Bimbingan Dan Pelatihan Menjadi Khatib Dalam Menumbuhkan Kemampuan Menyusun Dan Menyampaikan Khutbah Di Kecamatan Jambu, Kabupaten Semarang

Planning a wedding's finances is one aspect of the process. Before marriage, most couples were made up of two people with fairly autonomous financial arrangements; but, after a year, some began to adopt a more communal structure. In order to help you become more financially literate and more equipped for marriage, this article will outline community service opportunities. by putting into practice a community service plan at the Multazam Study Club utilizing the ABCD (Asset Based Community Development) approach, which is asset-based and sustainable community development. According to the service article's conclusion, students who perform community service in pre-marital schools gain more money management expertise. Following their attendance at lectures and chat shows on WhatsApp, the participants were able to comprehend the need of financial literacy. Based on the completed financial management course, a large number of individuals are aware of investments, emergency money, zakat, infaq, sadaqah, and waqf. In the meanwhile, participants tended to select their own investments; the majority of them selected gold. Putting together community service projects to enhance financial literacy within the framework of marriage has been successful in raising participants' comprehension and decision-making skills. The long-term financial well-being of people and families may be influenced by ongoing initiatives to advance financial empowerment and education in society.

Asset-based Community Development (ABCD) approaches in higher education have the potential to benefit a diversity of higher education settings and partners, but they can also present challenges and opportunities for growth in higher education institutions. Co- curricular community engagement and academic service-learning programs may struggle to balance the broader political and logistical constraints imposed by the university with equitable, long-term, community-guided relationships that reflect a genuine commitment to ABCD. Extension programs may face difficulty engaging community members and maintaining their commitment to the long-term nature of ABCD in an environment where ABCD is not universally utilised. Although these challenges may seem daunting, partners in all three contexts can draw on a wealth of ABCD tools and resources, including case studies like those anchoring this discussion, in order to answer the question: How can ABCD approaches be utilised most effectively in higher education contexts to address challenges and improve outcomes? Specifically, can an asset-based orientation help position community participants as peer ‘experts’ alongside their academic partners, share power and authority in the collaboration? If so, how? If not, why not? The authors explore these questions using a case study methodology, allowing for nuanced portraits of three different contexts depicting interactions among community and university partners seeking to ground their collaborations in the mobilisation of assets, gifts and strengths. This article also seeks to identify key lessons learned in each setting of the three participating United States universities – the public, four-year research institution, the private religious university and the land-grant college/cooperative extension in order to make recommendations on using ABCD to build and nurture academic-community partnerships that are generalisable across other contexts.

This study investigates how the Asset-Based Community Development (ABCD) approach can be employed to enhance learning motivation in a tahfidz program at TPA Al-Hikmah Centre Buluh Kasok, a rural-based Qur’anic education center in Indonesia. The study adopts a qualitative case study design involving participatory observation, semi-structured interviews with tahfidz instructors, students, and parents, as well as document analysis. The research focuses on identifying community assets and examining their influence on students’ motivation to memorize the Qur’an. Data were analyzed using thematic coding within the framework of ABCD and motivational learning theories. Findings reveal that the ABCD approach significantly supports Qur’anic learning motivation through three pathways: (1) mobilization of local social and spiritual assets, including parental involvement and religious role models; (2) creation of a collaborative peer-based learning atmosphere; and (3) cultural and emotional reinforcement through communal rituals and recognition. Students who were embedded in these asset-driven learning environments demonstrated higher persistence, stronger memorization consistency, and more positive emotional engagement. These findings confirm that learning motivation in tahfidz education is influenced not merely by curriculum design or teacher-centered instruction but by the activation of communal and cultural capital. The study supports existing theories of intrinsic motivation and the social nature of learning, while also contributing to the limited literature on ABCD in Islamic educational contexts. Future research should expand this inquiry through longitudinal and comparative studies across diverse educational settings to better understand how community-driven strategies can be institutionalized in Qur’anic pedagogy.

This study provides an integrated framework and practice model of the sustainable livelihoods (SL) and the asset-based community development (ABCD) approaches. A household survey of a rural village in South Africa is used as a basis of analysis to demonstrate the application of the integrated approach. The results elucidate the vulnerability of the people and a range of inter-locking and multi-dimensional factors contributing to poverty in the community. The results also show people's assets, capabilities and activities which enable them to cope and survive despite constraints and shortcomings. It was found that the integrated SL/ABCD framework is a useful framework to understand the strengths of a vulnerable community in order to plan and implement sustainable community development strategies.

Educating high school students about processing organic waste into liquid organic fertilizer using the ABCD (Asset-Based Community Development) approach aims to increase environmental awareness and practical skills among students. In this program, students are involved in a series of workshops that teach the process of processing organic waste through fermentation, as well as the importance of sustainable waste management. The ABCD method focuses on utilizing the potential and resources available in the community, encouraging students to collaborate on practical projects. This method has several stages, namely discovery, design, define and destiny. The stakeholders involved are the principal, biology teacher and 20 students of SMAN 2 Sungai Tarab, Tanah Datar, West Sumatra. Based on the results of the activities that have been carried out, it was found that with the ABCD approach, students of SMAN 2 Sungai Tarab have succeeded in developing their assets in the form of increasing skills in processing organic waste into liquid organic fertilizer and initiating the creation of POC sustainably. Thus, education on processing organic waste into liquid organic fertilizer with the ABCD approach can improve organic waste processing skills and the younger generation's concern for the environment.

