AbstrakKegiatan diperuntukkan guru-guru SMP di desa Turirejo Kec Lawang, dengan tujuan utama desa ini dapat menjadi pilot project dimana nantinya program pengabdian ini dapat berlanjut di beberapa desa di kecamatan yang lain. Era revolusi industri 4.0 telah membawa banyak perubahan pada berbagai aspek kehidupan dimana teknologi memiliki peranan yang sangat besar dan menjadi motor utama perubahan di setiap aspek. Guru idealnya memiliki kemampuan untuk mengembangkan bahan ajar dan media pembelajaran yang dapat diakses melalui perangkat digital, serta mampu memanfaatkan sumber-sumber belajar lain yang sesuai dengan karakteristik digital native. Hasil kegiatan telah dapat meningkatkan kapabilitas para guru dalam memanfaatkan dan mengembangkan bahan ajar digital berbasis multimedia interaktif, hal ini berdampak pada proses pembelajaran yang menjadi semakin variatif.Kata kunci-bahan ajar digital, literasi digital, multimedia interaktif, pelatihan, revolusi industry 4.0. AbstractThe activity is aimed at junior high school teachers in Turirejo village, Lawang district, with the main objective of this village being a pilot project where this community service program is needed to be continued in several villages in other sub-districts. The era of the industrial revolution 4.0 has brought many changes to various aspects of life while technology has a very big role and is the main motor of change in every aspect. The teacher ideally has the ability to develop teaching materials and learning media that can be accessed through digital devices, and be able to use other learning resources that are compatible with the original digital characteristics. The results of the activities have improved the ability of teachers to develop and develop interactive multimedia-based digital teaching materials, this has improved the learning process which has become increasingly varied.

This study aims to find the factors that cause the low pedagogical supremacy competence of vocational education lecturers and examine the attractiveness of heutagogy-based training module innovations to improve pedagogical supremacy of vocational education lecturers. This research uses the R&D method. The research focused on tertiary education in vocational fields in East Java. The results and findings in this study include: (1) the factors that cause the low pedagogical supremacy competency of vocational education lecturers include the management factors of students (understanding insight or educational foundation, understanding of students, curriculum/syllabus development, learning design, learning implementation that educates and dialogical, and evaluation of learning outcomes) and aspects of personality (active self-development activities, self-evaluation, designing self-roadmap, professional self-concept, and independent innovation); (2) the innovation of heutatogy-based training modules developed has a high level of acceptance. This is evidenced by the average score of indicators of 36.93 or the level of acceptance of 92.33%, and (3) the innovative heutagogy-based training module developed can be used as a relevant alternative reference in the development of other sophisticated media.

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This study aims to: (1) analyze the level of need for the heutagogical approach through 4Cs on aspects of creativity; (2) analyze the level of needs of the heutagogical approach through 4Cs in the communication aspect; (3) analyze the level of needs of the heutagogical approach through 4Cs in aspects of critical thinking; and (4) analyze the level of need for the heutagogical approach through 4Cs in the collaboration aspect. This study uses a qualitative method. Data collection techniques with interviews, literature review, documentation, and observation. Informants included lecturers, students, and stakeholders at the State University of Malang and used a sampling technique namely purposive sample. Data analysis techniques used are data reduction, data interpretation, and triangulation. Conclusions from this study indicate that: (1) the level of need for aspects of creativity includes the ability to: develop ideas (83.6%), express creative ideas (81.2%), adapt to new environments (88.2%), and creative independence (88.4%); (2) the level of need for communication aspect includes the ability to convey information (79.8%), express ideas (82.2%), accept opinions (84.2%), master various communication techniques (78.1%); (3) the level of need for Critical Thinking aspects including the ability to: evaluate (90.1%), identify problems (89.2%), solve problems (92.2%), distinguish facts from assessment (82.8%); and (4) the level of need for the Collaboration aspect includes the ability to: cooperate (89.6%), full responsibility (84.2%), respect differences (82.2%), discuss (87.6%).