Pelatihan Peningkatan Profesionalitas Guru Melalui Desain Pengajaran Kreatif

Authors

  • Desi Rahmawati Universitas Negeri Jakarta, Jl. Rawamangun Muka, Jakarta Timur 13220, Indonesia
  • Siti Zulaikha Universitas Negeri Jakarta, Jl. Rawamangun Muka, Jakarta Timur 13220, Indonesia
  • Rugaiyah Universitas Negeri Jakarta, Jl. Rawamangun Muka, Jakarta Timur 13220, Indonesia
  • Muhammad Takdir Universitas Negeri Jakarta, Jl. Rawamangun Muka, Jakarta Timur 13220, Indonesia
  • Linda Ika Mayasari Universitas Negeri Jakarta, Jl. Rawamangun Muka, Jakarta Timur 13220, Indonesia
  • Diantha Maryam Andyni Universitas Negeri Jakarta, Jl. Rawamangun Muka, Jakarta Timur 13220, Indonesia
  • Khusnul Abdul Qodar Romadhoni Universitas Negeri Jakarta, Jl. Rawamangun Muka, Jakarta Timur 13220, Indonesia
  • Kamarodin Abas Abdulkarim Western Mindanao State University, Normal Rd, Zamboanga City 7000, Philippines

DOI:

https://doi.org/10.21009/sarwahita.231.6

Keywords:

Teacher Professionalism, Creative Learning, Innovative Learning, Educational Technology Literacy, Learning Models

Abstract

The quality of education is strongly influenced by teacher professionalism, particularly their ability to design creative, innovative, and technology-integrated learning experiences. However, many teachers in remote and resource-constrained areas continue to face challenges in adopting effective digital pedagogical practices. To address this issue, Universitas Negeri Jakarta (UNJ) and Western Mindanao State University (WMSU), Philippines, organized a hybrid Community Service program aimed at strengthening the pedagogical competence and technological literacy of Islamic school teachers in the Zamboanga region, Southern Philippines. The program also sought to establish a sustainable transnational professional network among educators. The implementation consisted of socialization sessions, focus group discussions, training workshops, educational technology simulations, mentoring activities, and continuous evaluation. The results demonstrated a significant improvement in teachers’ understanding and application of interactive digital tools, as well as their ability to implement innovative instructional approaches, including Project-Based Learning, Problem-Based Learning, Game-Based Learning, and the Multisensory Approach. Participants also reported increased confidence in integrating technology into classroom practices. Overall, the program effectively enhanced teacher creativity, strengthened professional collaboration across countries, and contributed to improving the resilience and quality of Islamic education in underserved areas.

References

Afzal, A., Khan, S., Daud, S., Ahmad, Z., & Butt, A. (2023). Addressing the Digital Divide: Access and Use of Technology in Education. Journal of Social Sciences Review, 3(2), 883–895. https://jssr.com.pk/index.php/jssr/article/view/

Alkhateeb, M., & Al-Duwairi, A. M. (2025). Hybrid Teaching and Learning in Higher Education: A Systematic Literature Review. Sustainability, 17(2), 756. https://doi.org/10.3390/su17020756

Bacca-Acosta, J., Baldiris, S., Fabregat, R., & Graf, S. (2014). Augmented Reality Trends in Education: A Systematic Review of Research and Applications. Educational Technology & Society, 17(4), 133–149.

Briggs, K. (2005). Establishing a high-frequency standard reference sequence stratigraphy. Unpublished manuscript.

Briggs, L. J. (1986). Instructional design: Principles and applications. Educational Technology Publications.

Çam, Ş. S., & Koç, G. (2024). Professional Development Program to Develop Teacher Educators' Technological Pedagogical Content Knowledge (TPACK). SAGE Open, 14(2). https://doi.org/10.1177/21582440241242841

Danim, S., & Liana, M. (2022). Pelatihan Penelitian Tindakan Kelas untuk Pengembangan Profesi Guru Era Merdeka Belajar. Jurnal Dedikasi Pendidikan, 6(1), 10–20.

Elliott, J. (1991). Action Research for Educational Change. Open University Press.

