Enhancing Teacher Competencies for SDG 4: The Impact of Akmi Follow-Up Training on MI Teachers In Indonesia

Objective: This study evaluates the impact of follow-up training on the Indonesian Madrasah Competency Assessment (AKMI) results for Madrasah Ibtidaiyah (MI) teachers in Depok City, focusing on how the training enhances teachers' understanding and integration of AKMI results into learning plans. Theoretical Framework: Grounded in the Sustainable Development Goals (SDGs), particularly Goal 4: Quality Education, the AKMI follow-up training emphasizes literacy competencies across reading, numeracy, science, and socio-cultural domains to foster inclusive and equitable education. Method: This qualitative descriptive study involved 41 MI teachers participating in the training. Data collection included pre-tests, post-tests, assignments, questionnaires, observations, and interviews to assess cognitive and practical improvements. Results and Discussion: The training significantly enhanced teachers' competencies, particularly in designing literacy-rich lesson plans and addressing diverse student needs. Participants reported improved skills in integrating AKMI results into learning designs, aligned with SDG 4 targets. Challenges such as limited resources, network constraints, and varying student competencies were noted, highlighting areas for improvement. The findings contextualize these results within the theoretical framework, demonstrating alignment with global education goals. Research Implications: The study underscores the importance of sustained capacity-building initiatives for teachers. Practical implications include fostering collaboration among educators and school leaders, while theoretical implications emphasize the integration of SDG-oriented frameworks in teacher training programs. Originality/Value: This research highlights the benefits of AKMI follow-up training in achieving SDG 4 targets. Its originality lies in linking diagnostic assessments with structured teacher capacity-building efforts, contributing to sustainable improvements in education quality.