Mangabdi: Journal of Community Engagement in Religion, Social, and Humanities

Management and Financial Transparency Assistance to Build Public Trust in Madrasah Ibtidaiyah Muhammadiyah 3 Ngunut

2025-12-09T10:19:15+07:00

Management and financial transparency are crucial aspects in realizing accountable governance within educational institutions and fostering public trust. This community service program aims to enhance financial management capacity at Madrasah Ibtidaiyah Muhammadiyah (MIM) 3 Ngunut Ponorogo, making it more transparent, structured, and aligned with the principles of good governance. The program was implemented through four interconnected stages: program socialization, a workshop on the Model of a School Trusted by the Community, a workshop on management and financial transparency, and intensive mentoring for transparency implementation. The qualitative data analyzed consisted of observation notes, documentation of financial records, questionnaire responses on public trust indicators, outputs from focus group discussions and workshops, and SWOT analysis matrices. SWOT analysis was utilized as an analytical tool to examine internal and external conditions related to financial transparency implementation and to formulate strategic follow-up actions. The program employed a qualitative approach using a Participatory Action Research (PAR) design, emphasizing collaborative problem identification, joint action, and reflective evaluation involving madrasah stakeholders. The results indicate improved administrators’ understanding of financial recording and reporting principles, increased awareness of the importance of public transparency, and a strong institutional commitment to developing a digital-based financial reporting system. Enhanced communication and stakeholder participation also contributed to strengthening public trust between the madrasah, parents, and the wider community. This program contributes to the development of a professional, participatory, and integrity-based governance model for Islamic elementary education institutions and supports the achievement of the Sustainable Development Goals (SDGs), particularly Goal 4 (Quality Education) and Goal 16 (Transparent and Accountable Institutions).

School-Based Prevention–Oriented Socialization as a Strategy for Preventing Verbal Bullying

2025-12-26T04:32:48+07:00

Verbal bullying remains a prevalent issue in student interactions at SDN 06 Nagari Sumanik, occurring both in classroom settings and across the broader school environment. This condition prompted the implementation of a community engagement program in the form of School-Based Prevention–oriented socialization aimed at preventing verbal bullying from an early age. The program sought to enhance elementary school students’ understanding and awareness of the risks and consequences of verbal bullying while fostering a safe and supportive school climate. The activity employed a participatory educational approach conducted through three stages: planning, implementation, and monitoring. Data were collected through observation, interactive discussions, and assessments of students’ understanding before and after the intervention. The socialization activities included structured material delivery, educational video screenings, ice-breaking sessions, and question-and-answer discussions. The results indicate an improvement in students’ comprehension of the forms, impacts, and prevention of verbal bullying, as reflected in increased active participation and students’ ability to identify bullying behaviors. Overall, the program positively influenced students’ interaction patterns and demonstrates that the School-Based Prevention approach is an effective preventive strategy for reducing verbal bullying practices in elementary school settings.

Strengthening Islamic Religious Literacy and Children’s Communication Skills through Inter-Qur’anic Education Center Competition Activities

2025-12-15T14:50:08+07:00

Inter-Qur’anic Education Center (Taman Pendidikan Al-Qur’an/TPA) competition activities represent a form of student community service in the fields of education and religion. Low levels of Islamic religious literacy and limited communication skills among children in TPA remain prevalent, particularly with regard to basic understanding of Islamic teachings, social relationships, and interpersonal interaction. These conditions are closely related to the continued use of conventional and less varied learning methods. This community service program was implemented through inter-TPA competition activities aimed at strengthening children’s Islamic religious literacy, fostering social interaction, and enhancing communication between students (santri) and instructors (ustadz). The program employed a participatory and collaborative approach, implemented through several stages, including planning, coordination with TPA administrators, execution of competition activities, and evaluation of outcomes. Data were collected through observation, discussion, and documentation, while data analysis was conducted using a qualitative descriptive method. The results indicate that the program successfully increased children’s motivation to learn Islamic teachings, strengthened solidarity among TPAs, and fostered Islamic values among participants. Therefore, inter-TPA competition activities can be considered an effective method for strengthening Islamic religious literacy and improving children’s communication skills.

Building Social Harmony through Religious and Cultural Approaches in Jorong Dusun Tuo

2025-12-15T14:44:03+07:00

Social harmony is a crucial foundation for sustainable community life, particularly in religiously oriented communities where latent social fragmentation may emerge despite shared beliefs. This article examines a community empowerment initiative aimed at strengthening social harmony through religious and cultural approaches in Jorong Dusun Tuo, Nagari Limo Kaum. The program employed a participatory community empowerment approach that positioned community members as active agents in addressing social distance between two congregations with limited interaction. Religious engagement and local cultural activities were utilized as primary instruments for fostering inclusive interaction, trust-building, and collective participation. Data were collected through participatory observation, informal interviews, and reflective discussions, and analyzed descriptively to capture changes in social relations and community dynamics. The findings indicate that the integration of religious and cultural approaches effectively reduced social barriers, enhanced intergroup communication, and strengthened social cohesion without undermining existing identities. Religious values provided ethical motivation for unity, while cultural practices created experiential spaces for cooperation. This study concludes that empowerment-oriented social interventions grounded in local religious and cultural contexts offer a practical and adaptable model for strengthening social harmony in communities experiencing latent fragmentation.

A Community-Based Reading House Program to Enhance Reading and Writing Literacy among Elementary School Children in Nagari Gurun

2025-12-18T15:32:41+07:00

Low levels of reading and writing literacy among children remain evident in Nagari Gurun, Jorong Luak Gadang, Sungai Tarab District, both in formal school learning activities and in everyday life. In response to this condition, the community service team designed and implemented a Reading House program as an effort to strengthen literacy skills among elementary school children. This program employed a descriptive qualitative approach and was conducted through three main stages: planning, implementation, and monitoring. The program was carried out over a three-month period and involved 50 children, consisting of 31 girls and 19 boys, ranging in age from under seven to over thirteen years old. Data were collected through observation, interviews, and documentation. The results indicate a notable improvement in children’s reading and writing abilities, as reflected in increased reading fluency, better comprehension of simple texts, and enhanced ability to write short, coherent sentences. These improvements were evidenced through observations of learning activities, mentoring records, and comparisons between participants’ initial and final literacy skills. In addition, the program successfully fostered children’s interest in reading and learning motivation through the provision of reading materials, guided learning sessions, educational games, and interactive discussions. Overall, the community-based Reading House program proved to be an effective educational strategy for improving basic literacy skills and fostering a more literate learning environment in Nagari Gurun, Jorong Luak Gadang.