The Community Service Program (PkM)is a form of student service to the community in various fields, one of which is the health sector. A health problem that often occurs in society, especially children, is a lack of awareness and understanding about dental and oral health. This research aims to analyze the implementation of dental health education in the PkM program at SDN Mojosari using the Asset-Based Community Development (ABCD) approach. This approach focuses on utilizing the assets and potential of the community to support the sustainability of dental health education. The methods used include observation, interviews and documentation during extension activities. The results of the research show that this counseling has a positive impact because it can increase students' awareness of the importance of maintaining healthy teeth by brushing their teeth with good and correct techniques. Apart from that, this program has succeeded in utilizing local resources such as health workers and teachers as agents of change in dental health education. Thus, the ABCD approach has proven effective in developing extension programs that are sustainable and based on community strengths.

With an increasing emphasis on the social value of sport and events, there has been a shift in focus regarding the management and development process of event projects as well as their associated outcomes. This shift is about emphasizing a more strategic approach to developing social benefits by recognizing and utilizing leverageable resources related to sport events as a means of fostering lasting social and economic change (Chalip, 2006; O’Brien & Chalip, 2007; Schulenkorf & Edwards, 2012). In this paper, we adapt and apply the asset-based community development (ABCD) approach as a means of developing a more action-oriented, community-based approach to leveraging the social assets of sporting events. In applying the ABCD approach, we aim to shift the focus of event-led projects away from attempts to “solve” social problems (i.e., deficit perspective) to enhancing the existing strengths of communities (i.e., strengths perspective). We reflect on case study findings that highlight the challenges and opportunities in realizing an ABCD approach for disadvantaged communities through an examination of a healthy lifestyle community event initiative in the Pacific Islands.

This study analyzes the implementation of the Asset-Based Community Development (ABCD) approach to increase community participation in the lecturer community service program in Tandon Sentul Village. The main problem often encountered is low community involvement, therefore this study examines the potential of ABCD as a strategy that focuses on utilizing local assets rather than focusing on problems. This study used qualitative methods. Data were collected through observation, interviews, and documentation to understand the real conditions and potential in the field. The results show that the implementation of ABCD successfully increased community participation, making them more active in program planning, implementation, and evaluation. This asset-based program proved relevant and sustainable because it built on existing strengths within the community. Despite challenges such as limited capital and differences of opinion, the program's success opens up opportunities for replication in other villages and the development of local products through digital marketing. Thus, the ABCD approach not only provides a short-term solution but also opens up sustainable economic opportunities for the community.

This research aims to build the economy at the Muslim Cendikia Foundation in order to strive to improve people's welfare, welfare will be realized if people's income increases. One of them is by doing entrepreneurship through empowering Gurami fish ponds which are expected to increase people's income. The method used is the ABCD (Asset Based Community Development) approach by emphasizing empowerment, understanding the potential and challenges that are owned to improve quality individually and in groups. The result of this community service is that in empowering the community through developing a gourami fish farming business by using the ABCD Approach at the Muslim Cendikia Foundation Bengkulu Tengah, the authors found that this fish pond asset is very promising for improving the community's economy, so that people are aware of this to plan design as well as possible in accordance with the instructions of the fisheries service. Management of gourami has been carried out starting with seeding as many as 10 thousand fish which will be harvested in the next 8-12 months.

Alzheimer's Disease and related dementias (ADRD) remain a worldwide burden to address for persons with ADRD, their family members, and others at risk. ADRD should be recognized as a public health priority (Barnes, 2019), particularly among African Americans for several reasons. Currently, African Americans have 2–4 times the risk of developing ADRD than non-Hispanic Whites (Barnes and Bennett, 2014; McDonough, 2017). Given the higher presence of co-morbid conditions and associated health disparities when comparing African Americans to other racial and ethnic groups (Dillworth-Anderson and Boswell, 2007; Hill et al., 2015), African Americans can have worse physical health and quality-of-life. These factors can also increase costs of care for persons with ADRD and their family members. African Americans could be further burdened by significantly higher costs of care than Whites (Gilligan et al., 2012) and lack of adequate insurance. Despite these disparities, African Americans are still underrepresented in ADRD research. Cultural and institutional barriers include primary reliance on passive recruitment strategies (e.g., postings, flyers, database recruitment) not tailored to communities of color, implicit bias, and mistrust of medical communities, academic institutions, and researchers (Ballard et al., 2010; Scharff et al., 2010; Williams et al., 2010; Shin and Doraiswamy, 2016). Investigator inclusion and participation criteria deemed more feasible for White participants (ex. Medical eligibility criteria, job restrictions, time, and financial requirements to go to study sites) also undermine or limit the participation of African Americans and other participants of color (Wendler et al., 2006; Konkel, 2015). Using asset-based community development (ABCD) approaches (Kretzmann and McKnight, 1993) can lead to improved access and delivery of care and ADRD knowledge among African Americans, increased social support for African-American caregivers and elders living with or at risk for ADRD, and increased African-American representation in neuroscience research. In this article, we describe the development and implementation of an ABCD approach for increasing African-American representation in the Wisconsin Registry for Alzheimer's Project (WRAP).

