Vokatek: Jurnal Pengabdian Masyarakat

Strengthening Local Residents’ Capacity for Community-Based Environmental Monitoring in the Mining Area of Mimika, Central Papua

2026-06-26T13:23:46+00:00

Mimika Regency, Central Papua, is a socially and ecologically significant area due to its strong connection with mineral mining activities, which require local communities to have adequate environmental literacy and basic monitoring capacity. This community service program aimed to strengthen local residents’ understanding of mining-related environmental risks and improve their ability to conduct simple community-based environmental monitoring. The program was conducted in Atuka Village, Mimika Tengah District, Mimika Regency, Central Papua, involving 10 participants consisting of local residents, community leaders, youth representatives, and local community groups. A participatory-educational approach was applied through four stages: needs assessment, environmental literacy education, simple environmental monitoring training, and evaluation followed by action planning. The training materials covered mining-related environmental impacts, reclamation and post-mining concepts, simple water quality observation, dust and noise identification, and community-based environmental reporting. The results showed that participants’ understanding increased from an average pre-test score of 49.4 to an average post-test score of 79.8, indicating an improvement of 30.4 points. The program also produced a simple environmental monitoring sheet and an initial plan to establish a community-based environmental monitoring group. These findings indicate that practical environmental literacy training can serve as an initial empowerment model for promoting community participation, transparent communication, and sustainable environmental governance in mining-related areas.

From Dichotomy to Integration: Epistemological Transformation of Science and Religion in Science Learning from the Perspective of Philosophy of Science at MTS N 3 Kedir

2026-07-09T10:11:28+00:00

The persistent dichotomy between scientific knowledge and religious understanding remains a major challenge in Islamic education, particularly in Natural Science learning, where integration is often limited to symbolic references rather than meaningful epistemological reconstruction. This study aimed to examine the process of epistemological transformation through the integration of science and religion in Natural Science learning at MTsN 3 Kediri and to develop a conceptual model that explains this transformation. A qualitative case study design was employed using classroom observations, semi structured interviews with the principal, Natural Science teachers, Islamic Religious Education teachers, and students, as well as document analysis. Data were analyzed through thematic analysis following the stages of data reduction, coding, categorization, interpretation, and verification using source and method triangulation to ensure credibility. The findings indicate that epistemological transformation occurs through three interrelated dimensions, namely conceptual integration, methodological integration, and practical integration. The integration process shifts the educational paradigm from a dichotomous perspective toward a complementary and dialogical relationship between science and religion, supported by visionary leadership, teacher competence, institutional commitment, and a pesantren based educational environment. Based on these findings, this study proposes an epistemological transformation model that integrates scientific inquiry with Islamic values within a holistic learning framework. The study contributes to the discourse on science and religion integration by providing empirical evidence that epistemological transformation can be operationalized through classroom practice, institutional culture, and educational leadership. The proposed model offers practical guidance for developing integrative science education in Islamic schools while extending the theoretical perspective on the integration of scientific and religious knowledge.

Organizational Transformation of Regional Secretariats through a Learning Organization Approach: A Systematic Review from an Educational Management Perspective

2026-07-10T18:07:45+00:00

Public sector organizations require continuous transformation to respond to technological advances, bureaucratic complexity, and increasing demands for effective public services. This study aims to analyze the transformation of Regional Secretariats through a learning organization approach from an educational management perspective. This study employed a Systematic Literature Review (SLR) by searching the literature through Google Scholar, Scopus, and other relevant academic databases. Following the identification, screening, eligibility, and inclusion stages based on predetermined criteria, 10 studies were selected for the final synthesis. The findings reveal that learning organization principles support organizational transformation through four key dimensions: human resource development, learning culture strengthening, knowledge management, and adaptive capacity improvement. From an educational management perspective, these principles contribute to the development of sustainable learning systems through effective planning, implementation, supervision, and evaluation. The study implies that integrating learning organization concepts with educational management practices can strengthen the capacity, innovation, and adaptability of Regional Secretariats in achieving more responsive and sustainable public governance