future goals

Future orientation is an important developmental aspect for twelfth-grade senior high school students, who must decide on further study or careers after graduation. A preliminary study through interviews with the guidance and counseling teacher and an open-ended questionnaire administered to 50 twelfth-grade students of Sekolah Menengah Islam (SMI) Hidayatullah, Banjar Regency, showed that none of the respondents had clear future goals. This community service activity aimed to provide understanding and initial skills in setting future goals through the “Aku Bisa” (I Can) program, a psychoeducation-based activity consisting of an interactive lecture on goal setting, creating a “my aspirations” mind map, and a short film discussion. The one-day program was attended by 105 twelfth-grade students. Outcomes were evaluated through a pre-test and post-test based on a future orientation scale, observation during the activities, and a participant evaluation sheet. A paired sample t-test showed no significant difference between scores before and after the program (t(95) = 0.245; p = 0.807). Nevertheless, participants were able to write down their aspirations and plan how to achieve them in a mind map, and most participants rated their understanding of the material (78.10% good and very good) and the benefits of the activity (87.62% good and very good) favorably. This program can serve as an initial step in introducing future planning to students; however, longer implementation and follow-up evaluation are needed to detect meaningful changes in future orientation

Learning motivation plays an important role in supporting children's academic success; however, children in orphanages often face limited individual guidance and attention that can lower their learning enthusiasm. Based on observations and interviews, it was found that the learning motivation of elementary school children at Orphanage GA was relatively low, characterized by lack of enthusiasm, quick boredom, and low self-confidence. This community service activity aims to improve children's learning motivation through interactive and enjoyable educational strategies. The method used involved administering pre-tests and post-tests using a learning motivation instrument consisting of 24 statement items, covering eight indicators of learning motivation, each comprising three statement items. The instrument was measured using a four-point Likert scale with four response alternatives, namely Strongly Agree (SA), Agree (A), Disagree (D), and Strongly Disagree (SD), administered to 13 children aged 7-13 years, consisting of 11 boys and 2 girls. The intervention program included coloring activities, personal activity schedule creation, future goals presentations, picture-guessing games, English vocabulary learning using flashcards, an effective learning strategy seminar, and educational word scramble and word search games. The Paired Samples Test results showed that the average learning motivation score increased from 77.00 to 78.69, although the increase was not statistically significant (p = 0.651 > 0.05). Nevertheless, the children demonstrated greater enthusiasm and engagement during the activities. This program can serve as a potential initial step in fostering elementary school children's learning motivation in an orphanage setting and as a consideration for developing more effective and sustainable learning support programs. ABSTRAK Motivasi belajar memiliki peran penting dalam mendukung keberhasilan akademik anak, namun anak-anak di panti asuhan sering menghadapi keterbatasan pendampingan dan perhatian individu yang dapat menurunkan semangat belajar mereka. Berdasarkan observasi dan wawancara, ditemukan bahwa motivasi belajar anak-anak SD di Panti Asuhan GA masih tergolong rendah, ditandai dengan kurangnya antusiasme, mudah bosan, dan rendahnya rasa percaya diri. Kegiatan pengabdian ini bertujuan untuk meningkatkan motivasi belajar anak melalui strategi edukatif yang interaktif dan menyenangkan. Metode yang digunakan meliputi pemberian pre-test dan post-test menggunakan instrumen motivasi belajar yang terdiri atas 24 butir pernyataan, mencakup delapan indikator motivasi belajar yang masing-masing terdiri atas tiga butir pernyataan. Instrumen tersebut diukur menggunakan skala Likert empat poin dengan empat alternatif jawaban, yaitu Sangat Setuju (SS), Setuju (S), Tidak Setuju (TS), dan Sangat Tidak Setuju (STS), yang diberikan kepada 13 anak usia 7-13 tahun, terdiri atas 11 anak laki-laki dan 2 anak perempuan. Program intervensi meliputi kegiatan mewarnai, penyusunan personal activity schedule, presentasi cita-cita, permainan tebak gambar, pembelajaran kosakata bahasa Inggris menggunakan flashcard, seminar strategi belajar efektif, serta permainan edukatif word scramble dan word search. Hasil analisis menggunakan Paired Samples Test menunjukkan rata-rata skor motivasi belajar meningkat dari 77,00 menjadi 78,69, meskipun peningkatan tersebut belum signifikan secara statistik (p = 0,651 > 0,05). Walaupun demikian, anak-anak menunjukkan antusiasme dan keterlibatan yang lebih baik selama kegiatan berlangsung. Program ini dapat menjadi langkah awal yang potensial dalam menumbuhkan motivasi belajar anak di lingkungan panti asuhan serta menjadi bahan pertimbangan untuk pengembangan program pendampingan belajar yang lebih efektif dan berkelanjutan.