Empowering Teacher Literacy Through OER-Integrated CARUKOM Learning

Abstract

An innovation aimed at strengthening teacher literacy was implemented alongside capacity-building efforts focused on Deep Learning. teacher literacy is a crucial factor in enhancing the quality of instruction. One such innovation is the development of the "Carukom" learning model. The "Carukom" approach innovates the learning process by establishing three key steps: identifying the root cause of a problem, formulating a solution, and communicating the solution. This initiative integrates two instructional models: the flipped classroom and problem-based learning. Implementing this approach strengthens teacher literacy while simultaneously building the capacity to apply Deep Learning in the classroom. The strategy requires teachers to independently study enrichment materials provided via the “bbgtkjateng.kemendikasmen.go.id” platform. Reinforcement sessions are conducted online through both synchronous and asynchronous formats, with synchronous activities held bi-weekly by the program developers. A quantitative descriptive approach was employed, involving 18 elementary school teachers from Kebumen Regency as respondents. Data were collected using a four-point Likert scale questionnaire evaluating the "Carukom" implementation and analyzed using descriptive statistics, specifically mean scores and achievement indices. The results indicate that teacher literacy falls into the "high" category, with an achievement index of 76.8%. The indicators with the highest scores were the ability to collaborate with other teachers (M=3.33) and the use of digital technology in instruction (M=3.33). Conversely, the ability to foster a growth mindset in students (M=2.83) and the provision of learning experiences involving practical application (M=2.94) were identified as areas requiring further strengthening. These findings demonstrate that "Carukom" contributes to strengthening teachers' professional, pedagogical, digital, and reflective literacy. The results suggest that implementing the "Carukom" learning model is a relevant professional development strategy to support the transformation of learning in elementary schools. This study also reveals the profile of teacher literacy dimensions, showing that teacher literacy comprises five distinct dimensions that develop at varying rates. This mapping provides valuable insights for designing future professional development interventions for teachers.