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Muhammad Irwan Hadi
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aldyas@yasin-alsys.org
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Jalan Lingkok Pandan No 208 Kwang Datuk, Desa Selebung Ketangga, Kec. Keruak, kab. Lombok Timur, Prov. Nusa Tenggara Barat, Indonesia
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Al-DYAS : Jurnal Inovasi dan Pengabdian kepada Masyarakat
Published by Lembaga Yasin Alsys
ISSN : 29644992     EISSN : 29644984     DOI : https://doi.org/10.58578/aldyas
Core Subject : Education, Social,
Education Social Sciences Other
This journal was published by Penerbit LYAS which was published Three times a year, February, June, and October with a minimum of 5 articles. The journal aims to provide a forum for scholarly understanding of the field of education and plays an important role in promoting the process that accumulated knowledge, values, and skills. Scientific manuscript dealing with Research and Community Service topics are particularly welcome to be submitted.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 411 Documents
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Pembinaan Guru dalam Penyusunan Perangkat Pembelajaran untuk Mendukung Kesiapan Akreditasi Fauziah Kamaruddin; Radiatan Mardiah; Harfiani
Al-DYAS Vol 5 No 3 (2026): Al-DYAS: Jurnal Inovasi dan Pengabdian kepada Masyarakat
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/aldyas.v5i3.12003

Abstract

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.

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