Strengthening Elementary School Teachers’ Competence through the Integration of Psychological Well-Being, TPACK, and Enjoyable Numeracy Learning
DOI:
https://doi.org/10.33394/jpu.v7i4.22459Keywords:
Teacher Competence, Mentoring, Numeracy Literacy, Psychological Well-Being, TPACKAbstract
This community service program aims to enhance elementary school teachers’ understanding of psychological well-being, learning motivation, Technological Pedagogical Content Knowledge (TPACK), and engaging numeracy instruction through an integrated professional development approach. Implemented in collaboration with SDN 200 Leuwi Panjang in Bandung, Indonesia, the program involved participatory training across four interconnected areas: teacher motivation and positive teacher–student relationships, psychological well-being, TPACK-based instruction, and engaging, context-based numeracy learning. The activities incorporated interactive presentations, guided discussions, and reflective learning experiences. Program outcomes were evaluated through pretest and posttest assessments administered using the Wayground platform, complemented by training observations and activity documentation. The evaluation included 36 teachers with valid paired assessment scores. The mean score increased from 19.509 to 24.960, representing an absolute gain of 5.451 points and a relative increase of 27.94%. Furthermore, 32 participants (88.89%) achieved higher posttest scores than their pretest scores. These findings indicate positive short-term improvements in participants’ overall understanding of the training materials. The program highlights the potential of integrated professional development to promote psychologically supportive teaching, technology-enhanced instruction, and context-based numeracy learning in elementary education. However, further evaluation is needed to determine whether these improvements translate into sustained changes in classroom practice.
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