Refisa Ananda, Sri Tatminingsih, Valeria Yekti Kwasaning Gusti, Sari Wardani Simarmata, Efraim Bavo Priyana

Pemberdayaan Guru Migran Melalui Pelatihan Media Pembelajaran Berbasis Budaya: Kolaborasi Pengabdian Internasional

Introduction

Pemberdayaan guru migran melalui pelatihan media pembelajaran berbasis budaya: kolaborasi pengabdian internasional. Program pemberdayaan guru migran di Sabah, Malaysia, melalui pelatihan media pembelajaran berbasis budaya Indonesia. Tingkatkan kompetensi, strategi mengajar, dan identitas nasional siswa di luar negeri.

Abstract

This community service program aims to enhance the skills of migrant teachers in Sabah, Malaysia, in designing and implementing learning media that integrate elements of Indonesian culture into classroom teaching practices. The implementation method employed Participatory Action Research (PAR) combined with a needs-based participatory training approach. Evaluation instruments included pre-tests and post-tests, which were analyzed using both quantitative and qualitative descriptive methods. The results of this community service activity showed improvements in teaching strategies, increased student engagement, and stronger connections with Indonesia’s cultural heritage. By integrating Indonesian cultural values into the learning process, this program not only enhanced teachers’ professional competencies but also fostered a sense of pride and national identity among students, helping them maintain a connection with their homeland while living abroad.

Review

This community service program, titled "Pemberdayaan Guru Migran Melalui Pelatihan Media Pembelajaran Berbasis Budaya: Kolaborasi Pengabdian Internasional," presents a highly relevant and timely initiative. The abstract effectively highlights the critical need to empower migrant teachers in Sabah, Malaysia, by equipping them with skills to integrate Indonesian cultural elements into their teaching. The focus on cultural preservation and identity formation among students living abroad is particularly commendable, addressing a vital aspect of diaspora education often overlooked. The project's nature as an international collaborative effort further underscores its significance and potential for cross-cultural impact, making it a valuable contribution to the discourse on transnational education and community support. Methodologically, the program employed a Participatory Action Research (PAR) approach combined with needs-based training, which is well-suited for community engagement and sustainable skill development. The use of pre-tests and post-tests, analyzed through quantitative and qualitative descriptive methods, provides a robust framework for evaluating the program's effectiveness. The reported outcomes, including improvements in teaching strategies, increased student engagement, and stronger connections to Indonesia's cultural heritage, demonstrate tangible and positive impacts. Crucially, the abstract emphasizes not only enhanced professional competencies for teachers but also the fostering of national pride and identity among students, which are profound contributions to their well-being and cultural continuity. Overall, this initiative offers a valuable model for future community service programs aimed at supporting migrant populations and preserving cultural heritage through education. The program's success in cultivating a sense of belonging and national identity among students abroad has significant implications for educational policy and practice in diaspora communities. While the abstract effectively outlines the program's successes and methodology, a full paper would ideally delve deeper into the specific cultural elements integrated, the challenges encountered during implementation, and the long-term sustainability mechanisms. Nevertheless, this abstract clearly signals a well-conceived and impactful project that warrants broader dissemination and consideration within the fields of education, cultural studies, and international community development.

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