Agro Mopomulo Movement: An Integrative Thematic Community Service Model Based on Language Literacy, Islamic Values, and Community Entrepreneurship
DOI:
https://doi.org/10.59966/h85abb42Kata Kunci:
thematic community service, community empowerment, agro-education, language literacy, Islamic education, community entrepreneurshipAbstrak
Purpose - This study aims to develop, implement, and evaluate the Agro Mopomulo Movement, an integrative thematic community service (KKS) model that combines language literacy, internalization of Islamic values, and community entrepreneurship, addressing the fragmentation commonly found in conventional single-disciplinary community service programs at Islamic higher education institutions.
Design/Methodology/Approach - The program employed a Participatory Action Research (PAR) approach through five stages: social mapping, cross-disciplinary thematic module design, implementation of the planting movement, participatory mentoring, and indicator-based evaluation. Data were collected through participatory observation, semi-structured interviews, and document analysis involving nine KKS students, five village officials, ten housewives, and ten mosque youth, then analyzed descriptively using pre- and post-intervention comparison across four success indicators.
Findings - Results show an increase in yard utilization from 28% to 65% of households, community participation in environmental activities from 25% to 70%, and language-learning engagement from 20% to 60%, alongside the formation of four household backyard-farming groups and an average 15% monthly saving on food expenditure. Islamic values of tafakkur, taisir, and fitrah were observed to manifest operationally through students' reflective language toward numerical and ecological patterns, reduced anxiety in adopting new practices, and voluntary learning initiative.
Originality/Value - This program contributes an integrative model that converges ecological activity, contextual language learning, Islamic environmental ethics, and household agropreneurship within a single community platform, offering Islamic higher education institutions a replicable alternative to the commonly fragmented, single-disciplinary thematic KKS model.
Referensi
[1] J. W. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 4th ed. Thousand Oaks, CA, USA: Sage Publications, 2014.
[2] E. Rochaendi, Y. Ariyani, I. Sari, M. Mahfud, N. Kholik, K. Rouzi, N. Afifah, and Z. Nazibi, “Pelaksanaan KKN-Tematik: Mengoptimalisasi Disseminasi Pembangunan Perdesaan dan Pemberdayaan Masyarakat,” BERDAYA: J. Pendidikan dan Pengabdian Kepada Masyarakat, vol. 6, no. 1, pp. 75–92, 2024, doi: 10.36407/berdaya.v6i1.1003.
[3] C. Röger-Offergeld, J. Kurfer, and H. P. Brandl-Bredenbeck, “Empowerment through participation in community-based participatory research—effects of a physical activity promotion project among socially disadvantaged women,” Front. Public Health, vol. 11, art. 1205808, 2023, doi: 10.3389/fpubh.2023.1205808.
[4] S. Kemmis and R. McTaggart, The Action Research Planner: Doing Critical Participatory Action Research. Singapore: Springer, 2014.
[5] R. Marsh, Working with Local Institutions to Support Sustainable Livelihoods. Rome, Italy: FAO, 2005.
[6] S. A. Acim and S. Suharti, “The Concept of Fiqh al-Bī’ah in the Qur’an: A Study of the Quranic Verses on Environment in the Ulamas’ Views of Lombok,” ULUMUNA, vol. 27, no. 1, 2023.
[7] S. H. Nasr, Religion and the Order of Nature. Oxford, U.K.: Oxford Univ. Press, 1996.
[8] D. Coyle, P. Hood, and D. Marsh, Content and Language Integrated Learning. Cambridge, U.K.: Cambridge Univ. Press, 2010.
[9] F. M. Mangunjaya, “Developing environmental awareness and conservation through Islamic teaching,” J. Islamic Accounting and Business Research, vol. 2, no. 1, pp. 36–49, 2011.
[10] D. A. Kolb, Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ, USA: Prentice Hall, 1984.
[11] S. O. Ogutu, J. Mockshell, J. Garrett, R. Labarta, T. Ritter, E. Martey, N. Swamikannu, E. Gotor, and C. Gonzalez, “Home gardens, household nutrition and income in rural farm households in Odisha, India,” J. Agricultural Economics, vol. 74, no. 3, pp. 744–763, 2023, doi: 10.1111/1477-9552.12525.
[12] S. Bhandari, P. K. Yadav, and S. Rijal, “Home garden; an approach for household food security and uplifting the status of rural women: A case study of Saptari, Nepal,” Turkish J. Agriculture: Food Science and Technology, vol. 9, no. 10, pp. 1792–1798, 2021, doi: 10.24925/turjaf.v9i10.1792-1798.4283.
[13] D. Adeyanju and J. Mburu, “Can young agripreneurs improve their skills through agripreneurship empowerment programmes? Evidence from Africa,” Heliyon, vol. 9, no. 1, art. e12876, 2023, doi: 10.1016/j.heliyon.2023.e12876.
[14] T. T. Sari and Khoiriyah, “Content and language integrated learning activities and vocabulary learning for young learners,” European J. English Language Studies, vol. 5, no. 4, pp. 229–241, 2025, doi: 10.12973/ejels.5.4.229.
[15] H. Oe, Y. Yamaoka, and H. Ochiai, “A qualitative assessment of community learning initiatives for environmental awareness and behaviour change: Applying UNESCO Education for Sustainable Development (ESD) framework,” Int. J. Environmental Research and Public Health, vol. 19, no. 6, art. 3528, 2022, doi: 10.3390/ijerph19063528.
[16] D. Rodríguez-Zurita, M. Jaya-Montalvo, J. Moreira-Arboleda, E. Raya-Diez, and P. Carrión-Mero, “Sustainable development through service learning and community engagement in higher education: A systematic literature review,” Int. J. Sustainability in Higher Education, vol. 26, no. 1, pp. 158–201, 2025, doi: 10.1108/IJSHE-10-2023-0461.
[17] P. Aramburuzabala and R. Cerrillo, “Service-learning as an approach to educating for sustainable development,” Sustainability, vol. 15, no. 14, art. 11231, 2023, doi: 10.3390/su151411231.
Unduhan
Diterbitkan
Terbitan
Bagian
Lisensi
Hak Cipta (c) 2026 Marina Pakaja, Arfan Nusi, Ania Y. Iloha, Fahmi, Nurlian Jerita, Khusnul Khatima Ishak (Author)
Artikel ini berlisensi Creative Commons Attribution 4.0 International License.
