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All Journal Journal of Community Service in Early Childhood Education
Meliana Sari
Universitas Islam Negeri Mahmud Yunus Batusangkar
Social Sciences Other

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Capacity Building for Raudhatul Athfal Teachers through the Development of Merdeka Curriculum Teaching Modules Jhoni Warmansyah; Meliana Sari; Restu Yuningsih; Sherly Wiliany; Rahayu Yandira S Siregar; Zakiah Zalzabila
Journal of Comunity Service in Early Childhood Education Vol. 1 No. 1 (2025): Journal of Comunity Service in Early Childhood Education
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jcosece.v1i1.37

Abstract

Background: Raudhatul Athfal (RA) teachers often face challenges in developing effective teaching modules aligned with the Merdeka Curriculum due to limited training and difficulties in translating curriculum principles into classroom practice. Aims: This community service aims to strengthen RA teachers’ capacity in developing teaching modules based on the Merdeka Curriculum. Methods: This program employed a Participatory Action Research (PAR) approach through mentoring activities conducted offline over two days. The program involved 52 RA teachers in a series of activities including material delivery, hands-on module design, and reflective discussions. Data were collected through observations, interviews, focus group discussions (FGDs), and questionnaires. Result: The results indicate a significant improvement in teachers’ understanding and skills in developing teaching modules aligned with the Merdeka Curriculum. Teachers demonstrated better comprehension of curriculum structure, learning outcomes (CP), and the formulation of learning objectives (TP) and teaching modules (ATP). In addition, their ability to design structured and contextualized modules improved, particularly in aligning learning activities with student needs and integrating appropriate learning media. The evaluation results showed a high level of participant satisfaction, with an average score of 3.95 categorized as “Good,” indicating that the mentoring activities were well-received. Teachers also showed increased confidence in implementing the curriculum in classroom practice, including the use of technology. Furthermore, the participatory and hands-on approach enabled active engagement, leading to deeper understanding and improved practical skills. Conclusion: The mentoring program effectively enhanced RA teachers’ capacity in designing innovative and contextualized teaching modules aligned with the Merdeka Curriculum, making it a practical and replicable model for similar educational programs.
Implementation of a Practice- and Mentoring-Based Advanced Training Program to Enhance Early Childhood Teachers’ Professional Competence Elis Komalasari; Jhoni Warmansyah; Restu Yuningsih; Meliana Sari; Resti Yulia; Angraini Daboti; Noor Annis Azwin Binti Fakaruddin
Journal of Comunity Service in Early Childhood Education Vol. 1 No. 3 (2025): Journal of Comunity Service in Early Childhood Education
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jcosece.v1i3.116

Abstract

Background: Improving the professional competence of early childhood teachers is essential to ensure the quality of learning and child development outcomes. However, many teachers still face challenges in pedagogical skills, curriculum development, and the integration of digital media in learning. These conditions indicate the need for structured, practice-oriented training supported by field mentoring. Aims: This program aims to enhance early childhood teachers’ professional competence through a practice- and mentoring-based advanced training program. Methods: This program employed a Service Learning approach, integrating training, practical experience, and community-based application. The implementation consisted of three stages: preparation, implementation, and evaluation. The program involved 50 early childhood teachers in Padang Panjang. Activities included in-class training, independent practice assignments, field mentoring, local learning visits, and dissemination activities. Evaluation was conducted through pre- and post-tests, observation, and assessment of participants’ performance. Data were analyzed descriptively. Results: The findings show improvements in teachers’ competencies, including understanding of child development, learning strategies, curriculum design, assessment practices, and the use of digital media. Participants also demonstrated enhanced ability in lesson planning, developmental assessment, and implementing innovative learning. Mentoring and field-based activities strengthened practical skills and confidence. Conclusion: A practice- and mentoring-based advanced training program effectively improves teachers’ professional competence. The integration of training, practice, and mentoring provides meaningful and sustainable learning outcomes and can serve as a model for similar programs.
Co-Authors Angraini Daboti Elis Komalasari Jhoni Warmansyah Noor Annis Azwin Binti Fakaruddin Rahayu Yandira S Siregar Resti Yulia Restu Yuningsih Sherly Wiliany Zakiah Zalzabila