Hariyanti Djafar, Sitti Ikwa M HI Asidu, Lidyasandra Lumatauw, Nurfaida Duwila, Hanisa Ipa, Yiping Eldiana Maga

Pengembangan Kompetensi Pedagogik Calon Guru melalui Program Magang dan Pengabdian kepada Masyarakat di SD Muhammadiyah Kota Ternate

Introduction

Pengembangan kompetensi pedagogik calon guru melalui program magang dan pengabdian kepada masyarakat di sd muhammadiyah kota ternate. Pengembangan kompetensi pedagogik calon guru di SD Muhammadiyah Ternate melalui magang & PKM. Tingkatkan keterampilan mengajar, pengelolaan kelas & modul Kurikulum Merdeka.

Abstract

An internship program integrated with Community Service (PKM) is an important means of developing the professional competencies of prospective teachers while bridging the gap between theoretical knowledge and teaching practice in schools. This study aims to describe the process, dynamics, and outcomes of developing prospective teachers’ pedagogical competence through the implementation of an intensive internship and PKM program at SD Muhammadiyah Kota Ternate. This study employed a qualitative approach with a descriptive method. Data were collected through participatory observation, direct involvement in teaching practice, and document analysis during the implementation of the activities from May 6 to June 3, 2026. The results showed that the program improved prospective teachers’ skills in classroom management and in developing comprehensive teaching modules aligned with the Kurikulum Merdeka. Initial challenges, including students’ low levels of concentration and prospective teachers’ nervousness when teaching, were addressed through adaptive communication, the implementation of the Total Physical Response (TPR) strategy, and the use of interactive learning methods. This study concludes that the integration of internship and PKM programs plays an important role in strengthening prospective teachers’ pedagogical competence and social resilience through authentic learning experiences in the school environment. These findings provide practical implications for higher education institutions and partner schools in designing service-based internship programs that are more structured, reflective, and relevant to prospective teachers’ needs, while supporting the implementation of the Tri Dharma Perguruan Tinggi.

Review

This paper presents a timely and highly relevant exploration into the development of prospective teachers' pedagogical competence through an integrated internship and Community Service (PKM) program. The study, set within the practical environment of SD Muhammadiyah Kota Ternate, effectively aims to describe the process, dynamics, and outcomes of such an intensive program. Employing a qualitative approach with a descriptive method, the research leverages participatory observation, direct involvement in teaching practice, and document analysis, with data collected during the implementation period from May 6 to June 3, 2026. This comprehensive methodological approach promises a deep understanding of the practical challenges and successes encountered in bridging the crucial gap between theoretical knowledge and actual teaching practice. The findings indicate significant positive outcomes, demonstrating that the integrated program successfully improved prospective teachers' skills in critical areas such as classroom management and the development of comprehensive teaching modules aligned with the *Kurikulum Merdeka*. A notable strength of the program was its adaptive capacity to address initial challenges, specifically low student concentration and teacher nervousness. The implementation of strategies like adaptive communication, the Total Physical Response (TPR) technique, and interactive learning methods highlights a responsive and practical approach to teacher development, underscoring the effectiveness of authentic learning experiences within a school setting. The study concludes convincingly that the integration of internship and PKM programs plays a vital role in strengthening not only pedagogical competence but also prospective teachers' social resilience. The practical implications are particularly significant, offering valuable insights for higher education institutions and partner schools. These findings provide a solid foundation for designing service-based internship programs that are more structured, reflective, and directly relevant to the evolving needs of future educators, while simultaneously supporting the overarching mission of the Tri Dharma Perguruan Tinggi. Future research could potentially explore the long-term impact of such programs on teacher retention and student learning outcomes, or examine the scalability of these strategies across diverse educational contexts.

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