Cindaga Village in Banyumas Regency has a rich culture and religious diversity that requires an understanding of religious moderation to maintain harmony and tolerance. The purpose of the service is to increase the understanding of religious moderation and preserve cultural arts through karawitan art performances. The Asset-Based Community Development (ABCD) approach is used to involve the community in cultural preservation and strengthening religious moderation. Involve all levels of society, including children and adults, in art and cultural activities to strengthen social relationships. The karawitan art performance program in Cindaga Village is a positive step in an effort to increase understanding of religious moderation and preserve cultural arts. Through the ABCD approach and direct community involvement, it is hoped that this program can provide sustainable benefits for the community, as well as strengthen harmony and tolerance in the village.Keywords: Religious moderation; Cultural arts; Karawitan art .

This study aims to improve the understanding of how to perform ablution among students of Madin Al Hidayah Sukorejo Village through the application of demonstration and simulation methods with the Asset-Based Community Development (ABCD) approach. This study involved 10 elementary school students who were guided directly during the learning process by KPM students and assisted by Madin Al Hidayah teachers. Through the stages of observation, discussion, practice and documentation. The results of the study showed that the application of demonstration and simulation methods with the ABCD approach significantly improved students' understanding of the correct way to perform ablution. The learning process became more interactive and contextual, because it involved active participation from students, teachers, and KPM students. The conclusion of this study indicates that the demonstration and simulation method, with the ABCD approach, can be an effective strategy in improving students' understanding of worship procedures, especially ablution.

This community service program is designed to increase the ideological resilience of SMPN 2 Pasuruan Regency students through training and mentoring of religious moderation based on a growth mindset. Using an Asset-Based Community Development (ABCD) approach, this activity focuses on utilizing local potential and involves all school stakeholders. The program, which lasts for four months (February-May 2025), involves 120 students in grades VII and VIII through various intervention methods such as interactive workshops, focus group discussions, and project-based learning. The results of the program evaluation showed significant improvements in various indicators: understanding of religious moderation increased from 78.5% to 92.3%, attitudes of tolerance between religious communities increased from 65.2% to 88.7%, and resistance to radicalism jumped from 45.8% to 81.4%. This success is supported by several key factors, including a holistic approach that combines cognitive, affective, and psychomotor aspects, as well as the active involvement of teachers, parents, and local community leaders. This program makes a real contribution in shaping the character of moderate and tolerant students, while strengthening their ideological resilience. Through the ABCD approach, all activities are designed to be sustainable by utilizing the resources available in the school and the surrounding environment. The success of this program is a model that can be replicated in other schools to strengthen religious moderation among the young generation of Indonesians.

Animal waste management is an environmental challenge that can be turned into an economic opportunity through the right approach. This service program aims to assist the Pokdarwis Pilang community of Probolinggo City in managing animal waste into organic compost to support the sustainability of urban farming. The Asset-Based Community Development (ABCD) approach is used to empower the community by utilizing existing local assets, such as animal waste, community skills, and infrastructure support. The service process includes five stages: Discovery, Dream, Design, Define, and Destiny. The Discovery stage focused on identifying local assets, where animal waste was found to be a valuable asset that was previously not managed properly. Through the Dream stage, the community formulated a shared vision to create a sustainable waste treatment system. The Design stage implemented technical training and procurement of composting infrastructure. At the Define stage, the community began to manage the waste treatment independently, followed by an evaluation of the results and social impact at the Destiny stage. The results showed an increase in the technical skills of Pokdarwis members, the establishment of a compost production unit, and changes in community behavior in waste management. In addition, the formation of partnerships with local markets helped improve the economic welfare of the community. The ABCD approach has proven effective in creating sustainable social change through community empowerment. Recommendations from this program are to expand the application of the ABCD approach to other communities and strengthen collaboration with stakeholders to support the sustainability of waste management and urban farming.

This community service program aims to build independence and entrepreneurial character among the students of Pondok Pesantren Nurul Amanah Bangkalan through the Asset-Based Community Development (ABCD) approach. The activity involved 10th and 11th-grade students in entrepreneurship training based on the pesantren's business units, such as Bakso Gibras, Nasi Ayam Chili Padi, AMDK, mushroom cultivation, and catfish farming. The methods used include theoretical training on mu'amalah in the context of sharia entrepreneurship and hands-on experience in the pesantren's business units. The results show that the students actively participated in the operations of these businesses and were able to identify opportunities and challenges in managing the businesses. With the ABCD approach, the students gained not only entrepreneurial skills but also social and religious values that support the economic development of the pesantren. This program successfully contributed to the empowerment of the students while developing the pesantren's business units as a sustainable learning tool.