<![CDATA[This community service program addressed limited teacher capacity to integrate technology, pedagogy, and geometry content, as well as the lack of affordable three-dimensional teaching media at a rural junior high school. The activity aimed to strengthen teachers’ instructional competence and support spatial geometry learning through a participatory hologram-based classroom program. The program involved 15 teachers and 60 students at SMP Negeri 2 Besulutu, Konawe, Southeast Sulawesi. Implementation followed five stages: needs analysis and baseline assessment; design and fabrication; socialization and workshops; classroom implementation; and mentoring and evaluation. The program produced one master hologram unit, eight low-cost units, and eight digital geometry contents. The mean teacher competence score rose from 46.5 to 84.9, with a normalized gain value of 0.72. The mean student spatial literacy score increased from 53.9 to 77.9, with a normalized gain value of 0.52; 57 of 60 students reached the minimum score of 70. These descriptive results provide an initial picture of the program outcomes, while the single-school, pre-post design does not establish causal effects. Continued mentoring, product maintenance, and follow-up assessment are recommended.]]>
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