EMPOWERING ELEMENTRY SCHOOL TEACHERS THROUGH CREATIVE AND CONTEXTUAL PEDAGOGICAL STRATEGI MENTORING
DOI:
https://doi.org/10.31004/cdj.v6i3.45560Keywords:
Teacher Empowerment, Mentoring, Contextual Learning, Basic Education, Pedagogical InnovationAbstract
Elementary school teachers play a critical role in shaping the foundation of student learning, yet many still rely on traditional, non-contextual teaching methods that fail to meaningfully engage students. This community service initiative aims to empower elementary school teachers through a mentoring program that focuses on creative and contextual pedagogical strategies. Using a Participatory Action Research (PAR) approach, the program was implemented over a two-month period; April-May 2025 in two public elementary schools in Sukabumi, West Java. The program involved collaborative lesson planning, classroom-based mentoring, and reflective practice sessions. Data were collected through pre- and post-program surveys, interviews, and teacher journals, then analyzed using qualitative thematic analysis and Pearson correlation techniques. The results showed significant increases in teachers’ confidence, creativity, and contextual awareness in teaching, as well as increased student engagement. Teachers began to integrate local culture, materials, and everyday experiences into their teaching, creating a more relevant and participatory learning environment. The program’s mentoring model proved effective in fostering teacher agency and sustained pedagogical innovation. This initiative contributes to the model of teacher professional development by demonstrating how participatory and localized mentoring can bridge the gap between theory and practice in primary education.References
Abdurahman, A., Asfahani, A., Sudarwati, N., Warwer, F., & Asrijal, A. (2023). The influence of problem-based learning model on students’ learning outcomes. International Journal of Trends in Mathematics Education Research, 6(3).
Adam, A., Fitrianto, A. R., Usman, A. H., Aksan, S. M., & Zaini, M. (2024). Evaluation of the Implementation of the Annual Conference of Education Culture and Technology ( ACECT ) 2022 Using the Model Outcome-Based Evaluation ( OBE ). Education Spesialist. Journal Of Tinta Emas, 2(1), 21–26. https://doi.org/10.59535/es.v2i1.298
Alfidyah, M., & Mawardi, M. (2021). Development Of A Flipped Classroom Learning System Based On Guided Inquiry On Electrolyte And Non-Electrolyte Solution Materials. Journal of Educational Sciences, 6(4), 538–549.
Asrijal, A., Karyono, K., Seto, A. A., Sain, Z. H., & Maq, M. M. (2024). Youth Organization Empowerment through Creative Entrepreneurship Business in the Village. Amalee: Indonesian Journal of Community Research and Engagement, 5(1), 115–128.
Bray, D. A., Girvan, D. C., & Chorcora, E. N. (2023). Students’ perceptions of pedagogy for 21st century learning instrument (S-POP-21): Concept, validation, and initial results. Thinking Skills and Creativity, 49, 1–14. https://doi.org/10.1016/j.tsc.2023.101319
Cheng, K. (2017). Advancing 21st century competencies in East Asian education systems. Center for Global Education. Asia Society, 2, 26.
Chevalier, J. M., & Buckles, D. J. (2019). Participatory action research: Theory and methods for engaged inquiry. Routledge.
Hidajat, F. A., Haeruman, L. D., Wiraningsih, E. D., & Pambudi, D. S. (2023). The Effect of Digital Technology Learning Based on Guided Discovery and Self-regulated Learning Strategy on Mathematical Creativity. International Journal of Information and Education Technology, 13(3), 535–543. https://doi.org/10.18178/ijiet.2023.13.3.1836
Irawan, B., Rofiah, C., Asfahani, A., Sufyati, H. S., & Hasan, W. (2023). Empowering Micro Small and Medium Enterprises (MSMEs) to Improve Global Economic Welfare. International Assulta of Research and Engagement (IARE), 1(2), 75–86.
Kolb, A., & Kolb, D. (2018). Eight important things to know about the experiential learning cycle. Australian Educational Leader, 40(3), 8–14.
Latief, H., & Nashir, H. (2020). Local dynamics and global engagements of the Islamic modernist movement in contemporary Indonesia: The case of Muhammadiyah (2000-2020). Journal of Current Southeast Asian Affairs, 39(2), 290–309.
