Program KKN Tematik Stunting mengusung tema "Pemberdayaan Sosial-Ekonomi Masyarakat melalui Pengembangan Desa Wisata Nelayan guna Mendukung Program Pemerintah Daerah dalam Mewujudkan Pencegahan Stunting Dan Covid-19 di Desa Wonggarasi Barat, Kec. Lemito Kab. Pohuwato". Tujuan kegiatan KKN Tematik Stunting ini adalah pemberdayaan sosail-ekonomi masyarakat untuk mengembangkan ekonomi masyarakat yang berkalanjutan dan berdaya saing tinggi, sehingga mampu menciptakan lapangan kerja dan usaha produktif yang berdaya guna. Metode yang digunakan dalam kegiatan KKN Tematik Stunting pada masyarakat di wilayah desa Wonggarasi Barat, yaitu pelatihan, penyuluhan, observasi, diskusi dan tanya jawab. Kegiatan diawali dengan diskusi bersama masyarakat di Desa Wonggarasi Barat menyangkut pemberdayaan masyarakat pesisir dalam pengembangan desa wisata. Selanjutnya observasi langsung ke lokasi-lokasi pesisir dengan melihat kondisi desa yang layak dikembangkan menjadi desa wisata. Dilanjutkan dengan kegiatan inti yaitu memberikan sosialisasi dan penyuluhan khususnya kepada masyarakat pesisir mengenai pengembangan desa wisata, serta memberikan pendampingan langsung kepada masyarakat tentang bagaimana cara pemanfaatan kawasan menjadi desa wisata. Hasil akhir dari kegiataan KKN Tematik Stunting adalah terlaksananya pemberdayaan sosial-ekonomi masyarakat pesisir dengan memberikan pemahaman kepada masyarakat dalam memaksimalkan pemanfaatan sumberdaya manusia maupun alam guna mewujudkan desa wisata yang dapat meningkatkan ekonomi masyarakat khususnya di pesisir Desa Wonggarasi Barat, Kec. Lemito, Kab. Pohuwato termasuk di dalamnnya pendataan keluarga terkena stunting atau gizi buruk
The study aimed to develop a participative and collaborative learning evaluation tool for academic writing to enhance students' social and emotional intelligence. The developmental research laid its emphasis on the importance of facilitating a valid and reliable learning evaluation tool to measure the extent of success of academic writing learning. The study integrated R2D2 and RDR models as the development model of the evaluation tool. The R2D2 model comprised three focuses: determination process, design and development, and dissemination. In the meantime, the RDR model also involved three focuses: initial observation, tool development, and implementation of effectiveness test activity. Therefore, the development process of the evaluation tool consisted of four steps (based on the integration of R2D2 and RDR models): 1) initial observation, 2) determination process, 3) tool design, and 4) tool development. Moreover, qualitative and quantitative data were employed in the study; all data were acquired from the learning process, as well as the students, lecturers, practitioners, and relevant experts. The data were further analyzed by employing domain analysis and paired sample t-test statistical analysis. The development process results in a product in the form of four learning evaluation tools to measure the learning outcomes of academic writing subject. The tools involved: assessment rubric, portfolio, observation sheet, and learning journal. According to the effectiveness test result, the evaluation tools are deemed as valid and reliable to be implemented in evaluating the learning process and learning outcomes of academic writing subject.
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