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All Journal QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal Review Pendidikan dan Pengajaran (JRPP) Community Development Journal: Jurnal Pengabdian Masyarakat International Journal of Community Service (IJCS) International Journal of Education and Digital Learning (IJEDL) Journal of Pedagogi
Sudrajat, Didi
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Journal : International Journal of Community Service (IJCS)

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Empowering Parent Communities through "Rumah Literasi Digital": Technology-Based Supervision Training and Learning Mentorship in High-Density Residential Areas Sudrajat, Didi; Sartinayanti, Sartinayanti; Yani, Ahmad; Sukmayadi, Dodi; Aprianto, Iwan
International Journal of Community Service (IJCS) Vol. 5 No. 1 (2026): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijcs.v5i1.1800

Abstract

This qualitative study examines the effectiveness of a community-based digital literacy intervention—Rumah Literasi Digital (Digital Literacy House)—in empowering parents to supervise their children's digital learning in high-density residential neighborhoods. Through semi-structured interviews and focus group discussions with 32 parents and 8 educators from four community learning centers (CLCs) in Jakarta over an eight-month period, we applied Braun and Clarke's reflexive thematic analysis to explore how technology-integrated training programs foster parental empowerment across three dimensions: resource empowerment, critical awareness, and relational empowerment. Findings demonstrate that structured digital parenting interventions significantly enhance parents' capacity to identify and access digital resources, develop critical consciousness about technology risks, and strengthen family communication about online activities. Thematic analysis revealed five overarching themes: (1) Knowledge Construction and Digital Competency Development, (2) Critical Consciousness Formation, (3) Relational Networks and Peer Support, (4) Family Communication Enhancement, and (5) Systemic Barriers and Implementation Challenges. The study contributes evidence-based insights into community-based approaches for addressing the digital divide in resource-constrained urban contexts and offers actionable recommendations for integrating digital parenting literacy into non-formal education frameworks in Indonesia.
Strengthening Elementary School Teachers’ Digital Competence through AI-Based Instructional Design Training in Indonesia’s 3T Regions Hanafiah, Hanafiah; Sudrajat, Didi; Shaumiwaty, Shaumiwaty; Shaulita, Rizkia; Pradana, Pascalian Hadi
International Journal of Community Service (IJCS) Vol. 5 No. 1 (2026): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijcs.v5i1.1852

Abstract

This quantitative study investigates the effectiveness of an artificial intelligence (AI)-based instructional design training program in strengthening the digital competence of elementary school teachers in Indonesia’s frontier, outermost, and underdeveloped (3T) regions. Education quality and access in 3T regions remain constrained by geographical isolation, limited infrastructure, and uneven professional development opportunities for teachers. Building on the European Digital Competence Framework for Educators (DigCompEdu) and its six areas of educator digital competence, the study designed a structured training program that introduced teachers to generative AI tools for lesson planning, resource development, and assessment. A one-group pretest–posttest design was implemented with 120 elementary school teachers from several 3T districts. Data were collected using a Likert-scale digital competence questionnaire adapted from DigCompEdu and analyzed with descriptive statistics and paired-sample t-tests. Findings show statistically significant improvements in teachers’ overall digital competence scores across all six DigCompEdu areas, with the largest gains in “Teaching and learning” and “Facilitating learners’ digital competence.” The results indicate that contextually grounded AI-based instructional design training can be an effective strategy to narrow digital competence gaps between teachers in peripheral and non-peripheral regions. Implications for policy, teacher professional development, and further research on AI-supported pedagogy in disadvantaged contexts are discussed.
Co-Authors ahmad yani Amsal Sahban, Muhammad Budi Witjaksana, Budi Dina Mayadiana Suwarma Dodi Sukmayadi Ely Trianasari Hadi Prayitno, Hadi Hanafiah Hanafiah, Hanafiah HUTAURUK, TRIMEY LIRIA Ibnu Andli Marta Indra Cahaya Tresna Istiarsono, Zen Iwan Aprianto Langi, Jeffrey Payung Liza Husnita M, Miswan Pascalian Hadi Pradana Pipit Rahayu Prastyadi Wibawa Rahayu Purnama, Yulian Rebecca Evelyn Laiya Rezki Novianti Roza, Nelli Saidi, Sui'd Saputri, Dwi Yuniasih Sartinayanti, Sartinayanti Shaulita, Rizkia Shaumiwaty, Shaumiwaty SIJABAT, RAMSON RIKSON MARUWAHAL Sri Wahyuni Subroto, Desty Endrawati Sulaminingsih, Sulaminingsih Sulistiani, Indah Sulistiani, Indah Suroso Suroso Tumiwa, Joseph Umul Khasanah Utama, I Wayan Karang Wartono, Tono