Covid-19 Pandemic And Sustainabilitystudy At Madrasah Ibtidaiyyahpsm Sulursewu, Teguhan, Ngawi, East Java

This article describes the exploratory and preparatory phase of a research project designed to use co-operative enquiry as a method for transformative and participatory action research into relations between donors and recipients in two developing countries, Bolivia and Bangladesh. It describes the origins of the idea, the conceptual challenges that the authors faced in seeking funding, and what they learned from this first phase. The authors analyse why the researchers, as well as the potential subjects of the research, were uncomfortable with the proposed methodology, including the challenges arising from their own positions and the highly sensitive nature of the topic. They explain why they decided to abandon the project, and they reach some tentative conclusions concerning the options for participatory action learning and research in development practice.

Participatory Action Research (PAR) is a methodology often used in social sciences, which involves groups of people in action, reflection and iterative change. In PAR, ‘traditional’ researchers become participants, and people who comprise ‘traditional’ participants become researchers, facilitating cohesiveness and communication within the team. However, PAR is less used in healthcare, despite the complexity of providing and receiving health and social care. Development and testing of the delivery of new models of care is an area with increasing service-user participation, but often with no structured or formalised framework to embed end-users. This may be due in part to the complex ethical and governance systems in healthcare research, and the lack of practical guidance on using PAR as a research method within this context. We carried out a PAR project to develop and evaluate the implementation of a new model of care for the assessment and management of respiratory conditions in the community (MISSION ABC). The care model delivered a community-based multidisciplinary clinic involving healthcare staff from both primary and secondary care. Regular sessions were held for participants (including patients, healthcare staff, research staff) to discuss observations, reflections and suggestions for the development and delivery of the care model. At the end of the project, meetings were held with representatives from the different groups of participants to discuss overall views about the study and ethics and research governance challenges specifically. We present key perspectives from various stakeholders involved in the PAR process, highlighting benefits and challenges. Specific challenges relating to ethical and governance approvals encountered in the set-up and delivery of the project are described. These include the design of the study protocol, approaches to consent, presentation of study information within the current ethical and regulatory frameworks and maintaining the flexibility of study methods and roles of participants throughout the study period. Recommendations for improvement in the research pathway that PAR researchers could adopt to enable a meaningful and successful PAR approach are made, in addition to suggestions for overarching ethics and governance frameworks. Developing new models of healthcare benefits significantly from collaboration with stakeholders so that the design and delivery are feasible and acceptable to all. However, the current UK research approvals and governance frameworks present challenges to design and successfully deliver PAR studies in healthcare; we present possible solutions.

The issues faced by Lecturers and Students of Islamic Education (PAI) at UIN Mahmud Yunus Batusangkar include the suboptimal understanding in preparing teaching materials during field learning practices in schools. Considering the importance of interactive learning media to assist the learning process in schools, there is a need for training in creating interactive video-based learning media through training activities. This training is conducted with the aim of enhancing the knowledge and skills competence of Lecturers and Students of PAI at UIN Mahmud Yunus Batusangkar as prospective teachers who require skills in creating interactive digital-based learning media. This community service activity is carried out using the Participatory Action Research (PAR) method through training activities involving Lecturers and Students. The implementation consists of three stages: (1) pre-activity, (2) activity implementation, and (3) evaluation of the implementation. The results of this activity indicate an improvement in the competence of lecturers and students of Islamic education at UIN Mahmud Yunus Batusangkar in utilizing technology to support the learning process, particularly in creating creative, innovative, and interactive learning videos.

PurposeThe purpose of this paper is to explore the idea that, in the last few decades, collaborative inquiry methods have evolved along a similar trajectory to dual lens research. Dual lens research, known in various contexts as both ways, two-eyed seeing Old Ways New Ways, and Koodjal Jinnung (looking both ways), is designed to generate new knowledge by exploring a theme through Aboriginal and contemporary western lenses. Participatory action research and a dual lens approach are considered in a number of projects with a particular focus on the issues such work can raise including conceptual challenges posed by fundamental differences between knowledge sets.Design/methodology/approachThe authors hypothesize that a dual lens approach will become a branch of participatory action research, as such, a robust description needs to be developed and its ethical implications are considered. Existing work in this direction, including principles and processes, are collated and discussed.FindingsDual lens research as a branch of participatory action research is of great significance in countries with Aboriginal populations that are undergoing a cultural renaissance. As dual lens practitioners, the authors are finding their research outputs have a high positive impact on both Aboriginal and non-Aboriginal populations and make a genuine contribution to reconciliation by finding ways of going forward together.Originality/valueThis paper joins a growing body of research that supports resonances between Aboriginal and “western” research methods.

