Enhancing CLC teacher competency through e-collaborative learning in Malaysia
DOI:
https://doi.org/10.17509/dedicated.v4i1.579Keywords:
Community learning center, digital literacy, e-collaborative learning, migrant workers' children, teacher competencyAbstract
The Community Learning Center (CLC) in Kota Kinabalu, Malaysia, provides basic education for the children of Indonesian migrant workers, but the teachers face challenges with digital literacy, pedagogical competence, and professional isolation due to the center's remote location on a plantation. This community service activity aims to develop and implement an e-collaborative learning platform to strengthen CLC teachers' competencies through a continuous, technology-integrated capacity-building model. The program is implemented through six participatory stages based on the Technological Pedagogical Content Knowledge (TPACK) and Outcome-Based Education frameworks. This includes a needs analysis, the design of a WordPress-based platform called EduKolab, and interactive training on quality assurance, andragogy, and digital learning for participating teachers. This activity was attended by 20 CLC teachers from various regions in Sabah. The evaluation combined pre- and post-tests with the TPACK Likert-scale instrument and reflective interviews, and analyzed them using N-Gain and thematic analysis. Teachers demonstrated substantial improvements across all competency indicators, reflected in increased digital self-efficacy, the formation of cross-site professional learning communities, and a stronger understanding of andragogical principles in serving adult learners. Integrating TPACK with social constructivism and adult learning principles effectively addresses teacher competency gaps in cross-border educational contexts and offers a replicable model for other CLC.
Abstrak
Community Learning Center (CLC) di Kota Kinabalu, Malaysia, menjadi penyedia pendidikan dasar bagi anak pekerja migran Indonesia, namun mereka menghadapi hambatan dalam literasi digital guru, kompetensi pedagogik, serta isolasi profesional akibat lokasinya yang terpencil di perkebunan. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk mengembangkan dan menerapkan platform e-collaborative learning guna memperkuat kompetensi guru CLC melalui model peningkatan kapasitas berkelanjutan yang terintegrasi dengan teknologi. Program dilaksanakan melalui enam tahapan partisipatif yang dilandasi kerangka Technological Pedagogical Content Knowledge (TPACK) dan Outcome-Based Education, mencakup analisis kebutuhan, perancangan platform berbasis WordPress bernama EduKolab, serta pelatihan interaktif bertema penjaminan mutu, andragogi, dan pembelajaran digital bagi guru peserta. Kegiatan ini diikuti oleh 20 guru CLC dari berbagai wilayah di Sabah. Evaluasi memadukan pre-test dan post-test dengan instrumen skala Likert TPACK serta wawancara reflektif, yang dianalisis menggunakan N-Gain dan analisis tematik. Para guru menunjukkan peningkatan yang substansial pada seluruh indikator kompetensi, tercermin dari meningkatnya efikasi diri digital, terbentuknya komunitas belajar profesional lintas lokasi, serta pemahaman yang lebih kuat terhadap prinsip andragogi dalam melayani warga belajar dewasa. Pengintegrasian TPACK dengan prinsip konstruktivisme sosial dan pembelajaran orang dewasa secara efektif dapat mengatasi kesenjangan kompetensi guru dalam konteks pendidikan lintas negara dan menawarkan model yang dapat direplikasi di CLC lain.
Kata Kunci: anak pekerja migran; community learning center; kompetensi guru; literasi digital; pembelajaran kolaboratif.
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