Optimization and Improvement of the Quality of Teaching and Learning the Qur'an Thru Mentoring at the TPQ of Juwet Village Jombang

This study aims to analyze the strategies implemented by the Environmental Awareness Student Association in fostering environmentally responsible character among students at Universitas Sunan Giri Surabaya. The research employs a descriptive qualitative approach within the framework of Participatory Action Research (PAR), as character formation requires active involvement between researchers and organizational members in planning, implementing, observing, and reflecting on each action. Data were collected through in-depth interviews, participatory observations, and documentation consisting of photos, activity notes, and environmental program archives. The data were analyzed through stages of reduction, data display, and conclusion drawing, following the continuous PAR cycle. The results indicate that the strategies for developing environmentally responsible character are carried out through several approaches: (1) strengthening solidarity among members; (2) modeling environmentally responsible behavior; (3) providing systematic education on the importance of environmental stewardship; and (4) organizing work programs focused on environmental care. The findings also show that the cognitive aspect of members improved through scheduled educational activities, although the modeling aspect in daily practice particularly within the secretariat remained less optimal. Meanwhile, members demonstrated strong motivation during field programs and outdoor activities. Overall, the study emphasizes that sustainable strategies based on PAR can effectively support the development of environmentally responsible character when reinforced by consistent exemplary practices and a supportive organizational environment.

This article describes the use and effectiveness of the participatory action research (PAR) framework to better understand community members' perceptions and risks of pandemic influenza. In 2009, the H1N1 influenza pandemic affected Indigenous populations more than non-Indigenous populations in Oceania and the Americas. Higher prevalence of comorbidities (diabetes, obesity, asthma and chronic obstructive pulmonary disease) as well as pregnancy in Indigenous communities may have contributed to the higher risks of severe disease. Social disparity, institutionalised racism within health services and differences in access to culturally safe health services have also been reported as contributors to disadvantage and delayed appropriate treatment. Given these factors and the subsequent impact they had on Australian Aboriginal and Torres Strait Islander communities, the authors set out to ensure that the Australian national, state and territory pandemic plans adequately reflected the risk status of Aboriginal and Torres Strait Islander peoples and promoted meaningful engagement with communities to mitigate this risk. A national study explored the views of Aboriginal and Torres Strait Islander people and their experiences with H1N1 and used a qualitative PAR framework that was effective in gaining deep understandings from participants. Aboriginal and Torres Strait Islander community-controlled organisations and health services were involved in the implementation, interpretation and monitoring of this project. As a result, important features of the implementation of this PAR framework with Aboriginal and Torres Strait Islander communities and organisations emerged. These features included the importance of working in a multidisciplinary team with Aboriginal and Torres Strait Islander researchers; the complexities and importance of obtaining multi-site human research ethics approval processes; the importance and value of building the research capacity of both experienced and novice researchers in PAR; the need to use localised sampling protocols; and the process of undertaking a collective research process and enacting action research and feedback. The most effective responses of this project were embedded in pre-existing relationships with individuals within organisations that had been established over a long period of time between Aboriginal medical services and investigators; however, research relationships established specifically for the purposes of the project were less successful because of changes in personnel and organisational support. The participatory approach used in this study has the potential to be applied to vulnerable populations in other countries.

Nemzetközi felmérések, valamint hazai kutatások egyaránt rámutatnak arra, hogy az európai és a hazai cigány lakosság zöme a társadalom leghátrányosabb helyzetű csoportjai közé tartozik. A cigányság esetében a társadalmi hátrányok és a térbeli szegregáció sok esetben összekapcsolódnak. Tanulmányunk középpontjában a fenti problémához kapcsolódó szegedi esettanulmány áll. 2011 eleje óta részvételi akciókutatási folyamat keretében együttműködünk helyi roma vezetőkkel és helyi szegregátumokban élő családokkal. Együttműködésünk célja kettős: kutatóként egyrészt érvényes tudást szeretnénk létrehozni a cigányság (helyi szintű) társadalmi integrációjáról, másrészt e tudást a gyakorlatban is tesztelve szeretnénk közösen hozzájárulni az integrációhoz.Az elmúlt bő három év során számos kutatási eredménnyel, tapasztalattal gazdagodtunk a helyi társadalmi kirekesztéssel és integrációval, annak területi-térbeli vetületeivel, valamint a helyi politikai döntések és a társadalomtudomány viszonyával kapcsolatban. Tanulmányunkban néhány, a témát érintő általános kutatás-módszertani és -etikai kérdés mellett kitérünk arra, hogyan függ össze a térbeli szegregáció a társadalmi hátrányokkal, hogyan befolyásolják azt a helyi politikai folyamatok, valamint írunk a társadalomkutatással szembeni követelményekről, amennyiben az a részvételi akciókutatás megközelítése mentén a társadalmi integráció kérdésével foglalkozik. Következtetésünk, hogy a részvételi akciókutatás megközelítése a társadalomkutatást új kihívások elé állítja, és a társadalmi integrációval foglalkozó részvételi akciókutatás könnyen azt eredményezheti, hogy a kutató „objektív”, „kívülálló”, „független” szakértőből helyi politikai szereplővé válik. Ez azonban nem a szakértői-kutatói szerep megváltozását, pusztán a kutatói szerep mögött szükségszerűen megjelenő érdek- és értéktartalom nyílttá tételét jelenti.

