<![CDATA[Keterbatasan kompetensi digital guru dalam memilih, mengembangkan, dan mengintegrasikan multimedia secara pedagogis masih menjadi tantangan dalam pembelajaran Bahasa Inggris di sekolah kawasan pinggiran. Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan kompetensi guru Bahasa Inggris SMPN 3 Gunungsari dalam memanfaatkan multimedia untuk pembelajaran yang interaktif, kontekstual, dan berpusat pada peserta didik. Kegiatan dilaksanakan menggunakan pendekatan participatory training and mentoring yang terdiri atas empat tahap, yaitu analisis kebutuhan, pelatihan dan penguatan konsep, praktik dan pendampingan, serta evaluasi dan tindak lanjut. Peserta kegiatan berjumlah lima guru Bahasa Inggris. Transfer pengetahuan dan keterampilan dilakukan melalui demonstrasi, hands-on practice, collaborative learning, microteaching, umpan balik, dan mentoring dengan memanfaatkan PowerPoint interaktif, Canva, video, audio, gambar, kuis digital, dan sumber belajar daring. Evaluasi dilakukan melalui pre-test dan post-test, observasi keterampilan, penilaian produk multimedia, serta angket kompetensi dan kepercayaan diri. Data dianalisis secara deskriptif kuantitatif dan kualitatif melalui perbandingan skor, persentase peningkatan 41,67%, N-Gain 0,83 (tinggi), penilaian produk, dan analisis tematik. Hasil kegiatan menunjukkan adanya peningkatan pengetahuan, keterampilan mengembangkan multimedia, kemampuan mengintegrasikan multimedia dalam pembelajaran, serta kepercayaan diri guru dalam menggunakan teknologi. Praktik microteaching dan pendampingan membantu guru menghubungkan teknologi dengan tujuan pembelajaran, pedagogi, dan konten Bahasa Inggris. Kegiatan ini menunjukkan bahwa pelatihan multimedia berbasis TPACK yang kontekstual dan berorientasi praktik dapat menjadi strategi pengembangan kompetensi digital guru yang aplikatif dan berkelanjutan di sekolah kawasan pinggiran. Strengthening English Teachers’ Digital Competence through TPACK-Based Multimedia Training in Urban Fringe Schools Abstract Limited digital competence among teachers in selecting, developing, and pedagogically integrating multimedia remains a challenge in English language instruction in urban fringe schools. This community service program aimed to enhance the competence of English teachers at SMPN 3 Gunungsari in utilizing multimedia to support interactive, contextual, and student-centered English instruction. The program employed a participatory training and mentoring approach consisting of four stages: needs analysis, training and conceptual strengthening, practice and mentoring, and evaluation and follow-up. Five English teachers participated in the program. Knowledge and skills were transferred through demonstrations, hands-on practice, collaborative learning, microteaching, feedback, and mentoring using interactive PowerPoint, Canva, instructional videos, audio, images, digital quizzes, and online learning resources. Program evaluation employed pre-tests and post-tests, skills observations, multimedia product assessments, and a teacher competence and confidence questionnaire. The data were analyzed using descriptive quantitative and qualitative approaches, including score comparisons, percentage improvement, N-Gain analysis 0,83 (high), product assessment, and thematic analysis. The results indicated improvements in teachers’ knowledge, multimedia development skills, ability to integrate multimedia into English language instruction, and confidence in using digital technology 41,67%. Microteaching and mentoring enabled teachers to connect technology with English learning objectives, pedagogical strategies, and content. The program demonstrates that contextualized and practice-oriented TPACK-based multimedia training can serve as an applicable and sustainable strategy for strengthening teachers’ digital competence in urban fringe schools]]>
