<![CDATA[Improving teacher quality is an essential factor in supporting the achievement of Sustainable Development Goal (SDG) 4 on Quality Education and is aligned with the National Research Master Plan (RIRN) in education, which emphasizes strengthening teacher competencies through experimental science learning. However, a needs assessment conducted among members of the Physics Teachers’ Association (MGMP) of Banjarmasin revealed that some teachers had experienced a decline in laboratory competence due to the limited use of laboratory facilities. This community service program aimed to strengthen physics teachers’ science process skills through a hands-on laboratory refresher program focusing on kinematics and dynamics experiments. The activity was conducted in a one-day session involving 41 physics teachers from MGMP Banjarmasin and covered four experiments: Newton’s Second Law, spring constant determination, harmonic motion, and rolling motion. The program consisted of concept reinforcement, equipment demonstrations, hands-on laboratory practice, and mentoring sessions. Evaluation was conducted through observations of teachers’ science process skills and participant response questionnaires. The results showed that all observed aspects of science process skills were categorized as very good, with an average score of 93.64%. Laboratory safety practices achieved the highest score (97.56%), while data analysis obtained the lowest score (88.41%), although it remained within the very good category. Participant responses were also highly positive, with an average score of 96.58%, indicating that participants perceived the program as beneficial for strengthening their laboratory skills and supporting laboratory-based physics instruction. These findings demonstrate that the program provided opportunities for teachers to practice laboratory procedures and demonstrate science process skills during kinematics and dynamics experiments.]]>
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