Improving Teacher Professionalism Through Empowering CS50X Harvard University Alumni in Developing Technology Based Teaching Materials
DOI:
https://doi.org/10.21009/jtp.v27i1.49586Keywords:
Teacher professionalism, CS50X Harvard University alumni, technology-based teaching materials, peer teaching, Instructional Development Model and Revision method, Google SitesAbstract
Teacher professionalism at SMA Negeri 1 Lasolo remains low, as evidenced by the underutilization of the school's website despite its availability since 2019. Meanwhile, one of the teachers at the school is a CS50X Harvard University alumnus, presenting an opportunity to enhance the professionalism of other teachers. Therefore, this study aims to empower the CS50X alumnus to improve teacher professionalism through the development of technology-based teaching materials. This study employs a research and development (R&D) approach using the MPI + R method, involving 29 teachers as participants. The MPI + R method consists of Material, Practice, Innovation, and Reflection phases, designed to enhance teacher competency through peer teaching. Data were collected using questionnaires, observations, and document analysis, then analyzed using paired t-tests and correlation analysis to measure the effectiveness of the program. The findings indicate that the program successfully enhanced teachers' skills in developing application-based teaching materials integrated with the school's digital platform. In kind off Google Sites. Furthermore, teachers showed a significant increase in motivation and interest in utilizing technology for instructional purposes. However, challenges such as infrastructure limitations and internet connectivity issues were identified as barriers to technology adoption. This study concludes that empowering CS50X Harvard University alumni through peer teaching is an effective strategy for improving teacher digital competencies. It is recommended that schools and policymakers invest in infrastructure improvements and provide ongoing teacher training to maximize technology integration in education. Moreover, this program contributes to strengthening the Merdeka Curriculum by enhancing teachers’ digital readiness in classroom instruction.
References
Alexon, A., & Kurniawan, I. (2022). Penggunaan Model Pengembangan Instruksional (MPI) Untuk Desain Pembelajaran Bidang Studi. Jurnal Abdi Pengabdian, 3(1), 7-14. https://doi.org/10.33369/abdipendidikan.3.1.7-14
Alenezi, A. R. (2020). Barriers to integrating technology in teaching and learning in Saudi Arabian schools. Journal of Educational Computing Research, 58(4), 419-435. doi: 10.2190/EC.58.4.b
Al-Mutairi, A. A., & Al-Huwail, N. (2022). Exploring the relationship between teachers' technology skills and their use of learning management systems. Journal of Educational Computing Research, 60(4), 419-435. doi: 10.2190/EC.60.4.b
Andini, R., et al. (2024). Effective mentoring strategies in digital literacy development for teachers. Jurnal Pendidikan Digital, 12(1), 45-60
Batubara, B. M., Nasution, S. A., & Siregar, H. (2022). Enhancing teacher professionalism through structured professional development programs. Journal of Educational Research, 45(2), 210-225.
Brown, J. D., & Green, T. D. (2016). Practical significance in educational interventions: A multi-faceted approach. Journal of Educational Research, 109(2), 234–245.
Danielson, C. (2007). Enhancing Professional Practice: A Framework for Teaching. Association for Supervision and Curriculum Development (ASCD).
Engelbrecht, P., & Savolainen, H. (2018). A mixed-methods study on inclusive education: Perceptions and challenges. Educational Studies, 54(3), 456-472.
Fadhilah, A., & Rahman, H. (2023). Blended learning models in teacher training: A systematic review. Jurnal Teknologi Pendidikan, 10(2), 89-104
Field, A. (2018). Discovering Statistics Using IBM SPSS Statistics (5th ed.). SAGE Publications.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2019). How to Design and Evaluate Research in Education (10th ed.). McGraw-Hill Education.
Gunawan, I., & Santoso, H. (2020). Pengembangan Bahan Ajar Berbasis Teknologi Informasi untuk Meningkatkan Kompetensi Guru Sekolah Menengah. Jurnal Pendidikan Teknologi Informasi dan Vokasional, 12(2), 112-122. https://doi.org/10.21831/jptik.v12i2.29811
Handayani, T., & Suryadi, R. (2023). Scaling up technology integration in education: A case study on professional development programs. Jurnal Inovasi Pendidikan, 11(3), 55-70.
