Empowering Teachers at Sekolah Rakyat in South Sulawesi to Design Hybrid Bilingual Learning Modules
DOI:
https://doi.org/10.61255/vokatek.v4i3.2499Keywords:
Hybrid bilingual, Learning module, Sekolah Rakyat, Teacher empowerment, Training and mentoringAbstract
Teachers at Sekolah Rakyat Menengah Atas (SRMA) 27 Takalar face challenges in preparing learning materials that combine classroom and online activities with Indonesian-English instructional content. Preliminary school discussions indicated that approximately 80% of teachers had not attended training on hybrid or bilingual module development. This community partnership program used participatory workshops and mentoring to support 15 teachers in designing technology-supported bilingual modules. Activities included needs identification, design training, collaborative module production, implementation support, evaluation, and plans for a teacher learning community. An evaluation involving 11 teachers used ten five-point items assessing conceptual and technopedagogical understanding. Reported mean scores increased from 37.55 to 44.09 out of 50; an additional N-Gain summary was 0.44 (moderate). The digital-readiness chart recorded an increase in module-design readiness from 54.55% to 100% and in bilingual-content confidence from 72.73% to 90.91%. Teachers also practiced using digital learning platforms and artificial intelligence tools, including ChatGPT and NotebookLM. The program produced interactive hybrid bilingual module prototypes incorporating offline and online activities, multimedia, and digital assessment. The findings suggest promising short-term changes in the evaluated teachers' reported readiness and scores, while providing a context-specific model for continuing professional support.
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