Participatory ethnography brings together strands of academic and local knowledge, transforming the positionality of both academic and local participants in the research site. The extent of citizen involvement in participatory (action) research and the ethical dilemmas for both academic and civil researchers have long been the subject of debate [Lenette, Caroline. 2022. Participatory Action Research: Ethics and Decolonization. New York: Oxford Academic]. Our paper focuses on how local participants manage their new knowledge and transformed ideologies in a local reality that remains highly (in)securitised. The research site presented in this paper is a small town in Hungary with a large Romani-speaking community. We organised monthly workshops in the town with the participation of academics, local Hungarian-Romani bilingual and Hungarian monolingual citizens. The present study is based on the findings of these workshops and on ethnographic work conducted by the academic participants with citizens not involved in the workshops. We draw attention to the fact that the dissemination of workshop results in the locality can be successful only if local citizens succeed in developing a transformative voice of their own which disrupts conventionalised discourse repertoires. The intersubjective dynamics between local v. non-local and participating v. non-participating actors determines the long-term sustainability and impact of participatory research projects.

This purpose of conveying this study is to determine the effectiveness of onlinelearning and its psychological impact. This article is trying to look at the learning activity thatutilized by students and their interaction pattern during remote to the online learning. Thisresearch applied a qualitative with a case study approach, the data were carried out byobservation, interviews, and documentation. The data were analyzed descriptively usingMiles and Huberman analysis model, namely data condensation, data presentation, anddrawing conclusions, and testing the validity of the data using triangulation as a way toincrease the degree of trust in the research conducted. The research results showed that thereare several factors that influence the effectiveness of this online learning, such as a). Lowmastery of technology, b). Lack of infrastructure suggestions, c). Lectures delivered are lessthan optimal, d). Educators / lecturers are required to be proficient in using online learningtechnology. Meanwhile, some of the factors above have a psychological impact on manystudents who complain caused of limited infrastructure and lack of readiness and experience,as well as the number of assignments given with a short time, so students tend to be stresscaused by several of the factors above. Moreover, in general online learning is consideredless effective. However, in the midst of the COVID-19 pandemic, this policy is a goodstrategy to break the chain of the virus.

A wedding organizer is a CV service provider who personally assists with weddings, planning and predetermined budgets. Problems that occur when potential customers want to find out information or order wedding organizer services while the owner is not there, causing potential customers to have to go back and forth to the wedding organizer and it takes quite a lot of time. The aim of creating this website is not only to promote services but also to help with the transaction process, this website can accommodate online orders for wedding organizing services. In this mentoring activity, the method used is the PAR (Participatory Action Research) method. The PAR (Participatory Action Research) method is a method that combines continuous action by involving several members of the wedding organizer. By providing this assistance, participants are expected to be able to understand the features and use of the website. Technological developments are very influential in increasingly advanced promotional media, so that businesses can run effectively.

This article presents two empirical studies investigating the extent to which general English proficiency (GEP) and selected learner dispositions in online learning maintain their predictive utility for academic success in English-medium instruction (EMI) contexts in Türkiye across the pre-pandemic, pandemic, and post-pandemic periods. Both studies sampled engineering students from a large public university, with Study 1 involving 474 participants and Study 2 including 460. Study 1 examined the predictive roles of GEP, online learning readiness, beliefs, and satisfaction during the pre-pandemic and pandemic periods. Findings showed that GEP was a significant predictor of academic success before the pandemic, but this predictive relationship was statistically disrupted during the pandemic period. Study 2 extended the analysis to the post-pandemic context, where EMI courses were delivered both face-to-face and online. Results revealed a reinstatement of GEP’s predictive power in face-to-face EMI settings, while readiness, beliefs, and satisfaction with online learning were stronger predictors in online courses. This fluctuation illustrates a ‘passing cloud effect’, in which the predictive weight of language proficiency temporarily wanes under extraordinary contextual conditions but resurfaces when structured environments return. Based on the findings, several pedagogical implications are provided, and some relevant suggestions are made, underscoring the fluctuating nature of academic success in EMI.

