<![CDATA[Primary school and Islamic primary school teachers are expected to be able to translate curriculum policies into coherent instructional materials. However, some teachers still require practical capacity building to align learning outcomes, learning objectives, learning activities, teaching materials, worksheets, media, and assessments. This community service program aimed to strengthen the competencies of teachers at MI Syekh Muhammad Samman Makassar in developing contextual, systematic, and operational instructional materials. The program was conducted on August 28–29, 2026, involving 10 teachers through participatory training and product-based mentoring that encompassed needs identification, conceptual reinforcement, guided practice, peer review, revision, and evaluation. Data were collected using a 20-item pretest and posttest, an instructional-material assessment rubric comprising six indicators rated on a scale of 1–4, an engagement observation sheet, and participant reflection sheets. The data were analyzed descriptively based on process indicators and the quality of the instructional materials produced. The results showed that the mean evaluation score increased from 60.3 to 87.0, while the mean quality of the instructional materials increased from 63.8% to 88.0%. All participants successfully completed their revised instructional materials. The most notable improvement occurred in the alignment of objectives, learning activities, and assessments, whereas the development of assessment instruments and scoring rubrics still required further mentoring. These findings indicate that practice-based capacity building conducted contextually and collaboratively and accompanied by progressive feedback can help teachers integrate curriculum requirements into instructional planning. Consequently, schools can develop similar mentoring models through professional learning communities so that instructional materials can be continuously implemented, reflected upon, and improved.]]>