Background Dementia is a progressive neurodegenerative disease. There are some treatments that will alleviate some symptoms but dementia is not curable and is a terminal illness. It is estimated 850 000 people are living in the UK with a diagnosis of dementia and 670 000 are people acting as primary carer for a loved one with dementia (Alzheimer’s Society, 2015). UK hospices are being encouraged to engage in the agenda of dementia care for people who are palliative or end of life. Aim To present the independent, interim evaluation of a service for people with dementia in a hospice setting. Methods A qualitative evaluation approach was used within a participatory action research framework, incorporating several phases across the general participatory action research (PAR) framework (Brydon-Miller, 2004). This cyclical process was adopted, alternating continuously between enquiry and action, and between practice and innovative thinking (Hart & Bond, 1995). This alternating process enables implementation of change and ultimately generation of theory (Greenwood, 1994). Six focus groups (n=43) and a survey were conducted to formally evaluate the implementation of the dedicated support within a specialist hospice in the UK. Results The PAR approach was a useful framework to promote ongoing change within a dynamic hospice environment. Interim results found that the Admiral Nurses project provides a useful template to inform change within a hospice environment; demonstrate the breadth of impact of the service from a patient, family and professional perspective; and highlight how such an initiative can be the catalyst for effective strategic and operational change. Conclusion The numbers of people with dementia is increasing world-wide, and issues around effective and specialist support are challenging. Expanding the hospice role to include patients with dementia requires investment in dementia specialist nurses to complement existing hospice expertise.

The rapid transformation in the demands of 21st-century competencies requires a shift in learning paradigms, particularly in non-formal education settings where learner autonomy and lifelong learning are central. Heutagogy, or self-determined learning, offers a promising approach to empower learners in community-based contexts. This study aims to explore the adoption of heutagogical principles in Community Learning Centers (CLCs) through a participatory action research (PAR) framework. The research was conducted in three CLCs across rural and urban areas, involving facilitators, learners, and community stakeholders as co-researchers. Data were collected through focus group discussions, reflective journals, and participatory observations over three action cycles. The findings reveal that implementing heutagogy in non-formal education fosters increased learner autonomy, critical reflection, and contextualized learning practices. Moreover, facilitators’ roles evolved from knowledge transmitters to learning partners, enhancing collaborative dynamics within the CLCs. The study concludes that heutagogy is not only feasible but also transformative in non-formal education, particularly when implemented through participatory and context-responsive strategies. This research contributes to expanding heutagogical practices beyond formal institutions and supports the development of learner-centered, adaptive educational models in marginalized communities.

Introduction: Low reading comprehension levels in Colombia, particularly in rural regions, exacerbates educational disparities and impedes community development. Within the Cristo Rey Antonio Nariño Rural Educational Institution in San Vicente del Caguán, students in the fourth and fifth grades encounter significant challenges in reading comprehension, adversely affecting their academic performance and social engagement. Consequently, this research aimed to enhance students' reading comprehension skills through the implementation of instructional texts. Methodology: This qualitative study, situated within the socio-critical paradigm, was conducted under the framework of Participatory Action Research (PAR). The investigation unfolded in four phases: an assessment of students' reading comprehension, the design and implementation of instructional texts, and the evaluation of reading comprehension levels (literal, inferencial, and critical-intertextual) employing direct observation, surveys, and checklists. Results: The initial assessment indicated considerable difficulties in reading comprehension, insufficient reading practice outside the classroom, and a scarcity of resources at home. Following the application of instructional texts, students exhibited improvements across all levels: at the literal level, they identified and organized information; at the inferential level, they interpreted and deduced implicit information; and at the critical-intertextual level, they integrated personal experiences and developed analytical thinking skills. Conclusion: The implementation of instructional texts proved effective in enhancing reading comprehension and fostering critical and creative skills, thereby promoting community development through the integration of education with everyday life in rural contexts.

