Mentoring the Development of Sociology Teaching Modules Based on Learning Management Systems (LMS) and QR Codes as an Innovation for Impactful Learning in Senior High Schools

Hasanudin Kasim; Andi Alviadi Nur Risal; Sriwahyuni; Nur Hikmah Anwar; Nurzhafira

doi:10.61255/vokatek.v4i2.2159

Authors

Hasanudin Kasim Universitas Megarezky
Andi Alviadi Nur Risal Universitas Megarezky
Sriwahyuni Universitas Megarezky
Nur Hikmah Anwar Universitas Megarezky
Nurzhafira Universitas Megarezky

DOI:

https://doi.org/10.61255/vokatek.v4i2.2159

Keywords:

Digital Literacy, Impactful Learning, Odoo LMS, QR Code, Sociology Teaching Modules

Abstract

Digital transformation in secondary education depends not only on access to technology but also on teachers’ capacity to convert digital tools into pedagogically meaningful resources. This community engagement program supported teachers at SMA Amanah Nusantara Makassar in developing Sociology teaching modules that integrated the Odoo Learning Management System (LMS) and QR Codes. The program used participatory mentoring that included needs identification, a pre-test, workshops, guided practice, module development, QR Code integration, classroom simulation, consultation, a post-test, and monitoring. Teacher competence was assessed through five constructs: Digital Literacy, LMS Competence, QR Code Integration, Teaching Module Development, and Impactful Learning Readiness. Descriptive comparisons showed higher post-test means across all constructs, with the largest proportional changes in QR Code Integration (124.62%) and LMS Competence (110.85%). The available PLS-SEM results also showed positive associations along the proposed sequence from Digital Literacy to LMS Competence, QR Code Integration, Teaching Module Development, and Impactful Learning Readiness. These findings suggest that practice-oriented mentoring can help teachers translate general digital familiarity into more specific instructional capabilities. Because the program was conducted in a single partner school without a comparison group, the observed changes should be interpreted as program-associated descriptive improvements rather than causal effects.

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