Aktual: Jurnal Pengabdian Kepada Masyarakat

Integrated Family Education on Complementary Feeding, Handwashing, and Household Sanitation for Stunting Prevention

Sri Kustiyati — 2026-09-30

Background: Stunting reflects interacting nutritional, infectious, environmental, socioeconomic, and caregiving pathways. In Toriyo Village, program records identified 266 mothers with children under five and 22 children with stunting.
Aims: To describe an integrated family education program on complementary feeding, handwashing with soap, and household sanitation and to report participants’ post-education knowledge and attitude profiles.
Methods: The program was conducted on 16 May 2026 with 12 mothers who attended after mobilization by village partners and community health cadres; no probability sampling or formal sample-size calculation was used. Education covered stunting and the first 1,000 days of life, age-appropriate complementary feeding, nutrient-dense local foods, handwashing, feeding-utensil hygiene, safe drinking water, and household sanitation. Knowledge was measured with 10 true-or-false items (0–100) and attitude with 10 four-point Likert items (10–40). Psychometric estimates were exploratory because n = 12.
Results: Mothers were aged 21–42 years (31.58 ± 6.13); 75.0% had completed senior high school and 75.0% were homemakers. Knowledge scores ranged from 70–100 (92.50 ± 12.15; median 100), and attitude scores ranged from 30–40 (34.83 ± 4.00; median 35). Cronbach’s alpha was 0.536 for knowledge and 0.932 for attitude.
Conclusion: The program integrated three household prevention domains and produced reusable media for cadres. The post-education scores describe activity participants only; without baseline measurement and with an attendance-based sample of 12, they do not demonstrate improvement, effectiveness, or population-level effects.

Unlocking Nigeria's Agricultural Export Potential: Macroeconomic Determinants, Environmental Sustainability, and Gender Dynamics Under the SDG Framework

Mehdi Seraj — 2026-09-30

Background: Agricultural export capability is vital for developing economies, yet Nigeria's shift toward petroleum has left its rural sector structurally underdeveloped and vulnerable.
Aims: This study investigates the key determinants of Nigeria's agricultural export performance, focusing on agricultural land availability, foreign direct investment, GDP growth, domestic crop production, exchange rates, and female agricultural employment.
Methods: Utilizing annual time-series data from 1990 to 2023, the study evaluates short- and long-run dynamics using the Autoregressive Distributed Lag (ARDL) model combined with the Residual Augmented Least Squares–Engle Granger (RALS-EG) cointegration approach.
Result: In the long run, agricultural land expansion, FDI inflows, and exchange rates positively impact export volumes, whereas GDP growth, domestic crop production indices, and female agricultural employment show negative effects. In the short run, land use and crop production enhance exports, while exchange rate volatility and GDP growth exert negative pressures. The findings reveal that output increases do not automatically translate to export growth due to domestic food demand and supply chain inefficiencies, while structural and resource barriers hinder the export contribution of female labor.
Conclusion: Policymakers must look beyond purely output-driven initiatives. Achieving sustainable agricultural export growth requires targeted investments in post-harvest rural infrastructure, macroeconomic and financial stability, and gender-equitable access to agricultural resources and extension services.

Enhancing Junior High School Teachers’ English Vocabulary Competence through AI-Based Neo-Sorogan Learning Model Training