Freeman, S., Eddy, S. L., McDonough, M., & Wenderoth, M. P. (2023). Active learning increases student performance in science, engineering, and mathematics. Psychological and Cognitive Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111

Jamaluddin, C. S., & Cadir, B. T. (2017). Madrasah Education in Zamboanga City as The Foundation of The Muslim Way of Life for Peaceful, Responsible, and Productive Citizen. Universidad de Zamboanga. 10.13140/RG.2.2.28537.77926

Kemmis, S., & McTaggart, R. (1988). The Action Research Planner. Deakin University Press.

Kerimbayev, N., dkk. (2025). The impact of digital hybrid education model on teachers' engagement and academic performance in the context of Kazakhstan. Scientific Reports, 15, 18234. https://doi.org/10.1038/s41598-025-02875-2

Kulidtod, Z. D. (2017). Islamic Educational Policies in the Philippines: Its Evolution and Current Problems. International Research-Based Education Journal, 1(1), 92–102.

Massie, M.-H., Capron Puozzo, I., & Boutet, M. (2022). Teacher Creativity: When Professional Coherence Supports Beautiful Risks. Journal of Intelligence, 10(3), 62. https://doi.org/10.3390/jintelligence10030062

McGonigal, J. (2011). Reality is Broken: Why Games Make Us Better and How They Can Change the World. Penguin Press.

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x

Muhlisin, Sofi, M. J., Shibirin, M., & Deporos, S. R. (2023). The Quality Improvement Assistantship Program for Madrasa Education in Mindanao, the Philippines. DIMAS: Jurnal Pemikiran Agama Dan Pemberdayaan, 3(1), 19–40. https://doi.org/10.21580/dms.2023.231.14950

Mulyasa, E. (2013). Standar Kompetensi dan Sertifikasi Guru. Remaja Rosdakarya.

Munandar, U. (2009). Pengembangan Kreativitas Anak Berbakat. Rineka Cipta.

Ningsih, S. C., dkk. (2020). Pengembangan Profesionalisme Guru SDN Tamansari I Yogyakarta Melalui Penelitian Tindakan Kelas. Jurnal LPPM UPY, 11(2), 45–53.

Ratinho, E., & Martins, C. (2023). The role of gamified learning strategies in student's motivation in high school and higher education: A systematic review. Heliyon, 9(8), e19033. https://doi.org/10.1016/j.heliyon.2023.e19033

Rehman, N., Huang, X., Mahmood, A., AlGerafi, M. A. M., & Javed, S. (2024). Project-based learning as a catalyst for 21st-Century skills and student engagement in the math classroom. Heliyon, 10(23), e39988. https://doi.org/10.1016/j.heliyon.2024.e39988

Reuell, P. (2019). Study Shows Students in 'Active Learning' Classrooms Learn More Than They Think. Harvard Gazette. https://news.harvard.edu/gazette/story/2019/09/study-shows-that-students-learn-more-when-taking-part-in-classrooms-that-employ-active-learning-strategies/

Rido, I., Halimah, S., & Mubarok, H. (2022). Analysis of Islamic Education Policy: Philippines Case Study. Tadribuna: Journal of Islamic Management Education, 2(1), 26–46.

Risdiany, H. (2021). Pengembangan Profesionalisme Guru. Seminar Nasional Ilmu Pendidikan, 3(2), 197.

Rohani, A. (2010). Pengelolaan Pengajaran; Sebuah Pengantar Menuju Guru Profesional. Rineka Cipta.

Sadipun, B., dkk. (2022). Pelatihan Penelitian Tindakan Kelas Sebagai Upaya Peningkatan Profesionalisme Guru. Jurnal Pengabdian Kepada Masyarakat (JPTAM), 3(2), 112–120.

Salmerón-Aroca, J. A., Moreno-Abellán, P., & Martínez de Miguel López, S. (2023). Teachers' Professional Development and Intelligent Ways of Coping with It: A Systematic Review in Elementary and Middle School Education. Journal of Intelligence, 11(1), 1. https://doi.org/10.3390/jintelligence11010001

Santoso, E., dkk. (2021). Pelatihan Penelitian Tindakan Kelas sebagai Bentuk Pengembangan Profesionalisme Guru. Bernas: Jurnal Pengabdian Kepada Masyarakat, 2(1), 35–42.