Online learning during the Covid-19 pandemic was very interesting to observe because learning can be done anytime and anywhere. However, Covid-19 has an impact on the learning process in schools and students’ thinking abilities. The purpose of this paper is to analyze the differences in the improvement of mathematical lateral thinking skills between students who received challenge-based learning through sparkol videoscribe and those learning through WhatsApp. The research method used was a quasi-experimental, non-equivalent control group design. The sample was randomly selected from four parallel high school classes in the city of Bandung, namely class X 1 who learned through videoscribe sparkol and class X 3 who studied via WhatsApp. The instrument used is a test of mathematical lateral thinking ability and a test of prior mathematical knowledge. Data analysis was done using two-way ANOVA. Findings: A difference was observed in the achievement of mathematical lateral thinking skills between students who carry out learning through sparkol videoscribe better than those learning through WhatsApp based on prior knowledge of mathematics in the smart, medium, and low categories. Challenge-based learning sparkol videoscribe makes it easier for students to understand the material, the construction process, interaction, and reflection, thereby increasing the ability to think mathematically, laterally. Keywords: lateral thinking ability, challenge-based learning, sparkot videoscibe

Background - Facilitator capacity is critical for the effectiveness of community-based early warning systems (CBEWS) in disaster risk reduction. Facilitators serve as intermediaries translating complex hazard data into actionable insights that enable communities to respond effectively to disasters. In Indonesia, where disaster risk is high, facilitators play an essential role in protecting lives and livelihoods at the grassroots level. Urgency of Research - Despite their importance, capacity-building approaches for CBEWS facilitators often employ top-down training methods that fail to engage facilitators as active agents in their own learning. Current programs lack participatory approaches that leverage facilitators' contextual knowledge and experience, undermining the sustainability and relevance of capacity-building initiatives. There is an urgent need for innovative, participatory approaches that position facilitators as co-creators of knowledge. Research Objectives - This study aimed to describe the process and outcomes of implementing participatory action research (PAR) to enhance the capacity of CBEWS program facilitators in nonformal education settings, investigating how PAR supports facilitator understanding of CBEWS concepts, develops contextual and adaptive facilitation skills, cultivates reflective capacity, and identifies enabling and inhibiting factors. Research Method - This qualitative descriptive study was conducted between 2021 and 2024 across seven disaster-prone Indonesian provinces: Central Java, East Java, West Java, Banten, South Kalimantan, Gorontalo, and Bali. Forty-five CBEWS facilitators participated in PAR cycles involving planning, action, observation, and reflection stages. Data were collected through 60+ hours of participatory observation, 20 in-depth interviews, 8 focus group discussions, and document analysis. Thematic analysis was employed to identify patterns and themes. Research Findings - Three dimensions of capacity development emerged: enhanced understanding of CBEWS concepts applicable to specific disaster contexts; improved contextual and adaptive facilitation skills enabling tailoring of approaches to community needs and creation of inclusive learning environments; and cultivated reflective capacity for systematic practice improvement. Enabling factors included institutional support, facilitator openness to learning, and collaborative researcher-facilitator relationships. Inhibiting factors included limited time for reflection, dual roles as implementers and learners, and organizational barriers. Research Conclusion & Novelty - Participatory action research effectively develops facilitator capacity when supported by institutional commitment and multi-year engagement. This approach provides a viable model for community-based disaster risk reduction programs, contributing to both adult learning theory in nonformal education settings and practical disaster risk reduction implementation.

