The program involved 44 participants, including teachers and school staff from SMPN 01 Rambah. It focused on equipping participants with practical skills to create and manage blogs as web-based learning media, using platforms such as WordPress. As digital transformation continues to reshape education, these competencies are becoming increasingly essential for effective teaching.
Digital Gaps in Regional Education
The rapid growth of internet technology has transformed how knowledge is accessed and shared. However, many teachers—especially in rural areas—still struggle to integrate digital tools into their teaching practices. In Rokan Hulu, a significant number of English teachers lacked basic knowledge of using websites or blogs for instructional purposes.
This gap limits opportunities to create engaging and student-centered learning experiences. Blogs, for example, allow teachers to present materials in diverse formats, including text, images, videos, and interactive discussions. Without such tools, classroom instruction often remains traditional and less engaging.
According to Dian Sukma, teachers play a central role in determining the success of the learning process. “Mastery of subject content alone is not enough. Teachers must also be able to utilize relevant and modern learning media,” she emphasized in her report.
Training Design: Combining Theory and Practice
The training was structured as a workshop that integrated theoretical understanding with hands-on practice. Participants were not only introduced to the concept of web-based learning but also guided step-by-step in creating their own blogs.
The program included:
- Basic instruction on web-based learning concepts
- Practical sessions on blog creation using WordPress
- Interactive discussions and Q&A sessions
- Evaluation through pre-test and post-test assessments
This “learning by doing” approach allowed participants to actively engage with the material and immediately apply their knowledge in real-world contexts.
To measure effectiveness, the research team conducted pre-tests before the training and post-tests afterward. These assessments provided a clear comparison of participants’ knowledge and skills before and after the program.
Key Findings: Significant Improvement in Teacher Competence
The results revealed a substantial improvement in participants’ understanding of web-based learning. Before the training, most participants demonstrated limited knowledge. Only around 16% could answer a majority of the questions correctly, and none achieved a perfect score.
After the training, the outcomes improved markedly:
- Approximately 30% of participants answered all questions correctly
- Most participants showed higher scores compared to the pre-test
- Overall score distribution shifted positively
In addition to quantitative data, qualitative observations showed increased confidence and engagement among participants. During practical sessions, most participants successfully:
- Created their own blogs
- Uploaded instructional materials
- Managed online learning content independently
These results confirm that the training enhanced both theoretical understanding and practical skills.
Implications for Education
The improved ICT competence of teachers has far-reaching implications for education. With the ability to create and manage blogs, teachers can design learning experiences that are:
- More interactive and engaging
- Flexible, accessible anytime and anywhere
- Supportive of independent learning
Blogs also enable the integration of multimedia elements such as videos, images, and quizzes, which can significantly enhance student engagement. Over time, this can contribute to better learning outcomes and stronger critical thinking skills among students.
Dian Sukma noted that such training programs should be expanded and sustained. “This program has successfully improved basic competencies, but follow-up training is needed to develop more advanced digital teaching skills,” she stated.
Challenges and Recommendations
Despite its success, the study identified several challenges:
- Limited duration of the training program
- Insufficient technological infrastructure in some schools
- Need for ongoing support and mentoring
To address these issues, the study recommends:
- Conducting advanced and continuous ICT training programs
- Providing institutional support, including internet access and digital tools
- Encouraging teachers to apply their skills in daily teaching practices
- Promoting collaboration and knowledge sharing among educators
- Implementing long-term evaluation to measure sustained impact
These steps are essential to ensure that ICT integration becomes a continuous and sustainable part of educational development.
Author Profile
Dian Sukma is a lecturer at the Faculty of Teacher Training and Education, Universitas Pasir Pengaraian. Her academic expertise focuses on English language education and the integration of technology in teaching. She actively contributes to community-based educational development, particularly in improving teachers’ digital competencies.
Source
This article is based on the study titled “English Language Learning Model Training Based on ICT through Web-Based Learning in Subject Teacher Consultation Groups (MGMP) in Rokan Hulu Regency”, published in the Indonesian Journal of Advanced Research, Vol. 5, No. 4, 2026.
0 Komentar