Enhancing Teacher Competence in Developing Local Wisdom-Based Teaching Materials through HyFlex Participatory Workshops in English Teacher Community in Jayapura Regency
DOI:
https://doi.org/10.51278/aj.v8i1.1735Keywords:
Teacher Competence, Local Wisdom Teaching Materials, Hyflex Workshop, English Teacher CommunityAbstract
The integration of local wisdom in English learning in Jayapura Regency is not optimal due to the gap between teachers' theoretical knowledge and practical skills in developing teaching materials. Factors that influence this are geographical constraints, the lack of written cultural references, and time constraints due to administrative burdens. This study aims to improve teachers' competence in developing teaching materials based on local wisdom through the Hyflex Participatory Workshop. Using the Stringer (Look, Think, Act) School Action Research method in two cycles, the study involved 35 MGMP English teachers in Jayapura Regency as subjects. This study design used a mixed method approach. Data were collected through tests, observations, and documentation, then analyzed using inferential and descriptive statistics. The results showed that active participation of participants increased from 75% in Cycle I to 95% in Cycle II after optimizing hyflex learning (hybrid synchronous, online synchronous, and online asynchronous) with the help of valid and practical LMS and Flipbook guides. Teacher competence increased with an average score rising from 90.7 (pre-test) to 98.4 (post-test) and classical completeness reaching 100%. There was a significant difference in the pre-test and post-test averages based on the Wilcoxon Signed Ranks Test with a Sig. 0.001 (<p=0.05). The action was proven effective in improving teacher competence as evidenced by an N-Gain score of 0.88 (g>0.7). This study resulted in an integrated digital teaching material bank. It was concluded that Hyflex flexibility and participatory collaboration effectively overcome technical and epistemological barriers for teachers in the English MGMP in Jayapura Regency.
References
Ajagbe, S. A., Olagunju, K. M., Osunade, O., Awokola, J. A., Oladosu, J. B., & Omidiora, E. O. (2023). Hybrid Learning System: Analysis, Opportunities, Challenges, and Prospects. Sustainable Blended Learning in STEM Education for Students with Additional Needs, 19–40.
Aliyyah, R. (2020). Kompetensi Guru dan Implementasi Pembelajaran. Jurnal Pendidikan, 8(2), 120–135.
Ashari, M., Dongka, R. H., Yulianti, A., Ananda, O. T., Fendiyanto, P., Suryan, M. B., Rohmah, L., Ardiansyah, M., Agus, C., & Oktaviana, D. (2026). Platform Digital untuk Pembelajaran Mendalam. CV. Gita Lentera.
Ashari, M., Susanto, D. A., Susanti, R. S., Pramono, B., Muntazarah, F., Fitriani, A., Desmelinda, E., & Miza, L. P. (2025). Strategi Mengajar dengan Pendekatan Pembelajaran Mendalam (PM) pada Pendidikan Dasar dan Menengah. CV. Edu Akademi.
Asmayawati, Yufiarti, & Yetti, E. (2024). Pedagogical innovation and curricular adaptation in enhancing digital literacy: A local wisdom approach for sustainable development in Indonesia context. Journal of Open Innovation: Technology, Market, and Complexity, 10(1), 100233. https://doi.org/10.1016/j.joitmc.2024.100233
Azhary, L., & Fatimah, S. (2024). The Integration of Local Cultures in English Teaching Materials in Promoting Culturally Responsive Teaching. AL-ISHLAH: Jurnal Pendidikan, 16(2), 2045–2056. https://doi.org/10.35445/alishlah.v16i2.4998
Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248–287.
Beatty, B. J. (2007). Hybrid classes with flexible participation options–If you build it, how will they come. 2007 Annual Proceedings-Anaheim: Volume, 15.
Boelens, R., De Wever, B., & Voet, M. (2017). Four key challenges to the design of blended learning: A systematic literature review. Educational Research Review, 22, 1–18.
Fitrianto, I., & Farisi, M. (2025). Integrating local wisdom into 21st century skills: A contextual framework for culturally relevant pedagogy in rural classrooms. International Journal of Post Axial: Futuristic Teaching and Learning, 109–121.
Gibson, J. L., Ivancevich, J. M., & Donnelly, J. H. (2003). Organizations: Behavior, structure, processes (11th ed.). McGraw-Hill.
Hamalik, O. (2007). Pendidikan guru berdasarkan kompetensi. Bumi Aksara.
Hoy, W. K., & Miskel, C. G. (2008). Educational administration: Theory, research, and practice (8th Editio). McGraw-Hill.
Ibnu, R. (2025). ANALISIS KURIKULUM IPS BERBASIS KEARIFAN LOKAL SD INPRES SIDANGA HALMAHERA TENGAH. Jurnal Dinamis, 1(2), 69–77. https://doi.org/10.33387/dinamispips
Indriyani, N. A. (2018). Pengembangan bahan ajar berbasis kearifan lokal untuk meningkatkan karakter siswa. Jurnal Pendidikan Kontekstual, 3(1), 15–27.
Izzah, I., Mulyadi, M., Walid, M., Padil, M., & Wahyudin, A. (2024). Strategic Management of Schools for Excellence: Integrating Quality Culture and Character Development in Leading Educational Institutions. AL-ISHLAH: Jurnal Pendidikan, 16(4), 4654–4668. https://doi.org/10.35445/alishlah.v16i4.5953
Jonassen, J., & Slavin, A. (2025). Implementation of local wisdom-based character education in elementary school learning. Didaskalos Journal, 1(1), 10–16.
