Transforming Teacher Competency in Coastal Areas through Training on Digital Worksheet Design Using Canva
DOI:
https://doi.org/10.56294/cid2025160Keywords:
Teacher competency, Coastal areas, Digital worksheet, Canva, Technology integrationAbstract
Introduction: this inquiry seeks to overcome the insufficient technological and pedagogical capabilities observed among educators in the coastal district of Muara Gembong, Indonesia. Structured training in designing digital Student Worksheets (LKPD) using the Canva application was delivered to advanced participants to enhance their digital literacy and instructional design expertise. The initiative was framed within the Independent Curriculum and sought to generate a sustainable uplift in teacher competencies through context-sensitive and practice-based professional development.
Method: employing a Participatory Action Research (PAR) paradigm, the investigation incorporated 15 junior secondary teachers as collaborative co-researchers. The design unfolded across four interrelated phases: a needs diagnostic, training workshops, the classroom deployment of developed materials, and a reflective evaluation. Quantitative indicators comprised digital literacy levels, instructional design proficiency, and overall participant satisfaction. Data were subjected to descriptive statistical treatment and normalized gain (N-Gain) computations to quantify cognitive advancements.
Results: aggregate teacher performance on teacher knowledge assessments rose from a mean of 43,33 (pretest) to 81,33 (posttest), yielding a normalized gain of 0,67, which situates the level of enhancement within the moderate-to-high category. The majority of participants produced digital worksheets characterized by visually coherent design and congruence with specified curriculum goals. Aggregate satisfaction ratings for trainers and the training itinerary eclipsed the threshold of 81 points, thereby classifying feedback as “very good.” In addition to cognitive strides, teachers conveyed heightened self-efficacy and observable increases in student engagement during the materials’ classroom application.
Conclusions: The program significantly enhanced teachers’ expertise in creating digital instructional strategies. Its emphasis on collaborative, hands-on engagement demonstrated both effectiveness and flexibility in contexts traditionally lacking resources. The initiative, therefore, presents a replicable framework for ongoing professional advancement and actively cultivates networks of peer learning among educators in underserved communities.
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