Desika Putri Mardiani, Rofik Jalal Rosyanafi, Widya Nusantara, Tri 'Ulya Qodriyati, Shobri Firman Susanto , Mustakim Mustakim, Monica Widyaswari

Vake (Value and Knowledge) Approach to Enhance The Role of Professional Teachers and Achieving SDGS 4 at SIKK, Malaysia

Introduction

Vake (value and knowledge) approach to enhance the role of professional teachers and achieving sdgs 4 at sikk, malaysia . Enhance SIKK teachers' professional competence using the VAKE (Value and Knowledge) approach. Training improved understanding, pedagogical skills, and student character, supporting SDG 4.

Abstract

This community service program aims to enhance the professional competence of SIKK teachers through VAKE-based training that integrates moral and knowledge dimensions in the teaching process. The training was attended by 32 teachers and implemented through collaborative learning. Pre-test, post-test, and ethical dilemma creation were used as analysis techniques. These data were analyzed descriptively to calculate mean scores, percentage increases, and N-gain values to determine improvements in participants’ understanding of the VAKE approach. The results showed an increase in teachers’ understanding of the integration of values and knowledge in learning, with an average score of 88.6, indicating an improvement of 8.6 points (43.5%) compared to the pre-test results. This finding suggests that participants’ understanding improved significantly after receiving the training materials through the community service program. Participants also successfully designed ethical dilemmas as learning media to promote students’ critical thinking. Overall, this community service program contributed to improving teachers’ pedagogical competence, strengthening students’ character, and supporting the achievement of Sustainable Development Goal (SDG) 4.

Review

This community service program presents a highly relevant initiative that directly addresses the critical need for professional teacher development and the achievement of Sustainable Development Goal (SDG) 4, particularly within the context of Malaysian education. The introduction of the VAKE (Value and Knowledge) approach, aiming to integrate moral and knowledge dimensions into teaching, offers a compelling and timely framework for enhancing teacher competence. The abstract clearly articulates the program's objective to empower SIKK teachers through this innovative training, and the initial results indicate a positive reception and significant improvement in participants' understanding of the VAKE methodology. The methodology employed, leveraging pre- and post-tests in conjunction with the creation of ethical dilemmas, offers a sensible approach to assess the immediate impact of the training. The reported increase in teachers' understanding of integrating values and knowledge, indicated by a substantial 43.5% improvement in average scores, strongly suggests the program's efficacy in knowledge transfer. The successful development of ethical dilemmas as a learning medium is a practical outcome, demonstrating teachers' ability to apply the VAKE concepts to foster critical thinking in students. For a journal publication, however, a slightly more detailed explanation of the 'N-gain values' beyond a general indication of significant improvement, and clearer examples of how VAKE precisely integrates moral and knowledge dimensions within the pedagogical process, would further strengthen the methodological rigor and clarity of the findings. Overall, this program holds significant promise for advancing teacher professional development and contributing directly to SDG 4. The findings suggest that the VAKE approach has the potential to not only improve pedagogical competence but also to strengthen student character, aligning perfectly with the holistic goals of quality education. Future work could explore the long-term impact of this training on actual classroom practices and student outcomes, potentially examining the sustainability and scalability of the VAKE approach to a wider educational context in Malaysia and beyond. Investigating how the ethical dilemmas are subsequently utilized in classrooms and their impact on student learning would also provide valuable insights.

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