Strengthening Teachers’ Digital Literacy and Written Work Productivity Through Output-Based Mentoring

Abstract

Strengthening digital literacy among teachers is not solely about the ability to access and utilize technology, it also involves the proficiency to search for, evaluate, process, and present information in the form of responsible work. A community service initiative at the Al Azhar 2 Islamic Elementary School Pasar Minggu revealed a need to strengthen interest in writing and the effective use of digital resources. This article describes the program's achievements and identifies areas that require further reinforcement to ensure the sustainability of the training outcomes. The study employs an outcome-based evaluation, utilizing descriptive analysis of program documentation and assessments of the written work produced by participants. The analytical focus centers on the results and the implications for follow-up actions. Thirty nine teachers participated in the program, resulting in 39 manuscripts; 80% of these manuscripts adhered to the provided template, while 20% did not. The findings suggest that while productive activities can generate initial outputs, the quality and long-term sustainability of the writing require ongoing support—specifically through revision guidance, structured feedback, and the establishment of a writing community.