Year: 2025 | Faculty: FIP 
Activity date status: 16 December 2025 – to be verified
Verification note: Inferred from the decree filename “SK Kegiatan PkM 16 des.pdf”; verify against the final report.
Source metadata: PKM: Pengabdian kepada Masyarakat Fakultas Ilmu Pendidikan 2025 | Tim: Fakultas Ilmu Pendidikan UIII

Community engagement by a faculty can become a collective platform that brings together different areas of expertise. The Faculty of Education UIII community engagement activity in Cilegon reflected this broader approach by linking educational development with social inclusion and public service.

The activity involved a team from the Faculty of Education and was recorded in the dataset as a 2025 community engagement program. While the spreadsheet does not provide detailed activity themes, the faculty’s profile suggests that the program can be framed around education, inclusion, learning quality, and community partnership. Cilegon provides a meaningful local context for discussing how educational institutions can respond to community needs.

A faculty-level program has the advantage of bringing multiple perspectives into one engagement. It can include teacher development, student support, inclusive education, literacy, parent engagement, or community learning. Such an approach allows the university to respond flexibly to conditions encountered in the field.

For UIII, the activity demonstrates that community engagement is not limited to individual lecturer projects. It can also become a faculty identity, showing how academic units contribute collectively to the Tri Dharma mandate and to the wider public good.

A feature article should be completed with the exact theme, location, partner institution, participant number, and key outputs from the Cilegon activity report. Because the available spreadsheet is limited, the current draft should be treated as a framework. The strongest message to develop is that educational engagement becomes most meaningful when universities enter communities with humility, listen to local needs, and work collaboratively toward more inclusive learning environments.

Year: 2025 | Faculty: FIP 
Activity date status: Exact activity date not available in the accessible spreadsheet/public sources
Verification note: Only year 2025 is available in the spreadsheet.
Source metadata: PKM: Mainstreaming Wasatiyyah Islam for Coexistence in Aceh Through Dayah: A Participatory Initiative Bridging Local Traditions and Global Discourse | Tim: Andar Nubowo, Nurul Izzah Febilia

Dayah are deeply rooted institutions in Aceh’s religious and social life. They shape learning, authority, community values, and local identity. UIII’s project on mainstreaming wasatiyyah Islam for coexistence in Aceh through dayah recognized the importance of engaging these institutions as partners in building dialogue between local traditions and global discourse.

The Faculty of Education team used a participatory approach, which is significant because religious moderation cannot be imposed from outside. It must be discussed, interpreted, and lived within local institutions that communities trust. Wasatiyyah, commonly understood as moderation, balance, and justness, becomes meaningful when connected to everyday religious education and social relations.

The project likely explored how dayah can support coexistence while preserving their own intellectual traditions. This balance is important. Global conversations on moderation often sound abstract unless they are grounded in local histories, languages, and community practices.

For UIII, the activity shows how Islamic thought, education, and community engagement can support one another. It also reflects a respectful model of partnership in which local religious institutions are not treated as objects of reform, but as knowledge partners with their own authority.

A feature article can highlight the meeting between tradition and contemporary challenges. It should include the dayah involved, participant voices, and examples of how wasatiyyah was discussed. The core editorial message is that coexistence becomes stronger when moderation is rooted in trusted local institutions and connected to wider conversations on peace, dignity, and shared life.

Year: 2025 | Faculty: FIP
Activity date status: Exact activity date not available in the accessible spreadsheet/public sources
Verification note: Only year 2025 is available in the spreadsheet.
Source metadata: PKM: Building Peace through Dialogue: A Youth Interfaith Camp for Religious Understanding and Inclusion | Tim: Prof. Nina Nurmila, Uswatun Hasanah, Nanik Yuliyanti

Religious understanding is not built only through textbooks. It is also formed through encounter, conversation, and the willingness to listen to people from different backgrounds. UIII’s Youth Interfaith Camp for Religious Understanding and Inclusion created a space where young people could learn peace through direct dialogue.

The Faculty of Education team approached interfaith engagement as a form of youth empowerment. In diverse societies, young people need opportunities to ask questions, challenge stereotypes, and understand how religious identity can coexist with citizenship, friendship, and shared public responsibility. A camp format is especially valuable because learning continues beyond formal sessions into meals, group activities, and informal exchanges.

The project matters because intolerance often grows where communities remain distant from one another. When young people meet, share stories, and work together, difference becomes less abstract. They begin to see one another not as representatives of categories, but as people with hopes, concerns, and moral commitments.

For UIII, this initiative fits a broader peacebuilding and inclusion agenda. It demonstrates how education can help prevent polarization by cultivating habits of dialogue and respect early in life.

A feature story can focus on the camp experience: the first meeting, moments of hesitation, shared activities, and reflections after dialogue. Final publication should include participant diversity, partner institutions, and safeguarding procedures. The central message is that interfaith peace is built when young people are trusted to encounter difference openly, honestly, and humanely.

