Community Engagement Program for School Teacher Groups Using SiPETA to Support Children with Learning Difficulties in Depok, West Java

Suzy Yusna Dewi; Netti Herawati; Taufiq Fredrik Pasiak; Melly Kristanti; Yaya Aria Santosa; Yasmin Azizah Idhsa

doi:10.70609/i-com.v6i1.9336

Penulis

Suzy Yusna Dewi Universitas Pembangunan Nasional Veteran Jakarta, Indonesia
Netti Herawati Universitas Pembangunan Nasional Veteran Jakarta, Indonesia
Taufiq Fredrik Pasiak Universitas Pembangunan Nasional Veteran Jakarta, Indonesia
Melly Kristanti Universitas Pembangunan Nasional Veteran Jakarta, Indonesia
Yaya Aria Santosa Universitas Respati Indonesia, Indonesia
Yasmin Azizah Idhsa Talenta Center, Kayuringin Jaya, Indonesia

DOI:

https://doi.org/10.70609/i-com.v6i1.9336

Kata Kunci:

Digital intervention, Learning difficulties, Teacher training, SiPETA, SDG 4

Abstrak

Human resource development is a primary focus of the 2020–2024 National Medium-Term Development Plan (RPJMN), which emphasizes the importance of quality education from an early age. In Depok City, educational inequality and low achievement in the Programme for International Student Assessment (PISA) in reading and critical thinking indicate the need for targeted intervention. This community service program aims to improve the competence of elementary school teachers in supporting students with learning difficulties through the utilization of SiPETA (Sistem Pelatihan Otak), a digital brain-training application designed based on Bloom’s Taxonomy to enhance reading skills, attention, memory, self-regulation, and critical thinking. The program was implemented through structured training for elementary school teachers, who subsequently applied SiPETA to students with learning difficulties. The activities included guided training, classroom implementation, and evaluations conducted in the first and third months. The results showed an improvement in teacher competence, with efficacy scores increasing by 31% and knowledge scores by 40%. This program strengthens teacher capacity and supports the achievement of Sustainable Development Goal (SDG) 4: Quality Education.

Referensi

Abid, T., Zahid, G., Shahid, N., & Bukhari, M. (2021). Online teaching experience during the COVID-19 in Pakistan: Pedagogy–technology balance and student engagement. Fudan Journal of the Humanities and Social Sciences, 14(3), 367-391.

Aditomo, A. (2015). Students' response to academic setback: "Growth mindset" as a buffer against demoralization. International Journal of Educational Psychology, 4(2), 198–222.

Aslam, R., Khan, N., Asad, M. M., & Ahmed, U. (2021). Impact of technological pedagogical content knowledge on teachers' digital proficiency at classroom in higher education institution of Pakistan. International Journal for Technology in Smart Education, 18, 119–130. https://doi.org/10.1108/ITSE-11-2020-0222

Crone, E. A., Peters, S., & Steinbeis, N. (2017). Executive function development in adolescence. In Executive function (pp. 44–58). Routledge.

Delcker, J., & Ifenthaler, D. (2021). Teachers' perspective on school development at German vocational schools during the Covid-19 pandemic. Technology, Pedagogy and Education, 30(1), 125-139.

Depok, D. K., & Bogor, I. P. (2020). Analisis ketimpangan ekonomi Kecamatan Kota Depok 2020. Dinas Komunikasi dan Informatika Kota Depok.

Cortés Pascual, A., et al. (2019). Academic and psychosocial consequences of learning difficulties. Frontiers in Psychology, 10, 1235.

Dewi, S. Y., Nugrohowati, N., Kristanti, M., Idhsa, Y. A., Santosa, Y. A., Suryadi, D. A., & Lestari, Y. M. (2023). Pelatihan Keterampilan Regulasi Diri dengan Perspektif Mindfulness (PKRM) bagi Guru untuk Mengatasi Masalah Mental Emosional Peserta Didik. Poltekita: Jurnal Pengabdian Masyarakat, 4(2), 358–367. https://doi.org/10.33860/pjpm.v4i2.1372

Dewi, S. Y., Pasiak, T. F., Harfiani, E., Santosa, Y. A., & Amzi, D. K. (2025). Effectiveness of digital-based cognitive remediation (SiPETA) in enhancing learning abilities in Indonesian elementary school students. Malaysian Journal of Medicine and Health Sciences, 21(5), 135–140. https://doi.org/10.47836/mjmhs.21.5.17

Dewi, S. Y., Pasiak, T. F., Theresa, R. M., & Harfiani, E. (2024). Validation of Sistem Pelatihan Otak or SiPETA a digital cognitive remediation therapy for children. Jurnal Profesi Medika: Jurnal Kedokteran dan Kesehatan, 18(2), 130–137. https://doi.org/10.33533/jpm.v18i2.8755

Zelazo, P. D., & Carlson, S. M. (2020). Executive function and self-regulation: A developmental perspective. Annual Review of Psychology, 71, 451–479. https://doi.org/10.1146/annurev-psych-010419-051053

Hardy, J. L., Nelson, R. A., Thomason, M. E., Sternberg, D. A., Katovich, K., Farzin, F., & Scanlon, M. (2015). Enhancing cognitive abilities with comprehensive training: A large, online, randomized, active-controlled trial. PLOS ONE, 10(9), Article: e0134467. https://doi.org/10.1371/journal.pone.0134467

Gilmour, A. F., Fuchs, D., & Wehby, J. (2019). Are students with disabilities accessing the curriculum? Journal of Learning Disabilities, 52(5), 402–414.

Nsaayan, A., Amani, M., & Gandoamani, R. A. (2019). Cognitive profile of children and its relationship with academic performance. Basic and Clinical Neuroscience, 10(2), 165.

Tondeur, J., van Braak, J., Siddiq, F., & Scherer, R. (2016). Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement. Computers & Education, 94, 134-150.

OECD. (2023). PISA 2022 results (Volume I): The state of learning and equity in education. OECD Publishing. https://doi.org/10.1787/53f23881-en

Prestridge, S. (2017). Examining the shaping of teachers' pedagogical orientation for the use of technology. Technology, Pedagogy and Education, 26(4), 367-381.

Schmid, M., Brianza, E., & Petko, D. (2020). Developing a short assessment instrument for Technological Pedagogical Content Knowledge (TPACK.xs) and comparing the factor structure of an integrative and a transformative model. Computers & Education, 157, 103967.

Shogren, K. A., et al. (2017). The impact of interventions to promote self-determination in students with disabilities. Remedial and Special Education, 38(4), 237–247.