Knowles, M. S. (1970). The Modern Practice of Adult Education; Andragogy versus Pedagogy.
Knowles, M. S. (1980). The Modern Practice of Adult Education: From Pedagogy to Andragogy. Prentice Hall Regents.
Kunandar. (2010). Guru Profesional: Implementasi Kurikulum Tingkat Satuan Pendidikan (KTSP) dan Sukses dalam Sertifikasi Guru. Rajawali Press.
Lestari, I., & Wena, M. (2010). Educational supervision: Concepts and applications. Prenadamedia Group.
Mahrinasari, M. S., Bangsawan, S., & Sabri, M. F. (2024). Local wisdom and Government’s role in strengthening the sustainable competitive advantage of creative industries. Heliyon, 10(10), e31133. https://doi.org/10.1016/j.heliyon.2024.e31133
Mofu, J. R. (2021). Revitalisasi nilai-nilai budaya lokal dalam kurikulum melalui pelatihan guru di Papua.
Mulenga, R., & Shilongo, H. (2025). Hybrid and blended learning models: innovations, challenges, and future directions in education. Acta Pedagogia Asiana, 4(1), 1–13.
Mulyasa, E. (2009). Menjadi guru profesional: Menciptakan pembelajaran kreatif dan menyenangkan. Remaja Rosdakarya.
Mushtaq, D., & Iqbal, Z. (2024). Hybrid pedagogies: Assessing the effectiveness of blended and flipped learning in digital learning environments. International Journal of Emerging Knowledge Studies, 3(09), 662–669.
Purwanto, N. (2009). Administrasi dan supervisi pendidikan. Remaja Rosdakarya.
Raes, A., Detienne, L., Windey, I., & Depaepe, F. (2020). A systematic literature review on synchronous hybrid learning: gaps identified. Learning Environments Research, 23(3), 269–290.
Robbins, P., & Alvy, H. B. (2003). The principal’s companion: Strategies and hints to make the job easier. CA: Corwin Press.
Rohayati, T., & Subekti, A. R. (2020). Pelatihan Pengembangan Bahan Ajar Berbasis Potensi Lokal dalam Meningkatkan Kompetensi Guru. Jurnal Pendidikan Dan Kebudayaan.
Sadri, N. W., & Temaja, I. G. B. W. B. (2025). Local Wisdom-Based Education in Indonesian School. The Eastasouth Journal of Learning and Educations, 3(03), 226–236.
Sagala, S. (2010). Konsep dan makna pembelajaran. Alfabeta.
Sari, M. P., & Handayani, T. (2021). Model workshop kolaboratif dalam peningkatan keterampilan guru menyusun perangkat pembelajaran kontekstual. Seminar Nasional Hasil Penelitian SM Indo.
Sarima, S., Ashari, M., & Pistanty, M. A. (2025). Pendampingan Guru SD dalam Mengembangkan Bahan Ajar Sanitasi Berbasis AI di Wilayah Pembangunan 1 Kabupaten Jayapura. Jurnal Abdi Insani, 12(11), 6158–6166.
Schein, E. H. (2004). Organizational culture and leadership (3rd ed.). CA: Jossey-Bass.
Senge, P. M. (2000). Schools that learn: A fifth discipline fieldbook for educators, parents, and everyone who cares about education. Doubleday.
Shen, J. (2024). Development of Online and Offline Mixed Teaching Materials for Higher Vocational Education Under the Background of Internet. International Journal of E-Collaboration, 20(1), 1–12. https://doi.org/10.4018/IJeC.342124
Sudjana, D. (2007). Sistem dan manajemen pelatihan teori dan aplikasi. Bandung: Falah Production.
Supriyadi, A., & Sari, F. W. (2022). Pelatihan pengembangan e-modul berbasis kearifan lokal untuk peningkatan profesionalisme guru di SMP Negeri 2 Kota Ternate. Jurnal Kewarganegaraan, 6(2), 4306–4312.
Suyanto. (2006). Menjadi guru profesional: Strategi meningkatkan kualitas guru di era global. Erlangga.
Tapung, M. (2024). Workshop on Preparation of Teaching Tools for Local Content of Manggarai Culture with a Culturally Responsive Teaching Model for Elementary School Teachers throughout Manggarai Regency. Indonesian Journal of Social Technology, 5(4), 1328.
Tilaar, H. A. R. (2002). Perubahan Sosial dan Pendidikan: Pengantar Pedagogik Transformatif untuk Indonesia. PT Grasindo.
Tomlinson, B. (2003). Developing Materials for Language Teaching. Continuum.
UNESCO. (2024). Literacy: what you need to know. In Literacy. https://www.unesco.org/en/literacy/need-know
Uno, H. B., & Mohamad, A. (2012). Standar kompetensi dan sertifikasi guru. Bumi Aksara.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (Vol. 86). Harvard university press.
Wenger, E. (1998). Communities of practice: Learning as a social system. Systems Thinker, 9(5), 2–3.
Wonda, Y. A. (2022). Integrasi kearifan lokal Papua dalam pembelajaran Bahasa Indonesia di SMP Kabupaten Jayapura.
Yuliani, E., & Prasetyo, Z. K. (2021). Pengembangan modul ajar Bahasa Inggris berbasis kearifan lokal di Yogyakarta. Deepublish.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Nurul Farida, Yari Dwikurnaningsih, Mawardi

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