The success of the Road Accident Prevention Project in working groups at district level, 2 pilot districts, namely, Tha Sala and Thungsong. The provincial team worked closely to create a...

The goals of this article are to 1) examine the integrated marketing communication situation of health tourism entrepreneurs to accommodate elderly tourists in the World Heritage City for elderly tourists (Phra Nakhon Si Ayutthaya District); 2) examine the integrated marketing communication of medical tourism entrepreneurs to accommodate elderly tourists in the World Heritage City for elderly tourists (Phra Nakhon Si Ayutthaya District); and 3) examine health tourism entrepreneurs to accommodate elder tourists (Phra Nakhon Si Ayutthaya District). The research design is mixed-methods research with participatory action research (PAR). In-depth interviews, focus group discussions, and policy meetings are all used in the qualitative research model, and employ the Snowball Sampling method of random sampling by referring people and experts, analyzing the data using content analysis, and composing a descriptive narrative. 400 senior tourists were sampled using the purposive selection method for the quantitative research method. Then, descriptive statistics and the Structural Equation Model (SEM) were used to analyze the data. The study's findings indicate that the "SILVER D Model," which consists of the seven strategies under the models S-Standard, I-Integrated, L-Lifestyle, V-Value Proposition, E-Entrepreneurial, R-Responsibility, and D-Digital Marketing, is the integrated marketing communication model employed by health tourism entrepreneurs to accommodate elderly tourists in the Phra Nakhon Si Ayutthaya District, a World Heritage Site. 3. The "SILVER D Model," a participatory action research (PAR) framework and strategies falling under the aforementioned 7 strategies The information gained from this study can be used to create an integrated marketing communication strategy for health tourism business owners to assist senior tourists in the Phra Nakhon Si Ayutthaya District, a World Heritage City for elderly tourists, for the benefit of the stakeholders involved in both economics and policy.

This article presents the results of a research on transformation processes for creating more democratic and inclusive schools. Through a multiple case study of four Spanish schools, the authors analyse how the actors involved in participatory action research processes mobilise knowledge on inclusive education. The authors explore the strategies that favour said mobilisation when inclusive, democratic and community curricular practices are implemented. These practices are carried out in schools within the framework of Participatory Action Research (PAR) processes. The results show that collaborative and dialogical practices allow to question the pedagogical practices, and serve for linking contexts (school, territory and university) and mobilising the available knowledge (generate it, apply it, share it and disseminate it).

This study aimed to evaluate changes in knowledge, attitudes, and practices on cervical cancer after an educational intervention in the framework of participatory action research with Indigenous peoples of the El Paujil reservation, Guainía, Colombia. A diagnosis was made with an intercultural and participatory approach. Subsequently, the educational strategy was designed and implemented. Community leaders actively participated in the research during all stages. The strategy was evaluated via a survey on knowledge, attitudes, and practices about cervical cancer. The effects were determined by comparing pre- and post-intervention questionnaires with the Mann-Whitney and chi-squared tests. Overall, 957 women participated in the educational strategy. The level of knowledge about cervical cancer significantly improved, increasing from 8.5% to 12.5%, before and after the intervention (p < 0.001), respectively. The percentage of Pap smear testing also increased, from 64.4% to 73.9% (p = 0.0467). However, the limited knowledge about the relationship between HPV and cervical cancer, and about risk factors such as multiparity or early initiation of sexual intercourse remained the same. After the intervention, a significant increase in the knowledge of women with low educational level was found. Health education with an intercultural approach within the participatory action research framework is effective in improving knowledge and practices for the prevention of cervical cancer in vulnerable communities. However, for optimal results, it is important to hold long-term projects in order to build trust relationships with the communities.

