<![CDATA[Digital transformation in managing school–parent collaboration requires strengthening the capacity of school administrative staff as users responsible for managing information and communication digitally. This community service activity aimed to enhance school operators' mastery as key users in understanding and operating DAMPIT-PINTER as a supporting platform for digital-based school–parent collaboration management. The activity was conducted at public elementary schools in Dampit District, Malang Regency, using the DIRA (Diagnosis–Implementation–Reflection–Adaptation) approach, which was integrated with material delivery, training, mentoring, hands-on practice, and evaluation via pre-test and post-test. The evaluation instrument consisted of 25 multiple-choice items measuring material and operational platform mastery, which were tested for validity and reliability. Out of 47 participants, changes in mastery were analyzed using complete paired data from 45 school operators. The results showed that the mean mastery score increased from 94.84 to 98.22 (a 3.38-point increase), the median increased from 96 to 100, and the standard deviation decreased from 10.22 to 3.36. The Wilcoxon Signed-Rank test indicated a statistically significant difference between pre-test and post-test performance (Z=−3.199;p=0.001) with an effect size of r=0.477. Item-level analysis of the four items with the lowest initial scores showed the largest improvement on item 18, amounting to 25.15 percentage points. These findings provide empirical evidence regarding the capacity building and technical readiness of school operators as platform managers, rather than direct changes in parent collaboration behavior. However, the high initial mastery level limited overall room for score improvement (ceiling effect). The sustainability of the activity is directed toward monitoring platform utilization through concrete indicators, including operator login frequency, the volume of incoming parent interactions and aspirations, the intensity of e-monitoring feature usage, and the evaluation of changes in school–parent communication quality within a specified timeframe.]]>