Hisyam, I. (2023). 6 Peran Mahasiswa sebagai Agent of Change dalam Mendorong Perubahan Sosial. Retrieved from https://irhanhisyam.com
Kamria. (2023). Stres Akademik Siswa Dalam Pembelajaran e-Learning System (Studi Pada SMA di Kabupaten Konawe Utara, Provinsi Sulawesi Tenggara). Universitas Halu Oleo.
Khan, S., Ali, M., & Hussain, I. (2022). Teacher Professional Development in the Digital Age: A Systematic Review. Journal of Educational Computing Research, 60(4), 455-474.
Johnson, D. W., & Smith, K. A. (2022). Beyond p-values: Interpreting practical significance in educational research. Educational Evaluation and Policy Analysis, 44(1), 50–68.
Koehler, M. J., & Mishra, P. (2009). What Is Technological Pedagogical Content Knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Kolleck, N., Schuster, J., & Grasel, C. (2021). Teachers’ Professional Collaboration and Trust Relationships: An Inferential Social Network Analysis of Teacher Teams. Research in Education, 111(1), 89-107. https://doi.org/10.1177/00345237211031585
Kumar, S., Kumar, N., & Sharma, S. K. (2022). Challenges and opportunities of technology integration in rural schools. Journal of Educational Technology Development and Exchange, 14(1), 1-18. doi: 10.18785/jetde.1401.01
Kusuma, B., & Wijayanti, L. (2023). Infrastructure challenges in educational technology adoption: Insights from Indonesian schools. Jurnal Infrastruktur dan Pendidikan, 9(4), 120-135.
Lee, Y., Kim, J., & Lee, S. (2022). The Impact of Peer Teaching on Teacher Professional Development. Journal of Teacher Education, 73(3), 342-356.
Lestari, S., & Nugroho, P. (2023). Collaborative teaching strategies in digital pedagogy: A qualitative study. Jurnal Ilmu Pendidikan, 14(2), 34-50.
Mitra Berdaya. (2024). Tantangan dalam Menerapkan Teknologi Pendidikan. Diakses pada 30 Maret 2025, dari https://mitraberdaya.id/id/news-information/tantangan-dalam-menerapkan-teknologi-pendidikan
Musyarofah, L. (2023). Peran Mahasiswa sebagai Agent of Change dalam Pendidikan. Kompasiana. Retrieved from https://www.kompasiana.com
Nguyen, T. T., & Nguyen, T. D. (2023). Investigating the challenges of technology integration in Vietnamese rural schools. Journal of Information Technology Education: Research, 22, 1-15. https://doi.org/10.28945/4463
O'Keeffe, M., McNamara, M., & O'Hara, J. (2021). Exploring the role of peer observation of teaching in facilitating cross-institutional professional conversations about teaching and learning. International Journal for Academic Development, 26(3), 217–229. https://doi.org/10.1080/1360144X.2021.1954524
Prasetyo, D., & Wibowo, A. (2023). Impact of hands-on training in teacher digital competency development. Jurnal Pendidikan dan Teknologi, 13(1), 66-81.
Putra, R. A., & Santoso, D. (2022). Barriers to Digital Learning Implementation in Rural Schools: A Case Study in Indonesia. Journal of Educational Technology, 15(2), 45-58.
Putri, N., et al. (2024). Flipped classroom and its impact on digital learning engagement in high schools. Jurnal Riset Pendidikan, 15(3), 98-115.
Rahman, A., Suryani, T., & Widodo, P. (2021). Teacher Training and Technology Integration: Challenges and Strategies in Indonesian Schools. International Journal of Learning Technologies, 19(1), 78-92
Rahmawati, S., & Prasetyo, T. (2022). Technological barriers in rural schools: An analysis of digital divide issues. Jurnal Penelitian Pendidikan, 11(1), 76-92
Reiser, R. A., & Dempsey, J. V. (Eds.). (2017). Trends and Issues in Instructional Design and Technology (4th ed.). Pearson.
Rizkiani, T., et al. (2024). Practice-based teacher training: Enhancing digital competency through workshops and peer learning. Jurnal Pendidikan Berbasis Teknologi, 12(2), 22-40.
