Empowering Teachers Through A Workshop on Developing Local Wisdom-Based Learning Modules Using The Understanding by Design (UbD) Framework

Abstract

Equitable access to quality education remains a major challenge in Indonesia, particularly in peripheral areas where learning facilities and infrastructure are limited. This condition is evident in schools across Hulu Sungai Selatan Regency, where restricted internet connectivity and scarce digital learning resources hinder effective teaching and learning processes. Practical solutions are therefore needed to overcome these contextual constraints. This article reports the outcomes of a community service program that applied the Understanding by Design (UbD) approach in developing locally-based learning modules for Social Studies (IPS). The stages included needs analysis, activity planning, Phase I implementation, and Phase II implementation. The findings reveal that teachers have begun to grasp the core principles of UbD, emphasizing the formulation of learning objectives, assessment design, and the development of learning activities aimed at deep understanding. Most teachers demonstrated the ability to apply engaging instructional strategies, although many struggled to articulate these strategies explicitly within their modules. To address this issue, supplementary training was provided on the use of Artificial Intelligence (AI) to support the development of locally grounded UbD-based modules. Evaluation results indicate that 70% of participating teachers successfully developed modules aligned with UbD principles and local wisdom, while the remaining teachers still require further mentoring in utilizing AI effectively—particularly in crafting appropriate prompts for content generation.