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All Journal Dedicated: Journal of Community Services (Pengabdian kepada Masyarakat)
Purnomo Purnomo
Unniversitas Pendidikan Indonesia

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Pengelolaan layanan perpustakaan khusus: Pengalaman praktis di Perpustakaan DPR RI Purnomo Purnomo; Eko Sulistiono; Cucu Sukmana; Ade Romi Rosmia; Mohamad Hadi Ali Mutamam; Tuti Alawiyah; Diemas Arya Komara
Dedicated: Journal of Community Services (Pengabdian kepada Masyarakat) Vol. 4 No. 1 (2026): Dedicated: Journal of Community Services (Pengabdian kepada Masyarakat)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/dedicated.v4i1.579

Abstract

The Community Learning Center (CLC) in Kota Kinabalu, Malaysia, provides basic education for the children of Indonesian migrant workers, but the teachers face challenges with digital literacy, pedagogical competence, and professional isolation due to the center's remote location on a plantation. This community service activity aims to develop and implement an e-collaborative learning platform to strengthen CLC teachers' competencies through a continuous, technology-integrated capacity-building model. The program is implemented through six participatory stages based on the Technological Pedagogical Content Knowledge (TPACK) and Outcome-Based Education frameworks. This includes a needs analysis, the design of a WordPress-based platform called EduKolab, and interactive training on quality assurance, andragogy, and digital learning for participating teachers. This activity was attended by 20 CLC teachers from various regions in Sabah. The evaluation combined pre- and post-tests with the TPACK Likert-scale instrument and reflective interviews, and analyzed them using N-Gain and thematic analysis. Teachers demonstrated substantial improvements across all competency indicators, reflected in increased digital self-efficacy, the formation of cross-site professional learning communities, and a stronger understanding of andragogical principles in serving adult learners. Integrating TPACK with social constructivism and adult learning principles effectively addresses teacher competency gaps in cross-border educational contexts and offers a replicable model for other CLC.
Co-Authors Ade Romi Rosmia Cucu Sukmana, Cucu Diemas Arya Komara Eko Sulistiono Mohamad Hadi Ali Mutamam Tuti Alawiyah