Dewi Utari — 2026-09-30

Background: Rapid advances in digital technology and artificial intelligence (AI) are transforming the educational landscape, particularly at the junior high school level. This stage is crucial for developing students' critical thinking skills, fostering independent learning, and shaping their character. During this transitional phase of cognitive and social development, students need intensive mentorship, meaningful interactions, and learning experiences that accommodate diverse abilities and learning styles.
Aims: This study aimed to better equip teachers to implement more personalized, effective, and meaningful English vocabulary learning experiences through the AI-based Neo-Sorogan model. Ultimately, it aimed to enhance the quality of human resources in education and prepare them to address 21st-century challenges.
Methods: A mixed-methods research design integrating quantitative and qualitative techniques was employed, using paired comparisons, a Likert scale, and descriptive statistics.
Results: The study's results demonstrated a significant improvement in vocabulary skills, with pre-test scores averaging (M = 64.28, SD = 8.47) and post-test scores averaging (M = 78.63, SD = 7.21). The analysis yielded a t-value of -11.98 with 42 degrees of freedom (t(42) = -11.98, p < 0.001), indicating strong statistical significance and a robust effect size (d = 1.83). Furthermore, participant satisfaction was categorized as high.
Conclusion: This study showed participants' enthusiasm improved understanding of the AI-based Neo-Sorogan model, focusing on individualized learning and interaction. They designed subject-specific activities and rated their satisfaction at an average of 4.59 out of 5, reflecting their increased willingness to implement AI strategies in the classroom.

Empowering Environmental and School Facilities Management at SMP Negeri 4 Siak Hulu through the Implementation and Mentoring of Internet of Things (IoT) Technology

Alfirman — 2026-09-30

Background: SMP Negeri 4 Siak Hulu faced difficulties in monitoring classroom environmental conditions and managing classroom facilities due to the absence of an integrated monitoring and control mechanism. This program addressed these challenges through the implementation and mentoring of an Internet of Things (IoT)-based Smart Classroom system.
Aims: This program aimed to improve teachers' and school personnel's knowledge and practical skills in environmental monitoring and lighting control using an IoT-based Smart Classroom system.
Methods: The program consisted of four stages: situation analysis, system preparation, training and mentoring, and evaluation. The system employed an ESP8266 microcontroller with DHT11, LDR, and PIR sensors, a relay module, a 16×2 LCD, and an Android application developed using Kodular for environmental monitoring and lighting control. Evaluation involved 19 participants using a 14-item pre-test and post-test, complemented by observations of participants' basic system operation after mentoring.
Results: The mean score increased from 81.95% to 95.86%, representing a descriptive increase of 13.91 percentage points. The minimum score increased from 50.00% to 85.71%, while the maximum remained 100.00%. Thirteen participants (68.42%) increased their scores, 6 (31.58%) maintained the same scores, and none decreased. All 19 participants were observed performing basic operating procedures independently after mentoring.
Conclusion: The program was associated with improved participant knowledge and demonstrated basic independent operation of the implemented IoT-based Smart Classroom system. Long-term knowledge retention, system utilization, energy savings, and maintenance performance were not evaluated.

Comparative Effect of Cognitive-Perceptual Training on Cognitive Performance Across Playing Positions in Football

Gandhi Jomoh — 2026-09-30

Background: Football performance relies on cognitive-perceptual abilities that vary by playing position, yet evidence on position-specific cognitive-perceptual training is limited.
Aims: This study investigated the comparative effect of cognitive-perceptual training on cognitive performance among university-level football players across different playing positions.
Methods: Sixty male football players (18-25 years) were categorized as forwards (n = 20), midfielders (n = 20) and defenders (n = 20). Participants completed an eight-week cognitive–perceptual training program using the Vienna Test System. Reaction Speed, decision-making (Cognitrone) and Peripheral Perception were assessed using a pre–post design. Data were analyzed using mixed-design ANOVA.
Result: Cognitrone scores showed a significant main effect of playing position (F(2,57) = 5.17, p =.009, η² =.15). Pre-post changes in Cognitrone scores varied among playing positions, according to the significant Time × Position interaction (F(2,57) = 3.41, p =.040, ηp² =.10). Follow-up comparisons are necessary to identify which positional groups differed considerably, even though midfielders displayed the biggest descriptive mean gain. Peripheral perception (p =.308) and reaction speed (p =.192) did not exhibit significant interactions.
Conclusion: Significant pre-post alterations in cognitive-perceptual performance were found, and Cognitrone scores revealed positional variation. Without suitable follow-up comparisons, the results do not demonstrate better improvement among midfielders, despite the fact that midfielders displayed the largest descriptive gain. The observed changes cannot be exclusively attributed to the training program because the study did not include a non-intervention control group.