Purpose. This paper presents a second part reporting on Community Disability Entrepreneurship Project (CoDEP) which was initiated in order to contribute to the development of entrepreneurial skills of disabled people living in informal settlements around Cape Town, South Africa. The aim of CoDEP has been the upliftment and economic empowerment of disabled people. This paper describes the point of departure, the theoretical framework of participatory action research (PAR), the development of research parameters, and continued focus.Method. A participatory action research (PAR) approach was initiated in order to monitor and inform the effective development of CoDEP. This cyclic methodology allowed all participants to engage in decision-making and development of the programme.Results. While negotiating partnerships with disabled entrepreneurs, the six spheres within which optimal interaction could take place emerged as: (i) the choice of occupation; (ii) changing a culture of receiving; (iii) nurturing teamwork by negotiating roles and responsibilities; (iv) a focus on ability; (v) understanding the research process; and (vi) organizational development dynamics. Committed interaction emerged as the quintessence of these partnerships.

Background The POLAT Algorithm—comprising Problem identification, Opportunities exploration, Listing necessary materials, Algorithm development, and Transfer and discussion—offers a systematic approach to enhancing interdisciplinary educational practices. This study situates the POLAT Algorithm within the framework of Participatory Action Research (PAR) to evaluate its capacity to foster problem-solving and reflective learning across diverse educational contexts. Methods Using a qualitative PAR design, data were collected from teachers (n = 8) and students (n = 44) across preschool to secondary levels. Purposive criterion sampling ensured representativeness, while data adequacy was determined by information power and thematic saturation across iterative PAR cycles. Observations, interviews, and reflective journals were analyzed to assess engagement, problem-solving efficacy, and adaptation to the POLAT model. Results Findings indicate that the POLAT Algorithm enhanced engagement, critical thinking, and interdisciplinary collaboration among students. Teachers reported streamlined processes for problem identification and efficient resource use in STEM-based projects. Despite initial resistance and adaptation challenges, both educators and learners developed greater confidence in active problem-solving. Students also demonstrated notable gains in creativity, teamwork, and motivation to engage with innovative educational tools. Conclusion The integration of the POLAT Algorithm within PAR cycles effectively supports reflective, participatory, and interdisciplinary learning. Its iterative framework enables continuous improvement informed by participant feedback, making it a replicable model for educators aiming to enhance critical engagement and problem-solving capacities in diverse learning environments.

IntroductionCurrent best practice recommends group-based pain management programmes for long-term improvements in persistent pain-related disability. However, there are barriers for people to access in-person delivered pain management programmes in Aotearoa.AimsTo develop a co-designed, culturally responsive, online group-based pain management programme (iSelf-help) for people with persistent pain.MethodsA modified participatory action research (PAR) framework was used to co-design contents and cultural-appropriateness of iSelf-help. The PAR team included: (1) seven end-users living with persistent pain, who had previously attended an in-person delivered group pain management programme, (2) two pain management clinicians, (3) two health researchers, (4) two digital health experts, and (5) a health literacy expert. Five meetings were held with the PAR group and a Nominal Group Technique was used to rank order the preferred features of content delivery. In parallel, to ensure cultural appropriateness of iSelf-help, three focus groups (n = 15) were held with Māori (the Indigenous population of Aotearoa) living with persistent pain in collaboration with a Māori community health trust. All contents were reviewed by a Māori Health literacy expert and core contents were translated into Te Reo (Māori language). All contents were finalised by iterative discussion among the PAR team and consultation with Māori stakeholders. The preliminary version of iSelf-help was pilot tested with the PAR group participants and Māori community members living with persistent pain and their feedback was included. The iterative co-design process occurred over a period of nine months.ResultsThe finalised version of iSelf-help included a total of 130 resources organised in to 12 content relevant online modules plus a dedicated welcoming page and an online community forum. Each module included: short videos, animations explaining main concepts, patient stories, written content to accompany visual content, podcasts of relaxation techniques, illustrated texts, and evidence-summaries. A dedicated module of videos demonstrating cardiovascular and strengthening exercises of varying intensity was also included.ConclusionsThis is the first co-created, culturally appropriate, on-line group pain management programme for people with persistent pain, developed in Aotearoa. The next step is to evaluate the clinical and cost-effectiveness of iSelf-help compared to in-person delivered pain management programme.

