Enhancing Teachers' Competence in e-Rapor Management through Practice-Based Mentoring at SMA Negeri 5 Luwu Timur
DOI:
https://doi.org/10.30822/berbakti.v4i2.5641
Kata Kunci:
e-Rapor; teacher competence; digital education; mentoringAbstrak
The implementation of digital-based educational administration requires teachers to have adequate competency in utilizing various educational technology applications, including e-Rapor. However, some teachers at SMA Negeri 5 Luwu Timur still experienced difficulties in operating the e-Rapor application, particularly in entering assessment data, managing data, validating assessment results, and generating report cards. This community service program aimed to enhance teachers' competency in using e-Rapor through practice-based mentoring. Unlike conventional technical training, which primarily focuses on delivering technical instructions, this program emphasized hands-on practice accompanied by direct mentoring and immediate feedback while teachers completed actual e-Rapor tasks, enabling them to overcome practical challenges encountered during implementation. The program involved 35 teachers and was conducted in three stages: planning, implementation, and evaluation. During the planning stage, a needs assessment and pre-test were conducted to identify participants' initial competency levels. The implementation stage consisted of hands-on practice and direct mentoring in using the e-Rapor application. The evaluation stage included observation, post-tests, and a participant satisfaction questionnaire. The results showed a substantial improvement in teachers' competency, with the average score increasing from 61.25 in the pre-test to 86.75 in the post-test. Furthermore, all competency indicators in e-Rapor management exceeded the predetermined achievement target of 80%, with achievement rates ranging from 91.4% to 100.0%. Participant satisfaction was also positive, with 85.7% of participants reporting that they were very satisfied, 8.6% satisfied, and 5.7% fairly satisfied with the mentoring activities. These findings suggest that practice-based mentoring effectively improved the short-term competencies of the participating teachers in using e-Rapor, while the satisfaction results indicate positive participant perceptions of the mentoring program.
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Referensi
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