Participatory action research is often informed by strength-based approaches such as appreciative inquiry. However, when social change and collective action appear to be difficult, feelings of powerlessness and suffering can arise. There is an ongoing debate on the place and importance of these so-called negative emotions within strength-based approaches. In a participatory action research project on citizen participation in the Netherlands we encountered a social and political context that was beyond our ability to change. We came to realize that change or action is not always possible in participatory action research and that ‘pushing’ for action can become a disempowering experience for those involved. In this article we share the moral dilemmas that we encountered and reflect on our own learning experiences as academic researchers. We argue that researchers need to anticipate upon these moral challenges by reflecting upon their personal position towards powerlessness and suffering. Nussbaum’s notion of compassion can help researchers to create space for these experiences and to acknowledge these experiences as sources of generative knowledge. Researchers should carefully navigate between fostering action and expressing compassion in participatory action research. With this article we aim to contribute to a care ethical perspective on participatory action research that acknowledges vulnerabilities and precariousness in research practices.

Children, Youth and Environments Vol. 14 No. 2 (2004) ISSN: 1546-2250 Youth Participatory Evaluation: A Field in the Making Sabo, Kim (2000). San Francisco: Jossey-Bass; 112 pages. $27.00. ISBN 0787970743. The objective of this slim but powerful volume is to share field experience about how, when and why to include children in participatory evaluation. It emerges from rapidly converging methods in community development, participatory action research and cognitive science and is underpinned by the need for greater inclusivity across all domains. Sabo carefully sets the stage for the contributions of leaders in the field by illustrating theories of community development through action research, participatory evaluation, positive youth development and the emergence of youth participatory evaluation. A group of leaders in the field of youth and child participation, including international researchers, evaluators and practitioners, gathered in June 1999 for the Children’s Participation in Community Settings conference, sponsored by Child watch International Research Network and the Growing Up in Cities project of the MOST program of UNESCO. Eventually three related conferences took place, culminating with a symposium on Youth Participation in Community Research and Evaluation in 2002. Each chapter in Sabo’s volume deals with one or more arguments for including youth participation in evaluation made during this conference. One key observation made in this book is that youth participation fundamentally changes relationships between youth, between adults, and between youth and adults, supporting all to perform in advance of their current level of development (Sabo 2001). An important assertion is that youth are best situated to collect data from other youth and therefore might produce data that is more valid and reliable than that collected by adults. Further, this more effective collection of data lends itself to actively changing, modifying 352 and adapting programs while they are in process, a form of participatory action research. One of the most significant contributions of this volume is to introduce or remind international scholars and professionals about the seminal role of Lev Vygotsky in participatory research and practice. A Russian educator and psychologist, Vygotsky worked with children in the1930s. In some ways, this collection mirrors an intentional Vygotskian learning environment, with the 2002 Youth Participation in Community Research and Evaluation conference as a performance and participatory evaluation tool, emerging from the collaborative research and practice of international experts working with children today. In the introductory article, “A Vygotskian Perspective on Youth Participatory Evaluation,” Sabo quotes Vygotsky’s work on the Zone of Proximal Development (ZPD) to explain that “’What is in the zone of proximal development today will be the actual developmental level tomorrow– that is, what a child can do with assistance today she will be able to do by herself tomorrow’” (1978, 87). Sabo cites her undergraduate mentor, Lois Holzman, a highly respected Vygotskian scholar and professional, who suggests that the ZPD is the continuously changing “distance” between being and becoming (2000, 88). As Vygotsky(1978) would say, people learn “by performing a head taller than they are” (102). Professionals in participatory research and practice recognize that the many ways group activities inform individual and group thinking are important characteristics of participation but difficult to measure. Vygotsky and his colleagues Luria and L’eontev developed Cultural Historical Activity Theory (CHAT) or socio-cultural activity theory to explain how collaborative performance, activity or learning leads to development. In this theoretical perspective, collaborative practices are situated within cultural and historical contexts. Rather than being easily parsed for further research into independent and dependent variables, these influences overlap, fade into, engage with and 353 supercede each other over time to co-create and mutually constitute learning environments. Barbara Rogoff (2003) suggests that human development is a process of people’s changing participation in the socio-cultural activities of their communities. She theorizes that children’s thinking tools are provided by culture and especially through more skilled partners in the ZPD, suggesting that these tools are both inherited and transformed by successive use in dynamic cultural changes. Babbie (2004) describes the role of researcher as resource and suggests that those affected by participatory action research should be responsible for its design (Whyte, Greenwood and Lazes 1991). In a similar vein, Gaventa (1991) believes...

