Pelatihan Guru dalam Mengembangkan Media Pembelajaran Digital Interaktif untuk Mata Pelajaran IPS

Abstract

This community service program aims to enhance teachers’ competence in developing interactive digital learning media for Social Studies (IPS) subjects. The main challenge identified is the limited ability of teachers to design digital media, resulting in conventional and less engaging learning processes. The training program was conducted through three main stages: socialization, hands-on workshop, and mentoring for classroom implementation. Evaluation was carried out using pre-test and post-test, classroom monitoring, and participant satisfaction questionnaires. The results showed a significant improvement in teachers’ understanding, where 60% of teachers who had never developed digital media previously increased to 90% being able to comprehend the concepts and functions of digital media after the training. Teachers successfully designed various interactive media using animated PowerPoint, interactive Canva, and digital quiz applications, and integrated them into lesson plans (RPP). The classroom implementation demonstrated positive outcomes, with student participation in discussions increasing by 35% and learning outcomes improving by an average of 20%. In addition, the questionnaire revealed that 92% of teachers found the training beneficial, engaging, and worth continuing. Students’ enthusiasm during the learning process also confirmed that digital media fosters a more enjoyable and interactive classroom environment. The success of this program was strongly supported by teachers’ active involvement, institutional support, and the relevance of the training materials to real classroom needs. In conclusion, teacher training in developing interactive digital learning media has proven effective in improving the quality of Social Studies learning. This program has the potential to be replicated in other schools as a community service model that promotes technology-based educational innovation while addressing the challenges of 21st-century learning.