Pelatihan Media Pembelajaran Interaktif Semi-Luring Berbasis Factile dan Baamboozle Untuk Penguatan Profesionalisme Guru SD di Wilayah Perbatasan

Titin Kempa; Stelie D. Ratumanan; Jems Sopacua; Dino Ahusten Maulota; Asty Rantika Lorwens

doi:10.30640/cakrawala.v5i4.8009

Authors

Titin Kempa Universitas Pattimura
Stelie D. Ratumanan Universitas Pattimura
Jems Sopacua Universitas Pattimura
Dino Ahusten Maulota Universitas Pattimura
Asty Rantika Lorwens Universitas Pattimura

DOI:

https://doi.org/10.30640/cakrawala.v5i4.8009

Keywords:

3T Regions, Baamboozle, Factile, Interactive Learning Media, Teacher Competence

Abstract

The digital competency gap among teachers remains a serious challenge to equitable basic education in Indonesia's frontier, outermost, and disadvantaged (3T) regions, including the border area of Southwest Maluku Regency. This community service program aimed to strengthen the professional competence of teachers at SD Inpres Werwaru in designing and implementing interactive learning media based on Factile and Baamboozle through a semi-offline (semi-luring) approach, in which internet access is centralized on the teacher's device while students participate via a projected screen without requiring personal devices or internet access. The program employed a one-group pretest-posttest design involving all 13 teachers across five stages: socialization, hands-on training, technology implementation in the classroom, mentoring and evaluation, and sustainability reinforcement. Data were collected through observation sheets, pre-test and post-test instruments, and a Likert-scale satisfaction questionnaire, then analyzed descriptively and tested for significance using a paired sample t-test. Results showed an increase in teachers' mean competency score from 50.23 to 81.85 (N-Gain = 0.65; moderate category), a statistically significant improvement (t(12) = 34.76; p < .001). All teachers produced at least one ready-to-use interactive media product, and overall participant satisfaction was very high (mean 4.40 of 5). The program demonstrates that a semi-offline training model can effectively bridge digital infrastructure limitations in border regions without compromising the quality of interactive learning, while offering a sustainability pathway through a teacher learning community and a self-training module.

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