Sirait, R. A., & Dewi, E. Y. (2024). Peran Teknologi Pembelajaran pada Desain Pembelajaran. Jurnal Budi Pekerti Agama Kristen Dan Katolik, 2(4), 232–242. https://doi.org/10.61132/jbpakk.v2i4.773

Sternberg, R. J., & Lubart, T. I. (1995). Defying the Crowd: Cultivating Creativity in a Culture of Conformity. Free Press.

Supriadi, D. (2001). Kreativitas, Kebudayaan, dan Perkembangan Iptek. Alfabeta.

Talimbung, V. (2023). Peningkatan Profesionalisme Guru Melalui Pelatihan PTK di Klasis Telutih. Jurnal Inovasi Pendidikan Matematika Indonesia (JIPMI), 2(1), 55–65. https://doi.org/10.26714/jipmi.v2i2.104

Tang, K. H. D. (2023). Student-centered approach in teaching and learning: What does it really mean? Acta Pedagogia Asiana, 2(2), 72–83. https://doi.org/10.53623/apga.v2i2.218

Trilling, B., & Fadel, C. (2009). 21st Century Skills: Learning for Life in Our Times. Jossey-Bass.

Wang, Y., & Fan, Z. (2025). The Impact of Communities of Practice on Professional Development Among Chinese Teachers: A Mixed-Methods Longitudinal Study. SAGE Open, 15(2). https://doi.org/10.1177/21582440251359824

Widiastuti, I. A. M. S., Mantra, I. B. N., & Saukah, A. (2023). Implementing Problem-based Learning to Develop Students' Critical and Creative Thinking Skills. Jurnal Pendidikan Indonesia, 12(4), 658–667.

Xian, J., dkk. (2025). Students' experience and learning outcomes in multisensory environments: the moderating role of interaction modalities. Smart Learning Environments, 12, 18. https://doi.org/10.1186/s40561-025-00402-4

Yudiawan, A., Sunarso, B., Suharmoko, S., Sari, F., & Ahmadi, A. (2021). Successful online learning factors in COVID-19 era: Study of Islamic higher education in West Papua, Indonesia. International Journal of Evaluation and Research in Education (IJERE), 10(1), 193–201. https://doi.org/10.11591/ijere.v10i1.21036

Zeng, Z., dkk. (2024). Exploring the impact of gamification on students' academic performance: A comprehensive meta-analysis of studies from the year 2008 to 2023. British Journal of Educational Technology, 55(3), 1–25. https://doi.org/10.1111/bjet.13471

Zeng, Z., Liu, F., & Li, M. (2025). From Engagement to Achievement: How Gamification Impacts Academic Success in Higher Education. Education Sciences, 15(8), 1054. https://doi.org/10.3390/educsci15081054

Zhang, Y., dkk. (2023). A study of the impact of project-based learning on student learning effects: a meta-analysis study. Frontiers in Psychology, 14, 1202728. https://doi.org/10.3389/fpsyg.2023.1202728

Downloads

Published

2026-04-30

Issue

Vol. 23 No. 01 (2026): Sarwahita : Jurnal Pengabdian Kepada Masyarakat

Section

Articles

License

Copyright (c) 2026 Desi Rahmawati, Siti Zulaikha, Rugaiyah, Muhammad Takdir, Linda Ika Mayasari, Diantha Maryam Andyni, Khusnul Abdul Qodar Romadhoni, Kamarodin Abas Abdulkarim

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright Notice

Sarwahita allow the author(s) to hold the copyright without restrictions and  allow the author(s) to retain publishing rights without restrictions. Sarwahita CC-BY or an equivalent license as the optimal license for the publication, distribution, use, and reuse of scholarly work. In developing strategy and setting priorities, Sarwahita recognize that free access is better than priced access, libre access is better than free access, and libre under CC-BY or the equivalent is better than libre under more restrictive open licenses. We should achieve what we can when we can. We should not delay achieving free in order to achieve libre, and we should not stop with free when we can achieve libre.

Sarwahita is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
Share - copy and redistribute the material in any medium or format
Adapt - remix, transform, and build upon the material for any purpose, even commercially.
The licensor cannot revoke these freedoms as long as you follow the license terms.