<![CDATA[Unequal access to continuous teacher competency development remains a challenge in rural and remote areas of Indonesia, including West Golewa District, Ngada Regency, East Nusa Tenggara. Geographic conditions, limited access to electricity and the internet, and distance from the regency capital restrict teachers’ opportunities for sustained training and mentoring. This community service program aimed to strengthen the pedagogical and professional competencies of elementary and junior high school teachers through contextual, culture-based learning. The program involved 40 teachers from six partner schools, comprising 25 elementary and 15 junior high school teachers. The program was implemented through four stages: needs assessment, training, practice and material development, and mentoring and evaluation. Data were collected through pretest-posttest instruments and classroom mentoring observations. The results indicated improved teacher understanding, with the mean score increasing from 58.5 to 82.3, shifting from the low to the good category. Overall, teachers’ competencies increased by 40.7% following training, instructional material development, mentoring, and evaluation. Teachers also demonstrated active participation in discussions and practical activities, as well as in the development of learning materials based on local culture. The program’s sustainability is supported through regular mentoring, implementation monitoring, and strengthening teacher learning communities.]]>
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