<![CDATA[[Bahasa]: Keterbatasan siswa SMKS Indonesia Membangun 1, khususnya program keahlian Teknik Komputer dan Jaringan (TKJ), dalam mengonversi pengetahuan pemrograman dasar menjadi artefak digital yang aplikatif menjadi latar belakang kegiatan ini. Pembelajaran yang berfokus pada sistem jaringan menyebabkan penerapan konsep pemrograman belum terintegrasi dengan kebutuhan pengembangan digital. Kegiatan pengabdian masyarakat ini bertujuan untuk menjembatani kesenjangan tersebut melalui pelatihan pengembangan antarmuka web berbasis HTML dan CSS. Program dirancang dengan pendekatan Participatory Action Research (PAR) yang mencakup analisis kebutuhan, perancangan pembelajaran, pelaksanaan pelatihan tatap muka, dan evaluasi. Sebanyak 55 siswa berpartisipasi dalam program. Evaluasi kuantitatif dilakukan melalui pre-test dan post-test menggunakan 10 soal objektif pada platform Kahoot!, dengan analisis data secara deskriptif berdasarkan skor total dan jumlah jawaban yang benar. Skor Kahoot! merepresentasikan akurasi dan kecepatan jawaban. Capaian praktik dievaluasi melalui produk antarmuka web sederhana yang dikembangkan oleh siswa dalam siklus PAR. Hasil menunjukkan peningkatan kompetensi yang signifikan. Rerata skor peserta meningkat dari 2.041,91 menjadi 4.828,78, dan rerata jawaban benar meningkat dari 2,91 menjadi 5,98 dari 10 soal. Meski efektif, evaluasi berbasis daring menghadapi kendala teknis seperti ketergantungan pada koneksi internet. Oleh karena itu, disarankan agar kegiatan serupa di masa depan mengembangkan instrumen penilaian yang kompatibel dengan pembelajaran luring serta mempertimbangkan pendekatan low-code/no-code sebagai strategi pedagogis inklusif untuk memfasilitasi beragam tingkat kesiapan siswa dalam menghasilkan artefak digital. Kata Kunci: desain web, keterampilan digital, kurikulum independen, teknologi [English]: The limitations of SMKS Indonesia Membangun 1 students, particularly those in the Computer and Network Engineering (TKJ) program, in converting basic programming knowledge into applicable digital artifacts served as the background for this activity. Learning focused on network systems has resulted in the application of programming concepts not being integrated with digital development needs. This community service activity aims to bridge this gap by providing training in developing HTML- and CSS-based web interfaces. The program was designed using a Participatory Action Research (PAR) approach that included needs analysis, learning design, face-to-face training implementation, and evaluation. A total of 55 students participated in the program. Quantitative evaluation was conducted through pre-tests and post-tests using 10 objective questions on the Kahoot! platform, with descriptive data analysis based on the total score and the number of correct answers. The Kahoot! score represents the accuracy and speed of answers. Practical achievements were evaluated through a simple web interface product developed by students in the PAR cycle. The results showed a significant increase in competency. The average score of participants increased from 2,041.91 to 4,828.78, and the average correct answer rate increased from 2.91 to 5.98 out of 10 questions. Although effective, online-based evaluations face technical challenges such as dependence on an internet connection. Therefore, it is recommended that similar activities in the future develop assessment instruments that are compatible with offline learning and consider low-code/no-code approaches as inclusive pedagogical strategies to facilitate diverse levels of student readiness in producing digital artifacts. Keywords: web design, digital skills, independent curriculum, technology]]>
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