&lt;p&gt;The purpose of this study is to contribute to contemporary debates about alternative ways of teaching Moral Education (ME) in Malaysia by including the voice of students. ME in the Malaysian setting is both complex and compulsory. This study explores alternatives to the current somewhat dated approach. It seeks to discover what young adolescents describe as moral dilemmas, how they approach them and what they find useful in resolving these moral problems. The research is founded on a modified version of Vygotsky's Zone of Proximal Development (ZPD), extended to suit the multicultural, multiethnic Malaysian setting, and here called the Zone of Collaborative Development (ZCD). This study uses qualitative research methodology consisting of a modified framework of participatory action research (PAR) as the methodological framework. Data was gathered for textual analysis through a modified form of participant observation, focus group transcripts, interviews, and student journals. The research trials a process of resolving reallife moral dilemmas in the ME classroom. It critically analyses the types of reallife moral dilemmas that a selected group of secondary students face. It also indicates the moral choices they make and the moral orientations they use. Participants in this study were 22 16-17 year old adolescents from three different types of secondary schools in a Form Four ME classroom in Malaysia. They were from different ethnic and cultural backgrounds, but within a nonMuslim community of students. ME in Malaysia (MEM) is designed to cater for this group while Muslim students study Islamic Studies. Findings show that students were concerned about moral issues and values not covered in the current ME curriculum. The moral dilemmas that they identified were relational and context dependent. Multiple factors contributed to the problems they described. These factors included national legislation, Malaysian culture, ethnicity, and religion as well as the effects of history, in particular the Japanese occupation. Students named autonomy, self and mutual respect, trust, freedom, and tolerance as main conflicting themes in their reallife moral dilemmas. They found their peers helpful in providing support, advice, and direction. Students also appear to find the process trialled in the research interesting, interactive/collaborative, meaningful, and reflective. The analysis also shows that the respondents' moral choices were influenced by parents, culture, religion, utilitarianism, collaboration, and friendship, within a strong carebased approach. However, moral pluralism was also evident in the findings in cases where participants made decisions based on care and justice interchangeably. The study suggests that including students' voices in MEM in this way might better engage students' interest, whilst at the same time contributing to intercultural tolerance and understanding.&lt;/p&gt;

&lt;p&gt;The purpose of this study is to contribute to contemporary debates about alternative ways of teaching Moral Education (ME) in Malaysia by including the voice of students. ME in the Malaysian setting is both complex and compulsory. This study explores alternatives to the current somewhat dated approach. It seeks to discover what young adolescents describe as moral dilemmas, how they approach them and what they find useful in resolving these moral problems. The research is founded on a modified version of Vygotsky's Zone of Proximal Development (ZPD), extended to suit the multicultural, multiethnic Malaysian setting, and here called the Zone of Collaborative Development (ZCD). This study uses qualitative research methodology consisting of a modified framework of participatory action research (PAR) as the methodological framework. Data was gathered for textual analysis through a modified form of participant observation, focus group transcripts, interviews, and student journals. The research trials a process of resolving reallife moral dilemmas in the ME classroom. It critically analyses the types of reallife moral dilemmas that a selected group of secondary students face. It also indicates the moral choices they make and the moral orientations they use. Participants in this study were 22 16-17 year old adolescents from three different types of secondary schools in a Form Four ME classroom in Malaysia. They were from different ethnic and cultural backgrounds, but within a nonMuslim community of students. ME in Malaysia (MEM) is designed to cater for this group while Muslim students study Islamic Studies. Findings show that students were concerned about moral issues and values not covered in the current ME curriculum. The moral dilemmas that they identified were relational and context dependent. Multiple factors contributed to the problems they described. These factors included national legislation, Malaysian culture, ethnicity, and religion as well as the effects of history, in particular the Japanese occupation. Students named autonomy, self and mutual respect, trust, freedom, and tolerance as main conflicting themes in their reallife moral dilemmas. They found their peers helpful in providing support, advice, and direction. Students also appear to find the process trialled in the research interesting, interactive/collaborative, meaningful, and reflective. The analysis also shows that the respondents' moral choices were influenced by parents, culture, religion, utilitarianism, collaboration, and friendship, within a strong carebased approach. However, moral pluralism was also evident in the findings in cases where participants made decisions based on care and justice interchangeably. The study suggests that including students' voices in MEM in this way might better engage students' interest, whilst at the same time contributing to intercultural tolerance and understanding.&lt;/p&gt;