Year: 2025 | Faculty: FIP 
Activity date status: Exact activity date not available in the accessible spreadsheet/public sources
Verification note: Only year 2025 is available in the spreadsheet.
Source metadata: PKM: Research Empowerment at IAIN Kerinci: Research Clinic and Symposium | Tim: Prof. Suwarsih Madya, Luqyana Azmiya Putri

Research culture grows when scholars have access to mentoring, critical feedback, and academic dialogue. UIII’s Research Empowerment at IAIN Kerinci project responded to this need through a research clinic and symposium designed to strengthen researchers’ capacity and confidence.

The Faculty of Education team treated research empowerment as a form of community engagement. Universities often serve communities through training or outreach, but they can also serve fellow academic institutions by helping improve research design, writing, methodology, and publication readiness. In this sense, academic capacity building becomes part of public service.

A research clinic is useful because it allows participants to discuss concrete problems in their own work. Instead of receiving only general lectures, they can examine research questions, methods, data, arguments, and writing challenges. A symposium, meanwhile, creates a wider space for presenting ideas and building scholarly networks.

For UIII, the activity reflects an institutional commitment to strengthening the Indonesian higher education ecosystem. As a graduate university with international aspirations, UIII can contribute by sharing academic standards and collaborative habits with partner institutions.

A feature story can portray the clinic as a space where ideas are sharpened and researchers gain confidence. It should include the number of participants, areas of research discussed, and feedback from IAIN Kerinci academics. The main editorial message is that research quality improves through dialogue, mentorship, and communities of practice that help scholars move from isolated work toward shared intellectual growth.

Year: 2025 | Faculty: FIP 
Activity date status: Exact activity date not available in the accessible spreadsheet/public sources
Verification note: Only year 2025 is available in the spreadsheet.
Source metadata: PKM: Youth Speak, Peers Listen: Empathy Training for Peer Counselors in Dewan Anak Mataram, Lombok | Tim: Charyna Ayu Rizkyanti, Alda Nurul Haliza, Alya Chairunnisa

Young people often turn first to their peers when they face confusion, pressure, or emotional difficulty. This makes peer counseling an important strategy for youth well-being, but it must be supported by training and ethical guidance. UIII’s project Youth Speak, Peers Listen brought empathy training for peer counselors to Dewan Anak Mataram in Lombok.

The Faculty of Education team focused on helping young participants listen more carefully, respond more responsibly, and understand the boundaries of peer support. Empathy is not simply feeling sorry for another person. It requires attention, patience, non-judgmental communication, and the ability to recognize when someone needs adult or professional help.

The activity is important because children and adolescents are increasingly exposed to social pressure, academic expectations, digital comparison, and family challenges. Peer counselors can become trusted companions when they are trained to support friends safely and respectfully.

For UIII, the program strengthens the connection between educational psychology, child participation, and community empowerment. It also reflects a commitment to youth agency. Children and adolescents can contribute to healthier social environments when they are equipped with the right skills.

A feature article can focus on the phrase Youth Speak, Peers Listen as both a title and a message. It should include the voices of participants, the training methods, and the role of Dewan Anak Mataram. Final publication should protect minors’ privacy and use photos only with consent. The core message is that empathy becomes social action when young people learn how to listen with care and respond with responsibility.

Year: 2025 | Faculty: FIP
Activity date status: Exact activity date not available in the accessible spreadsheet/public sources
Verification note: Only year 2025 is available in the spreadsheet.
Source metadata: PKM: Bridging Cultures and Classrooms: A Professional Development Program in Culturally Responsive Mathematics Teaching in Collaboration with SOKOLA RIMBA | Tim: Dr. Destina Wahyu Winarti, Faradillah Haryani

Mathematics is often seen as universal, but the way it is taught is always shaped by culture, language, and classroom experience. UIII’s professional development program in culturally responsive mathematics teaching, conducted in collaboration with SOKOLA RIMBA, addressed the need to connect mathematical learning with the lives and contexts of learners.

The Faculty of Education team approached teacher development as a bridge between cultures and classrooms. Culturally responsive teaching recognizes that students bring knowledge, practices, and ways of thinking from their communities. When teachers acknowledge these resources, mathematics can become less intimidating and more meaningful.

Collaboration with SOKOLA RIMBA gives the project a distinctive social dimension. The organization is associated with education for communities whose learning needs may not fit conventional school models. This makes the project especially relevant for discussions about inclusion, equity, and the adaptation of pedagogy to local realities.

For UIII, the activity demonstrates how educational research can support teachers who work in diverse settings. It also aligns with the idea that quality education must be responsive, not one-size-fits-all. A mathematics lesson that respects learners’ contexts can improve both understanding and confidence.

A feature story can highlight the meeting point between academic pedagogy and community-based education. It should include the training activities, teacher participants, and examples of culturally grounded mathematics tasks. The strongest editorial message is that inclusive education is built when teachers learn to see students’ cultural worlds as assets for learning rather than obstacles to be overcome.

