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Development of a Productive, Digital Literacy-Based Project-Based Learning Model to Enhance Community Competencies

An ADDIE-Based Research and Development Study in Community Education

Authors

  • Nunu Mahmud Firdaus
    • Data Curation
    • Conceptualization
    • Formal Analysis
    • Investigation
    • Methodology
    • Project Administration
    • Writing – Original Draft Preparation
    • Writing – Review & Editing
  • Dinno Mulyono https://orcid.org/0000-0001-5189-7223 (unauthenticated)
    • Conceptualization
    • Data Curation
    • Formal Analysis
    • Investigation
    • Methodology
    • Project Administration
    • Writing – Original Draft Preparation
    • Writing – Review & Editing
  • Ansori
    • Conceptualization
    • Data Curation
    • Formal Analysis
    • Investigation
    • Methodology
    • Project Administration
    • Writing – Original Draft Preparation
    • Writing – Review & Editing

DOI:

https://doi.org/10.59211/mjpjetl.v4i2.447

Keywords:

project-based learning, digital literacy, community education, pkbm, productive learning

Abstract

Digital transformation has reshaped community learning, requiring learning models that integrate digital literacy with meaningful productive activities. This study aimed to develop a Productive Project-Based Learning model grounded in digital literacy to strengthen community competence. The study was based on the principles of Project-Based Learning, experiential learning, and digital literacy, emphasizing authentic projects, active participation, collaboration, and the application of digital skills to real-world needs. A Research and Development approach using the ADDIE framework was employed, encompassing analysis, design, development, implementation, and evaluation. The study involved community learners, facilitators, and relevant experts in the model validation and implementation processes. Findings indicated that the developed model demonstrated strong validity, practicality, and effectiveness. Its implementation enhanced participants' ability to identify problems, plan and execute productive projects, utilize digital technologies, collaborate, and evaluate project outcomes. The study concludes that Productive Project-Based Learning integrated with digital literacy provides a contextual and participatory learning framework for strengthening community competence and supporting sustainable learning practices within community education settings.

Authors and contributors

3
  • Indonesia

    Author Corresponding author

    • Data curation
    • Conceptualization
    • Formal analysis
    • Investigation
    • Methodology
    • Project administration
    • Writing – original draft
    • Writing – review & editing
  • Indonesia

    Author

    • Conceptualization
    • Data curation
    • Formal analysis
    • Investigation
    • Methodology
    • Project administration
    • Writing – original draft
    • Writing – review & editing

    7 h-index 227 Citations

  • Indonesia

    Author

    • Conceptualization
    • Data curation
    • Formal analysis
    • Investigation
    • Methodology
    • Project administration
    • Writing – original draft
    • Writing – review & editing

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Author Biographies

  • Nunu Mahmud Firdaus

    Pendidikan Masyarakat, IKIP Siliwangi

  • Dinno Mulyono

    Pendidikan Masyarakat, IKIP Siliwangi

  • Ansori

    IKIP Siliwangi

References

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[20] M. T. Sirvent, A. C. Monteverde, and M. F. Agulló, “Triangulation Experiences in Educational Settings: Rethinking the Concept,” ER, vol. 6, no. 1, pp. 1–9, Jan. 2022, doi: 10.26855/er.2022.01.001.

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Published

21-10-2026

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Curriculum and Instruction Development

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Cite this article

Firdaus, N. M., Mulyono, D., & Ansori (2026). Development of a Productive, Digital Literacy-Based Project-Based Learning Model to Enhance Community Competencies: An ADDIE-Based Research and Development Study in Community Education. Journal of Education and Teaching Learning, 4(2), 590–598. https://doi.org/10.59211/mjpjetl.v4i2.447

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