Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Jurnal Al Maesarah : Jurnal Pengabdian Kepada Masyarakat Bidang Pendidikan, Sosial, dan Kemasyarakatan
Hasanah, Siti Waqi’atul
Unknown Affiliation
Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Enhancing Learning and Assessment Management through Microsoft Teams Training at MA Nurul Qadim Iman, Dian Zulfatul; Arifin, Misbahul; Hasanah, Siti Waqi’atul; Dayem, Fatimah Gamal Abdel
Jurnal Al Maesarah Vol 5 No 1 (2026): Education, Social, and Community
Publisher : LPPM STAI Darul Falah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58988/jam.v5i1.627

Abstract

The rapid digital transformation in education has redefined teaching and assessment practices, demanding teachers to strengthen their competence in managing technology-based learning environments. This community service project aimed to enhance the digital capacity of teachers at MA Nurul Qadim by implementing Microsoft Teams as a central platform for instruction, collaboration, and assessment. The program employed a combination of applied training, participatory practice, and continuous mentoring to build teachers’ digital literacy and pedagogical adaptability. Through hands-on workshops, teachers learned to create virtual classrooms, organize learning materials, conduct interactive sessions, and manage student assessment within the platform. Evaluation results, drawn from pre- and post-training assessments, classroom observations, and reflective interviews, revealed a significant increase in teachers’ digital competence and confidence in using Microsoft Teams for instructional purposes. Moreover, the initiative produced Standard Operating Procedures (SOPs) to ensure consistent and sustainable digital practices across the institution. Overall, the project underscores that contextually grounded and structured professional development can effectively foster teachers’ technological proficiency, encourage innovation in pedagogical approaches, and build a resilient school culture that is responsive to ongoing educational transformation.
Co-Authors Arifin, Misbahul Dayem, Fatimah Gamal Abdel Iman, Dian Zulfatul