<![CDATA[The advancement of technological disruption in the digital era necessitates fundamental transformations within vocational education, particularly regarding teachers' readiness to produce innovative and contextual learning materials. Preliminary observations at SMK PGRI 1 Jakarta revealed that only 13.33% of teachers had independently developed interactive digital teaching materials due to technological barriers and time constraints. This Community Service (PkM) initiative aimed to enhance teachers' digital pedagogical competencies through a structured workshop focusing on the development of digital learning materials grounded in a deep learning approach assisted by artificial intelligence (AI) tools. The execution methodology incorporated the Asset-Based Community Development (ABCD) framework synthesized with the procedural phases of the Plomp model, encompassing preliminary research, development/prototyping, and assessment phases. The intervention was conducted offline on June 13, 2026, involving 30 vocational teachers from four expertise concentrations. Data were collected using self-evaluations, expert reviews, one-to-one evaluations, small-group evaluations, and final portfolio assessments. The evaluation results demonstrated that the digital teaching modules achieved an expert validity score of 4.40 out of 5.00 (highly valid), a small-group practicality score of 4.43 out of 5.00 (highly practical), and 86.67% of teachers successfully generated functional digital materials fulfilling vocational curriculum standards. This program offers practical implications as a sustainable instructional mentoring model to cultivate an autonomous digital learning ecosystem in vocational schools. ABSTRAK Perkembangan disrupsi teknologi di era digital menuntut transformasi mendasar pada sektor pendidikan vokasi, khususnya kesiapan guru dalam memproduksi materi pembelajaran yang inovatif dan kontekstual. Berdasarkan studi pendahuluan di SMK PGRI 1 Jakarta, ditemukan bahwa hanya 13,33% guru yang pernah mengembangkan bahan ajar digital interaktif secara mandiri akibat kendala literasi teknologi dan keterbatasan waktu. Program Pengabdian kepada Masyarakat (PkM) ini bertujuan untuk meningkatkan kompetensi pedagogik digital guru melalui workshop terstruktur penyusunan bahan ajar digital berbasis pendekatan pembelajaran mendalam (deep learning) berbantuan perangkat kecerdasan buatan (artificial intelligence / AI). Metode pelaksanaan mengadopsi pendekatan Asset-Based Community Development (ABCD) yang dipadukan dengan siklus pengembangan model Plomp, meliputi fase pengkajian awal (preliminary research), fase perancangan (development or prototyping phase), dan fase penilaian (assessment phase). Kegiatan dilaksanakan secara luring pada tanggal 13 Juni 2026 yang diikuti oleh 30 orang guru kejuruan dari empat konsentrasi keahlian. Pengumpulan data dilakukan menggunakan teknik self-evaluation, expert review, one-to-one evaluation, small group evaluation, serta penilaian portofolio produk akhir. Hasil evaluasi menunjukkan bahwa modul bahan ajar digital yang dikembangkan memperoleh skor validitas ahli sebesar 4,40 dari skala 5,00 (kategori sangat valid), tingkat kepraktisan kelompok sebesar 4,43 dari skala 5,00 (kategori sangat praktis), dan sebanyak 86,67% guru berhasil memproduksi bahan ajar digital siap pakai yang memenuhi kriteria kelayakan kurikulum vokasi. Program ini berimplikasi sebagai model pendampingan instruksional berkelanjutan dalam membangun ekosistem digital mandiri di sekolah kejuruan. ]]>
