A 2026 community service program by Fitriani Tean, Nurarfa
Indriyani, Tenri Esa, Rindi Lakoro, and Sri Aprianti Mayang from Universitas
Muhammadiyah Luwuk significantly improved kindergarten teachers’ competence in
developing lesson plans (RPP) in Simpong Village, Luwuk District. The findings
highlight the critical role of structured lesson planning in ensuring effective
early childhood education.
At TK ABA Simpong and TK ABA Luwuk, teachers initially
struggled to prepare lesson plans aligned with the 2013 Early Childhood
Education Curriculum. Many RPP documents were incomplete, lacked structure, and
were often reused from previous years without adaptation to students’ needs.
This situation resulted in less effective and poorly directed classroom
learning.
To address this issue, the research team conducted a
six-week mentoring program involving five teachers from both schools. The
program combined practical and accessible methods, including instructional
sessions, hands-on workshops, individual mentoring, and structured evaluation
with feedback on teachers’ work.
The process began with assessing teachers’ initial
competencies, followed by training on RPP concepts, guided practice, and
personalized assistance. This approach allowed teachers to learn at their own
pace while addressing individual challenges.
The results show significant improvements in teachers’
competence:
- Understanding of RPP components reached 100% of participants
- 80% of teachers were able to independently develop lesson plans
- Around 80% of the RPP produced met quality standards
- Participant satisfaction reached 92%
Data from the results table on page 8 also indicate that
both schools successfully produced finalized lesson plan documents ready for
classroom use, with 8 RPP at TK ABA Simpong and 6 RPP at TK ABA Luwuk.
Fitriani Tean from Universitas Muhammadiyah Luwuk emphasized
that the combination of theory and hands-on practice was key to the program’s
success. A personalized and continuous mentoring approach helped teachers not
only understand the concepts but also develop practical skills in designing
high-quality lesson plans.
The impact extends beyond individual teacher improvement.
Better lesson planning contributes directly to more structured, measurable, and
child-centered learning processes in the classroom. This ultimately enhances
the overall quality of early childhood education.
In the long term, the program offers a practical model for
teacher professional development, especially in areas with limited access to
training. However, sustainability requires continued support through regular
training, teacher learning communities, and the integration of digital tools in
lesson planning.
Author Profile
- Fitriani Tean - Universitas Muhammadiyah Luwuk
- Nurarfa Indriyani- Universitas Muhammadiyah Luwuk
- Tenri Esa- Universitas Muhammadiyah Luwuk
- Rindi Lakoro- Universitas Muhammadiyah Luwuk
- Sri Aprianti Mayang- Universitas Muhammadiyah Luwuk
Source
Tean, F., Indriyani, N., Esa, T., Lakoro, R., & Mayang, S. A. (2026). Assistance
in Preparing Lesson Plans for Teachers at Aba Simpong Kindergarten and Aba
Luwuk Kindergarten in Simpong Village, Luwuk District. Jurnal Pengabdian
Masyarakat Bestari (JPMB), Vol. 5 No. 3, 225–234.
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