Penguatan kompetensi digital Guru MI melalui pelatihan pengembangan bahan ajar bahasa arab berbasis Canva
DOI:
https://doi.org/10.53088/penamas.v6i3.3494Keywords:
Teacher Digital Competence, TPACK, Arabic Language Teaching, Canva Education, Participatory Learning and ActionAbstract
This community service program aimed to strengthen teachers' digital competence, creativity, and capacity to produce classroom-ready digital Arabic teaching materials through Canva-based training. The program applied a Participatory Learning and Action (PLA) approach comprising needs assessment, interactive instruction, demonstration, guided practice, mentoring, product presentation, and evaluation through pre-tests, post-tests, product assessment, and participant-satisfaction questionnaires. Thirty Madrasah Ibtidaiyah Arabic teachers participated. Results showed a significant improvement in participants' average competence scores, from 62.3% (pre-test) to 92.1% (post-test), with a normalized gain (N-gain) of 0.79, categorized as high. All participants produced at least one classroom-ready digital teaching material, including worksheets, vocabulary flashcards, posters, grammar infographics, and interactive presentations. The program's novelty lies in integrating Canva training with Arabic-language material development through an existing teacher professional-learning community, using a complete participatory cycle from needs analysis to product evaluation. Practically, the program offers a replicable, low-cost training model that other madrasah teacher communities can adopt to accelerate digital-pedagogical capacity building without requiring advanced graphic-design skills.
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