatkan minat belajar anak usia 13-15 tahun di Dusun Tabik Desa Jelimpo Kecamatan Jelimpo Kabupaten Landak.

Membaca menulis berhitung merupakan kemampuan dasar yang harus dimiliki anak dan sangat penting dalam keberhasilan pendidikan dan perkembangan hidupnya. Jika kemampuan anak terhadap kemmapuan dasar tersebut cukup baik, maka kemampuan literasi sebagai penunjang keberhasilan dalam pendidikan maupun pekerjaan akan mudah tercapai. Namun sistem pendidikan dan capaian pembelajaran di PAUD dan SD sangat berbeda. Hal ini yang menyebabkan perbedaan persepsi antara pendidik dan orang tua dalam memandang pembelajaran calistung pada anak usia dini. Tujuan pengebdian ini adalah untuk memberikan pemahaman tentang karakteristik perkembnagan  anak sesuai usia dan kebutuhannya.  Metode yang digunakn dalam kegiatan ini adalah melakukan analisis awal tentang terkait pemahaman orang tua dalam pendidikan anaknya, melakukan persiapan dan melaksanakan pengabdian dan pendampingan setelah dilakukan sosialisasi dan materi pengabdian. Hasilnya ada peningkatan pemahanan sebesar 50% dari pre test dan post test. Data dikumpulkan berdasarkan tes (pre tes dan posttest), wawancara ,  pengamatan dan dokumen hasil pekembangan anak.