Lee, R., Hoe Looi, K., Faulkner, M., & Neale, L. (2021). The moderating influence of environment factors in an extended community of inquiry model of e-learning. Asia Pacific Journal of Education, 41(1). https://doi.org/10.1080/02188791.2020.1758032
Malkisedek Taneo, Fransina Aprilyse Ndoen, & Madu, A. (2019). TRAINING APPLICATION OF FIELD TRIP LEARNING METHODS FOR TEACHERS OF HISTORY IN KUPANG CITY. IJRDO- Journal of Educational Research, 4(7 SE-Articles), 64–70. https://doi.org/10.53555/er.v4i7.3141
Matriano, E. A. (2020). Ensuring Student-Centered, Constructivist and Project-Based Experiential Learning Applying the Exploration, Research, Interaction and Creation (ERIC) Learning Model. International Online Journal of Education and Teaching, 7(1), 214–227.
Millner, N. (2021). Unsettling feelings in the classroom: scaffolding pedagogies of discomfort as part of decolonising human geography in higher education. Journal of Geography in Higher Education. https://doi.org/10.1080/03098265.2021.2004391
Nabilah Mokhtar, Lim Zhi Xuan, Lokman, H. F., & Noor Hayati Che Mat, N. H. C. M. (2023). Theory, Literature Review, and Fun Learning Method Effectiveness in Teaching and Learning. International Journal of Social Science and Education Research Studies, 03(08), 1738–1744. https://doi.org/10.55677/ijssers/v03i8y2023-30
Nolan, A., & Molla, T. (2017). Teacher confidence and professional capital. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2016.11.004
O’Connor, J., Ludgate, S., Le, Q.-V., Le, H. T., & Huynh, P. D. P. (2023). Lessons from the pandemic: Teacher educators’ use of digital technologies and pedagogies in Vietnam before, during and after the Covid-19 lockdown. International Journal of Educational Development, 103(January), 1–10. https://doi.org/10.1016/j.ijedudev.2023.102942
Prabowo, P. A., Supriyono, B., Noor, I., & Muluk, M. K. (2021). Special autonomy policy evaluation to improve community welfare in Papua province Indonesia. International Journal of Excellence in Government, 2(1), 24–40. https://doi.org/10.1108/ijeg-06-2019-0011
Sebsibe, A. S., Argaw, A. S., Bedada, T. B., & Mohammed, A. A. (2023). Swaying pedagogy: A new paradigm for mathematics teachers education in Ethiopia. Social Sciences and Humanities Open, 8(1), 1–10. https://doi.org/10.1016/j.ssaho.2023.100630
Suchyadi, Y., Karmila, N., Nurlela, N., Mirawati, M., Handayani, R., Purnamasari, R., Indriani, R. S., Wijaya, A., & Anwar, W. S. (2019). Increasing Personality Competence Of Primary School Teachers, Through Education Supervision Activities In Bogor City. JCE| Journal of Community Engagement, 1(01), 20–23.
Sulaiman, T. T., Mahomed, A. S. B., Rahman, A. A., & Hassan, M. (2022). Examining the influence of the pedagogical beliefs on the learning management system usage among university lecturers in the Kurdistan Region of Iraq. Heliyon, 8(6), 1–9. https://doi.org/10.1016/j.heliyon.2022.e09687
Tafani, T., & Kamaludin, A. (2023). Development of PowToon Animation Video on Joyful Learning Loaded Reaction Rate Material to Increase High School Students’ Learning Motivation. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 9(1), 258–271. https://doi.org/10.33394/jk.v9i1.7057
Wibowo, B. A., & Darsono, D. (2022). Community-Based Tourism Design to Develop a Historical Tourism Village in Yogyakarta. Amalee: Indonesian Journal of Community Research and Engagement, 3(1), 123–138.
Widiastuti, K., Susilo, M. J., & Nurfinaputri, H. S. (2020). How Classroom Design Impacts for Student Learning Comfort: Architect Perspective on Designing Classrooms. International Journal of Evaluation and Research in Education, 9(3), 469–477.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Ayi Abdurahman, Setiawati Setiawati, Wulan Widaningsih, Wiwin Winarni, Kohar Pradesa, Sri Erwini Christine, Sajidin Sajidin
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
