Strengthening Teachers’ Digital Competence through Training in Developing Educational Game-Based Learning Media at a Madrasah Tsanawiyah

Liza Efriyanti; Muthia Nurul Hasanah; Hari Antoni; Sarwo Derta; Firdaus Annas; Puti Deqa

doi:10.58905/saluspublica.v4i3.821

Authors

Liza Efriyanti Department of Islamic Education Management, Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi, Bukittinggi, Indonesia
Muthia Nurul Hasanah Department of Informatics, Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi, Bukittinggi, Indonesia
Hari Antoni Department of Informatics and Computer Engineering, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi, Bukittinggi, Indonesia
Sarwo Derta Department of Informatics and Computer Engineering, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi, Bukittinggi, Indonesia
Firdaus Annas Department of Informatics and Computer Engineering, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi, Bukittinggi, Indonesia
Puti Deqa Department of Informatics and Computer Engineering, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi, Bukittinggi, Indonesia

DOI:

https://doi.org/10.58905/saluspublica.v4i3.821

Keywords:

Digital Competence, Educational Games, Kodu Game Lab, Teacher Professional Development, Community Service

Abstract

Access to digital devices does not by itself enable teachers to produce digital learning resources. This community service program trained 12 Madrasah Tsanawiyah teachers to design educational games with Kodu Game Lab, a visual programming environment that requires no prior coding experience. The program followed seven participatory stages: needs identification, concept strengthening, demonstration, hands-on development, mentoring, product evaluation, and reflection. Its design drew on the DigCompEdu and TPACK frameworks and on established features of effective professional development. Learning was assessed with a knowledge test administered before and after the training. The group mean rose from 65 to 88, a gain of 23 points (35.38%), corresponding to an aggregate normalized gain of 0.657, which falls in the medium range. Participants also produced initial game prototypes. Because only group means were available and there was no comparison group, the result is preliminary evidence of improved knowledge rather than proof of broader digital competence. Follow-up programs should collect individual scores, rate prototypes with a validated rubric, and examine classroom use and student outcomes.

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