Year: 2025 | Faculty: FIP 
Activity date status: Exact activity date not available in the accessible spreadsheet/public sources
Verification note: Only year 2025 is available in the spreadsheet.
Source metadata: PKM: Narratives for Change: A Community Writing Initiative with Parents to Promote Tolerance, Diversity, and Moderate Values in Children’s Literature | Tim: Tati Lathipatud Durriyah, Lakhaula Sahrotul Aulia, Ajeng Satiti Ayuningtyas Okta Ferdiana, Agus Suprapto

Children learn values not only from formal lessons, but also from stories told at home, in classrooms, and in community spaces. UIII’s Narratives for Change project invited parents to take part in a community writing initiative that promotes tolerance, diversity, and moderate values through children’s literature.

The Faculty of Education team recognized parents as important cultural educators. When parents write or share stories, they help shape how children understand difference, kindness, justice, and coexistence. Children’s literature can make complex values accessible through characters, plots, images, and everyday conflicts that young readers can understand.

The project is significant because values such as tolerance and moderation must be introduced early and gently. Moral education is more effective when children can imagine it through stories rather than receive it only as instruction. A story about friendship across difference, for example, can open a child’s imagination more effectively than a lecture on diversity.

For UIII, the activity combines literacy, family engagement, and peace education. It also shows how community service can empower parents as knowledge producers. They are not merely receiving content from experts; they are creating narratives that reflect their own hopes for children.

A feature article can foreground parents sitting together, writing, revising, and discovering that their experiences can become meaningful stories. Final publication should include examples of story themes, participant reflections, and whether the writings will be compiled or published. The central message is that children’s books can become small but powerful tools for building a more tolerant society.

Year: 2024 | Faculty: FIP 
Activity date status: Exact activity date not available in the accessible spreadsheet/public sources
Verification note: Only year 2024 is available in the spreadsheet.
Source metadata: PKM: Strengthening Lecturers’ Assessment Competence in Education: The Utilization of Rasch Model | Tim: Bambang Sumintono, Fitri Amalia, Nabila Nindya Alifia Putri

Assessment is one of the most decisive parts of education. A test does not merely produce scores; it shapes how students understand their progress and how lecturers evaluate learning. UIII’s community engagement project on the utilization of the Rasch Model responded to this challenge by strengthening lecturers’ competence in evidence-based educational assessment.

The Faculty of Education team introduced the Rasch Model as a powerful approach in educational measurement. The model helps lecturers examine the relationship between student ability and item difficulty, making it possible to evaluate whether an instrument is functioning as intended. This is important because assessment quality affects fairness, accuracy, and the credibility of academic decisions.

The activity was not only about statistics. It encouraged lecturers to reflect on how assessment instruments are designed, interpreted, and improved. When educators understand the strengths and weaknesses of their instruments, they can revise learning evaluation in ways that better serve students and academic standards.

For UIII, the project shows how technical expertise can support educational justice. A more accurate assessment system helps ensure that students are judged by valid evidence rather than by poorly designed tests or unclear criteria. This is directly relevant to the wider agenda of quality assurance in higher education.

A feature story can make the topic accessible by explaining that better measurement leads to better learning decisions. It should include the training venue, participants, software or analytical tools used, and comments from lecturers about what they learned. The strongest angle is that educational quality is built not only in classrooms and curricula, but also in the instruments used to understand what students have truly learned.

Year: 2025 
Activity date status: Exact activity date not available in the accessible spreadsheet/public sources
Verification note: Only year 2025 is available in the spreadsheet.
Source metadata: PKM: Narratives for Change: A Community Writing Initiative with Parents to Promote Tolerance, Diversity, and Moderate Values in Children’s Literature | Tim: Tati Lathipatud Durriyah, Lakhaula Sahrotul Aulia, Ajeng Satiti Ayuningtyas Okta Ferdiana, Agus Suprapto

Children learn values not only from formal lessons, but also from stories told at home, in classrooms, and in community spaces. UIII’s Narratives for Change project invited parents to take part in a community writing initiative that promotes tolerance, diversity, and moderate values through children’s literature.

The Faculty of Education team recognized parents as important cultural educators. When parents write or share stories, they help shape how children understand difference, kindness, justice, and coexistence. Children’s literature can make complex values accessible through characters, plots, images, and everyday conflicts that young readers can understand.

The project is significant because values such as tolerance and moderation must be introduced early and gently. Moral education is more effective when children can imagine it through stories rather than receive it only as instruction. A story about friendship across difference, for example, can open a child’s imagination more effectively than a lecture on diversity.

For UIII, the activity combines literacy, family engagement, and peace education. It also shows how community service can empower parents as knowledge producers. They are not merely receiving content from experts; they are creating narratives that reflect their own hopes for children.

A feature article can foreground parents sitting together, writing, revising, and discovering that their experiences can become meaningful stories. Final publication should include examples of story themes, participant reflections, and whether the writings will be compiled or published. The central message is that children’s books can become small but powerful tools for building a more tolerant society.