Medan—
Network and PC Repairs Boost Beginner Technician Skills at SMK Telkom 1 Medan. The study conducted by Ikhwan El Akmal
Pakpahan from Universitas Satya Terra Bhinneka together with M. Fakhrul Hirzi
from Universitas Mahkota Tricom Unggul was published in the February 2026
edition of Jurnal Pengabdian Masyarakat Bestari.
Their research explains how a hands-on, practice-based approach can address two challenges at once: damaged laboratory facilities and students’ limited technical skills.
Unstable Networks, Limited Technical
Capacity
Before the program began, the school’s
computer laboratory faced persistent issues. Internet connectivity was
unstable, several computers were not functioning properly, and some operating
systems were outdated. These problems disrupted practical IT learning
activities and reduced the effectiveness of technology-based instruction.
Such conditions are common in schools
with limited technical personnel and irregular maintenance schedules. Yet,
computer laboratories are critical infrastructure for strengthening digital
literacy and preparing vocational students for the job market.
Recognizing this gap, the university team designed a community service program that combined laboratory repair with structured technical mentoring, placing students at the center of the process as beginner technicians.
Learning by Doing: Students Take the
Lead
During the three-day program, students
actively participated in every stage of the repair process. Activities began
with identifying network and hardware issues, followed by hands-on
troubleshooting, operating system reinstallation, basic network configuration,
hardware maintenance, and performance testing.
The approach emphasized participatory,
practice-based learning—commonly known as learning by doing. Students worked in
small groups under close supervision from the university team. Each technical
challenge was discussed and resolved collaboratively, turning real equipment
failures into live learning opportunities.
In the published article, Ikhwan El Akmal Pakpahan explained that direct involvement was essential to skill development. Students did not merely learn theoretical concepts about networks and computers—they experienced real troubleshooting procedures and system installations firsthand.
Measurable Improvement in Skills and
Facilities
From an infrastructure perspective,
the impact was immediate. Previously unstable network connections became
functional after cable inspections, connection resets, and basic network
reconfiguration. Several unusable computers were restored through operating
system reinstallation and hardware servicing.
As a result, the computer laboratory
returned to full operational capacity and became ready again for
technology-based practical learning.
Student skill development was equally
evident. The study reported improvements in three core competencies:
- Operating
system installation: from low to high proficiency
- Basic
network troubleshooting: from low to high proficiency
- PC
hardware maintenance: from moderate to high proficiency
Students were able to complete technical tasks more independently, with fewer errors and reduced reliance on supervisors. This indicates a substantial gain in both competence and self-confidence.
Beyond Technical Skills: Building Soft
Skills
The program also strengthened
essential soft skills. Through collaborative repair activities, students
developed teamwork, technical communication, and responsibility—qualities
crucial for future IT professionals.
M. Fakhrul Hirzi noted in the
publication that hands-on technical engagement mirrors real workplace
conditions. By solving authentic technical problems, students gain contextual
experience aligned with industry needs.
The findings support broader educational research highlighting the importance of optimized computer laboratories in improving digital literacy and workforce readiness. Effective laboratory management, the authors argue, is not merely about maintaining equipment—it is a strategic investment in human capital development.
A Sustainable University–School
Collaboration Model
This initiative also represents the
practical implementation of Indonesia’s Tri Dharma Perguruan Tinggi,
particularly in the area of community service. Rather than limiting engagement
to classroom instruction, the universities contributed directly to solving
operational challenges in partner schools.
The model demonstrates how higher
education institutions can collaborate sustainably with vocational schools.
Schools benefit from improved infrastructure and student competency, while
universities fulfill their social and academic responsibilities through applied
engagement.
The authors recommend that schools implement routine laboratory maintenance and integrate structured hands-on technical practice into regular curricula. For future programs, they suggest incorporating quantitative skill assessments to measure impact more precisely.
Author Profiles
- Ikhwan El Akmal Pakpahan- Universitas Satya Terra Bhinneka
- M. Fakhrul Hirzi- Universitas Mahkota Tricom Unggul
Source of Research:
Ikhwan El Akmal Pakpahan & M. Fakhrul Hirzi. Developing Beginner
Technician Skills through Network and PC Repair Activities in the Computer
Laboratory. Jurnal Pengabdian Masyarakat Bestari, Vol. 5 No. 2, February
2026, pp. 145–154.
DOI: https://doi.org/10.55927/jpmb.v5i2.608
URL: https://nblformosapublisher.org/index.php/jpmb/index
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