Purpose: The purpose of this study is to examine how the Participatory Action Research (PAR) method is applied to the empowerment program and how it is implemented in the Student Community Service Program (KKN). The study aims to see if students can have a positive impact on society and learn from existing social realities, despite the challenges of time and cost limitations. Method: This research uses a qualitative approach and Participatory Action Research (PAR). Data collection was carried out by observing, interviewing, conducting Forum Group Discussions (FGD), and documentation. Data analysis techniques were carried out by reducing, displaying, understanding data, and drawing conclusions. Practical Applications: The research results show that the KKN program can be carried out using the PAR approach by making stages: initial mapping, transects, historical tracing, trends and changes, Venn diagrams, flowcharts, problem and expectation trees, and program strategy analysis. The process is intended to find the basic problem and also try to find a solution according to the problem. Conclusion: From this process, three programs emerged, namely: First, Socialization of environmental awareness; Second, strengthening the waste bank program; Third, FGD between the village government and the waste bank group. These programs address the community’s indifference to environmental concerns and the polarization of illegal landfills in Tambi Village, Kejajar District, Wonosobo Regency, Central Java. The community’s involvement in implementing this program is very important because the PAR method places the community as the subject of the program. This shows that the KKN program can have a positive impact on society when the PAR approach is used.

This community service activity aims to improve digital literacy among teachers and education staff at MTs and MA Salafiyah Kerek Tuban, who face challenges in online learning due to the COVID-19 pandemic. The main problem identified is the low quality of online learning, characterized by minimal student interaction, teachers’ difficulty adapting to technology, and a decline in students' learning interest. To address this, the implementation utilized the Participatory Action Research (PAR) method, actively involving partners in planning, executing, and evaluating the program. Activities included training on digital literacy concepts, creating digital learning media, practicing the use of digital tools, preparing modules, and disseminating program results. The outcomes of this community service indicated significant improvements in two aspects: behavior and learning patterns. Behavioral changes were marked by an increase in students' interest in online learning, while changes in learning patterns were evidenced by teachers’ adoption of digital media, such as interactive presentations and videos, replacing conventional methods that relied solely on textbooks and homework. In conclusion, this training successfully enhanced digital literacy and the effectiveness of online learning at MTs and MA Salafiyah Kerek Tuban.

Introduction: While existing reflections on participatory action research (PAR) emphasize the benefits experienced by participants in such studies, they often fail to critically interrogate the PAR process. This gap underscores the significance of process-oriented papers that illuminate the dynamics, supports, and hurdles of PAR, crucial for aligning scholarly endeavors with its fundamental principles of equitable participation, social transformation, and reflexivity. This paper aimed to bridge these gaps by presenting insights from both older adults with age-related vision loss (ARVL) and university researchers, shedding light on their application of PAR principles during the initial stages of a project focused on identifying research priorities. Methods: The foundational PAR study, forming the basis of this paper, involved eight older adults aged 65 and above with ARVL. Additionally, three university researchers participated, including a faculty member and two students (one pursuing a PhD and the other an MSc). The PAR process encompassed three half-day meetings, dedicated to investigating how environmental factors (physical, social, cultural, political, and institutional) influence the engagement of older adults with ARVL in their daily activities. Following completion of the three half-day meetings, the university co-researchers conducted individual interviews with each older adult, as well as a collective reflexive exercise involving the university co-researchers, to delve into their personal journey through the PAR process, encompassing achievements, challenges, and encountered tensions. Results: The study’s outcomes were distilled into three central thematic domains: (1) attentiveness to power differentials; (2) realization of personal and social transformation; and (3) a steadfast commitment to reflexivity. Discussion: This paper endeavors to fill a void within the existing PAR landscape by providing process-oriented insights that spotlight the intricacies of the PAR journey, inclusive of encountered challenges. By candidly acknowledging these challenges, future scholars will be better equipped to harness PAR in a manner that is truly aligned with its core principles.