Penguatan Kompetensi Guru Sekolah Dasar dalam Mengintegrasikan Pendidikan Karakter melalui Media Digital Berbasis TPACK - Utama, Candra; Mashfufah, Aynin; Untari, Esti (Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat, 2026)
Program pengabdian kepada masyarakat ini bertujuan meningkatkan kompetensi guru sekolah dasar dalam mengintegrasikan pendidikan karakter melalui media digital berbasis kerangka TPACK. Kegiatan dilaksanakan bersama guru SDN Sawojajar 3 Kota Malang melalui empat tahap, yaitu persiapan, pelatihan dan workshop, implementasi terpantau, serta evaluasi dan tindak lanjut. Data evaluasi diperoleh dari 30 data berpasangan pretest-posttest, portofolio rancangan pembelajaran, observasi, refleksi peserta, dan dokumentasi kegiatan. Hasil evaluasi menunjukkan peningkatan rerata skor kompetensi dari 59,93 pada pretest menjadi 86,67 pada posttest. Uji Shapiro-Wilk menunjukkan data pretest berdistribusi normal, sedangkan data posttest tidak normal; karena itu, pengujian perbedaan menggunakan Wilcoxon Signed-Rank Test. Hasil uji Wilcoxon memperoleh p-value 0,000015, yang menunjukkan perbedaan bermakna setelah intervensi. Secara kualitatif, guru mampu menghasilkan rancangan pembelajaran, poster nilai, kuis reflektif, dan pengelolaan kelas digital yang lebih eksplisit menautkan nilai karakter dengan tujuan, aktivitas, media, dan asesmen. Program ini menunjukkan bahwa pelatihan berorientasi produk yang disertai pendampingan dapat menjadi strategi efektif untuk memperkuat kompetensi guru, mendorong pembelajaran berkarakter, dan mendukung pencapaian SDG 4 pada konteks sekolah dasar. Strengthening Elementary School Teachers’ Competence in Integrating Character Education through TPACK-Based Digital Media Abstract This community service program aimed to strengthen elementary school teachers’ competence in integrating character education through TPACK-based digital media. The program was conducted with teachers at SDN Sawojajar 3 Malang City through four stages: preparation, training and workshop, monitored classroom implementation, and evaluation with follow-up mentoring. Evaluation data were collected from 30 paired pretest-posttest records, learning design portfolios, observation notes, participant reflections, and activity documentation. The results indicated that teachers’ mean competence score increased from 59.93 in the pretest to 86.67 in the posttest. The Shapiro-Wilk test showed that the pretest data were normally distributed, whereas the posttest data were not; therefore, the Wilcoxon Signed-Rank Test was used to examine the difference. The Wilcoxon result produced a p-value of 0.000015, indicating a statistically significant change after the intervention. Qualitative evidence showed that teachers were able to produce learning designs, value-based visual media, reflective digital quizzes, and digital classroom management plans that more explicitly aligned character values with objectives, activities, media, and assessment. The program demonstrates that product-oriented professional development combined with mentoring can effectively improve teachers’ competence, promote character-oriented learning, and support SDG 4 within the elementary school context.