DEVOTIONIS

Development of Excellence in Sugihwaras Village "Kampoeng Konveksi": Career Guidance Through Patchwork Craft Training

Indah Zahro — 2026-02-14

This community service aims to develop the advantages of the "Kampoeng Konveksi" of Sugihwaras Village, Bojonegoro Regency with a career guidance program through patchwork training. Sugihwaras Village is known as Kampoeng Convection because most of the people have sewing skills and a home convection business. In the convection business, pieces of fabric called patchwork remain. Large quantities of patchwork that have not been utilized optimally are potential that wants to be processed and developed. The method carried out in this service is ABCD (Asset Based Community Development), with several stages, namely inculturation, discovery, design, definition and reflection. The implementation of this career guidance was held together with the Sugihwaras Village government by carrying out patchwork craft training. Career guidance through this training aims to improve skills, change people's perspective on patchwork as a productive asset, and encourage the birth of creative product innovation. As a result, the activity succeeded in improving the skills of residents, motivating the entrepreneurial career spirit, and producing a new community, namely the Sugihwaras Perca Gallery which functions as a forum for the sustainability of the program. Thus, the implementation of service not only has a short-term impact, but also opens up opportunities for sustainable creative economy development.

Collaborative Mentoring to Strengthen Pedagogical Competence at SMP Negeri 11 Ambon

Paul Arjanto — 2026-05-16

Teachers' pedagogical competence was a strategic determinant of instructional quality, especially in schools adapting to flexible, student-centered curriculum reform. This community service article reported the initial implementation of a collaborative mentoring program for teachers at SMP Negeri 11 Ambon, Amahusu, Ambon City. The activity aimed to strengthen teachers' understanding of pedagogical competence, active learning, participatory classroom management, and the use of simple and digital learning media. A community-based service design was applied through preparation, implementation, and evaluation stages. Data were collected through coordination notes, participatory observation, teaching document review, reflective discussion, and a simple participant response questionnaire. The implementation consisted of a mini-seminar, interactive group discussion, case analysis of teaching documents, and collective reflection. The results showed that the mentoring process helped teachers identify the gap between administrative lesson planning and meaningful instructional design. Teachers became more aware of the need to align learning objectives, student characteristics, learning activities, learning media, and formative assessment. The collaborative forum also encouraged peer exchange and produced an initial classroom follow-up plan. The main outputs included a pedagogical competence strengthening module, an implementation flow model, and a descriptive monitoring framework for school-based reflection. The program concluded that collaborative mentoring was feasible as an entry strategy for teacher professional development in an island-based school context. Future activities should include longer workshops, classroom coaching, microteaching, and measurable evaluation of competence improvement.

Resilience as a Key to Becoming a Strong and Adaptive Individual

Dwi Prasetyo Rini — 2026-05-16

Resilience refers to an individual's capacity to recover from adversity, manage stress, and regain physical, psychological, and social stability after experiencing difficult life events. This article aims to examine the extent to which individuals develop resilience and to identify the personal and environmental factors that support or hinder resilient functioning. The study used a literature review approach by analyzing selected national and international journal articles, books, and relevant academic sources on resilience, self-esteem, social support, school well-being, toxic relationships, parental divorce, and self-harm history. The reviewed literature indicates that resilience is shaped by the interaction between risk factors, such as trauma, anxiety, pressure, and negative life experiences, and protective factors, such as self-esteem, peer support, emotional regulation, school well-being, and positive meaning-making. Several studies show that individuals exposed to stressful or adverse conditions often demonstrate low to moderate resilience, particularly when they lack effective coping strategies and supportive social systems. Therefore, resilience should not be understood merely as the ability to endure hardship, but as a dynamic developmental process that enables individuals to recover, adapt, learn from adversity, and construct a more meaningful future. The findings imply that guidance and counseling services should strengthen resilience through preventive, developmental, and restorative interventions that promote self-understanding, emotional regulation, optimism, and adaptive coping.

Improving Teacher Competence at SD Negeri 002 Lubuk Baja, Batam City, Through Principal Leadership

Wisnu Febri Susanto — 2026-05-16

This Community Service Program (PKM) aimed to improve teacher competence at SD Negeri 002 Lubuk Baja, Batam City, through strengthened principal leadership. The program responded to limited communication, delayed information, and insufficient professional guidance for teachers. It was conducted from September to October 2025 using a participatory and andragogical approach involving training, mentoring, simulation, group discussion, and evaluation. The activity emphasized transformational, democratic, participative, and instructional leadership to improve pedagogical, professional, social, and personality competence. The results showed that teachers' average competence score increased by 17.6%, from 73.2 in the pre-test to 86.1 in the post-test, with the highest improvement in professional competence (22.5%). The program also strengthened communication, collaboration, supervision, and teacher motivation.

Artificial Intelligence Integration Training in The Creation of Innovative Learning Media

Sitti Roskina Mas — 2026-05-16

The digital era demands teachers to innovate in creating learning media. In response to this challenge, the community service team organized training on integrating Artificial Intelligence (AI) in the creation of innovative learning media. This community service activity aims to: (1) introduce the concepts and potential of AI in education, (2) train practical skills in using AI tools to create learning media, and (3) increase teachers' motivation to innovate. The training was conducted at MIT Al Ishlah Gorontalo, involving 47 teachers as participants. The method used was participatory, through a combination of material presentations, tutorials, and self-practice facilitated by the team. Based on pre-test and post-test results, there was a 75% increase in participants' understanding. Additionally, the satisfaction questionnaire recorded that 98% of participants felt the material delivered was relevant to their needs and they successfully created AI-based learning media prototypes during the workshop session. This activity proves that teachers' capacity in educational technology can be significantly enhanced through structured and applicative training, opening opportunities for digital transformation in the MIT Al Ishlah Gorontalo environment.