Improving the Competence of RA Darun Najah Teachers in Developing Teaching Modules through Training and Guidance
DOI:
https://doi.org/10.22373/jppg.v4i2.14Keywords:
Teacher Competence, Teaching Modules, Training, Mentoring, Early Childhood EducationAbstract
Teachers of Raudhatul Athfal (RA) are expected to develop systematic teaching modules that align with the curriculum and the developmental needs of early childhood learners. However, preliminary observations at RA Darun Najah, Batu Bara Regency, North Sumatra, indicated that teachers faced difficulties in understanding teaching module components, formulating learning objectives and their sequences, and designing appropriate assessments. This community service program aimed to strengthen teachers’ competencies in developing teaching modules through structured training and mentoring. The activity was conducted in August 2026 and involved all five teachers at RA Darun Najah. A descriptive participatory approach was implemented through four stages: socialization, training, mentoring, and evaluation. Data were collected through observations, pre-test and post-test assessments, and documentation of the teaching modules produced by participants. The results indicated differences between pre-test and post-test scores, suggesting changes in teachers’ understanding, although the extent of improvement could not be quantified because the numerical scores were unavailable. In addition, each participant successfully developed a teaching module, resulting in five modules. These findings highlight the practical value of integrating conceptual instruction with hands-on practice and mentoring. The program may serve as a context-specific model for supporting teachers’ professional development and improving learning planning in early childhood education institutions. Further evaluation using quantitative test results and a structured module-quality rubric is needed to establish the extent of competency improvement.
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