Roslina, H., & Lio, A. Nasrul. (2023).“General English Module Development at USN Kolaka”. International Journal of Membrane Science and Technology, 10(3), 7-10
Roslina, Hanna, Lio, A., & Nasrul. (2024). Effect Size of General English Modules Development through MPI + R Model on the Lecturer Professionalism. JTP - Jurnal Teknologi Pendidikan, 26(1), 141–157. https://doi.org/10.21009/jtp.v26i1.43679
Roslina, et al. (2024) Laporan PKM PEMBERDAYAAN ALUMNI CS50X HARVARD UNIVERSITY DALAM PENGEMBANGAN BAHAN AJAR BERBASIS TEKNOLOGI DI SMA NEGERI 1 LASOLO SULAWESI TENGGARA. USN Kolaka. Unpublished. https://drive.google.com/file/d/1_CRcoLFO4IEUqvvXxyk_lljP8P8G7-qh/view?usp=sharing
Santoso, H., et al. (2021). Improving digital literacy among teachers through structured training programs. Jurnal Teknologi Edukasi, 9(3), 112-128
Sadiman, A. S., Rahardjo, R., Haryono, A., & Harjito, T. (2020). Media Pendidikan: Pengertian, Pengembangan, dan Pemanfaatannya. Edukasi Press.
Sammons, P., Toth, K., & Sylva, K. (2014). The importance of professional development in improving teaching quality. Oxford Review of Education, 40(5), 633-648.
Schiepe-Tiska, A., Schroeder, C., & Stanat, P. (2021). Mixed-methods approaches in educational research. International Journal of Research Methods in Education, 44(2), 189-205.
Simanjorang, M. (2024). Digital transformation in teacher education: A systematic review. Educational Technology Journal, 15(3), 201-219.
Siregar, A. (2024). Upaya Peningkatan Kompetensi Guru dalam Pemanfaatan Teknologi pada Pembelajaran. Bening: Jurnal Pengabdian pada Masyarakat, 2(1), 45-52. Diakses pada 30 Maret 2025, dari https://www.journal.unrika.ac.id/index.php/beningjournal/article/view/7099
Sobat Belajar. (2024). Pelatihan Guru Berbasis Teknologi: Meningkatkan Kualitas Pengajaran di Sekolah. Diakses pada 30 Maret 2025, dari https://sobatbelajar.id/pelatihan-guru-berbasis-teknologi-meningkatkan-kualitas-pengajaran-di-sekolah/
Subtianah, A. (2023). Evaluating the effectiveness of technology-based professional development programs for teachers. Jurnal Ilmu Pendidikan, 14(3), 56-72.
Suryadi, R., et al. (2018). Sustaining technology integration in education: The need for continuous support and policy intervention. Jurnal Kebijakan Pendidikan, 8(4), 150-165.
Teo, T., & Wong, S. L. (2020). The impact of teachers' technology skills on student engagement and motivation. Computers & Education, 147, 103794. https://doi.org/10.1016/j.compedu.2020.103794
The Danielson Group. (2022). The Framework for Teaching. Danielson Group. https://danielsongroup.org/wp-content/uploads/2022/06/2022-Framework-for-Teaching_Draft_June-28-2022-.pdf
Venkatesh, V., Thong, J. Y. L., & Xu, X. (2012). Consumer acceptance and use of information technology: Extending the unified theory of acceptance and use of technology. MIS Quarterly, 36(1), 157-178. https://doi.org/10.2307/41410412
Wang, L. C., Vlassopoulos, M., Islam, A., & Hassan, H. (2024). Delivering remote learning using a low-tech solution: Evidence from a randomized controlled trial in Bangladesh. Journal of Political Economy, 132(3), 730–765. https://doi.org/10.1086/730456
Widyastuti, M., et al. (2020). Teacher training programs and digital competency enhancement: A comparative analysis. Jurnal Pendidikan dan Teknologi, 8(1), 78-92.
Yenny, Y., Yuniati, R., & Suryana, D. (2021). The Impact of Smartphone Usage on Student Behavior and Learning Attitudes. ResearchGate.
Zurriati, Z., & Nisak, N. R. (2024). Exploring teacher empowerment through digital pedagogy. Journal of Digital Learning, 9(2), 95-110.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Roslina, Miftachurohmah Nisa , Nasruddin Nasruddin, Nursamsir Nursamsir, Marlianti Rosyana , Nurhaeliani Nurhaeliani
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jurnal Teknologi Pendidikan is an Open Access Journal. The authors who publish the manuscript in Jurnal Teknologi Pendidikan agree to the following terms.
Attribution-ShareAlike 4.0 International (CC BY-SA 4.0)
-
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
-
ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
- You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation.
- No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
