Teaching Module Generator

Elly is a teacher in Indonesia who struggles to design classroom lessons. Despite having four years of teacher education and 10 years of teaching experience, she finds it difficult to adapt when the government updates the curriculum every five years. Each curriculum change increases the cognitive skill demands on students. This means her existing teaching modules, that contains lesson plan, learning activities and learning resources may no longer meet curriculum requirements, especially since some topics focus on Lower Order Thinking Skills (LOTS). Meanwhile, new curricula push for schools to develop Higher Order Thinking Skills (HOTS).

Elly needs to revise her teaching plans, setting precise learning objectives aligned with curriculum outcomes and turning them into learning steps that match students' cognitive learning stages. Although training is available to help design lessons based on the latest curriculum, Elly has limited time to attend these sessions due to her full-time teaching and grading duties. As a fulltime teacher, she has to plan at least 12 lesson plan for different grades in a week, and the hours she spend for planning were not counted as working hours by Indonesian Government since teachers working ours were only counted based on the time they were inside the classroom. Additionally, the training often covers broad topics that rarely provides concrete and specific examples. Elly requires not only specific, contextual references to create effective lesson plans that match the cognitive skills needed for her topics, she also needs a tool that streamline the whole teaching planning process. Elly's main challenge is the limited access to less time-consuming, more focused resources and support that would help her create lesson plans quickly to match the changing curriculum and its cognitive skill requirements.

Our solution is to develop a web-based Teaching Module Generator. A teaching module is a document created by teachers for planning lessons. Typically, a teaching module contains a lesson plan and a summary of the material to be taught. In a teaching module, teachers outline the curriculum goals they want to achieve and how these goals are broken down into smaller learning objectives. For each learning objective, teachers also create systematic steps (learning paths) to achieve those goals. The systematics are based on the revised Bloom's taxonomy.

The module generator we create will make it easier for teachers to map out and plan the learning process for students. Teachers just need to specify their needs, by browsing in our generator which level of education they are teaching and the subject they teach; and the generator will present the curriculum goals, and several learning outcomes accompanied by learning paths that teacher could customize for students to reach those objectives.

Additionally, this module generator also simplifies the process of creating teaching module documents. Once the learning outcomes are specified, teachers can then fill in the content of their teaching module according to the learning objectives recommended by the generator. Thus, by the end of using this teaching module generator, teachers will receive a comprehensive document containing a lesson plan with relevant teaching materials.

Users of the module generator need not worry about the designs produced by this generator, as it is developed by experienced education practitioners who have taught at levels from early childhood education (PAUD), primary school (SD), middle school (SMP), and high school (SMA), and it has been tested for practicality by teachers of a city in Indonesia.

Our solution focuses on simplifying the process of lesson planning for teachers, from basic principles to the availability of documents. Through the practical and relevant design of free online teaching modules, we hope to accelerate human resource development and the transformation of Indonesian education towards a better direction.

Teaching Module Generator can be accessed freely by the public through the HAFECS website.

Elly represents 3.36 million teachers in Indonesia across all educational levels under the Ministry of Education, Culture, Research, and Technology. An Indonesian teacher teaches for at least 24 hours per week, not including time spent on lesson planning. Each teaching session lasts two hours. This means a teacher must plan lessons 12 times a week outside of their mandatory teaching schedule. This planning process can be time-consuming, making it a significant burden for teachers. Furthermore, curriculum changes require substantial time to revisit and learn the new curriculum requirements.

The teaching module generator is developed using the latest national curriculum to ensure teachers can create teaching modules that align with their needs as Indonesian teachers. Our solution helps reduce the time teachers need to spend on planning lessons and preparing administrative teaching documents, allowing them to focus less on creating administrative documents. With our solution, teachers can focus more on executing meaningful and optimal lessons.

Ultimately, this teaching module generator will serve 53.14 million students in Indonesia across all school levels, including special education. The Indonesian education system is the fourth largest in the world. By empowering teachers in planning students' learning experience, we aim to improve the quality of students' learning and improve the quality of education.

 Danang Bagus Yudistira, the team leader of the Teaching Module Generator, is a former Biology teacher and currently a teacher trainer for in-service teachers. He has delivered numerous training sessions for educators across various levels in the last 7 years, from kindergarten teachers to university lecturers, sharing his insights on effective teaching strategies and its underlying philosophies. Danang's perspective on education emphasizes the importance of thorough planning and preparation to address many of the challenges teachers face in their profession.

Through his extensive conversations with teachers, Danang has gained a deep understanding of their professional struggles and recognizes that many of their issues stem from the planning process. He has been helping teachers through offline and online teacher training, webinars, teaching reviews and  creating education-related content for social media such as instagram and youtube as the deputy director for of HAFECS an institution that focuses on transforming education, especially in Indonesia. To widen his reach to teacher and escalate his impact, he has worked to streamline the process of facilitating teachers by developing automated and efficient solutions that support their needs, that is the teaching Module Generator . His innovative approach aims to empower educators with practical tools and resources, helping them improve their teaching practices and ultimately enhance student learning outcomes. 

To develop the Teaching Module Generator, Danang collaborate with Hengky Dwiyan Hermawan, the CTO of Guruinovatif.id (an edutech company) and Digitaliz (a consultant, system developer, and digital marketing agency) . A fast learner and well-versed professional with over 7 years experience in digital platform development, combined with his educational degree background, he has extensive experience on the needs of the Indonesian market and by working on many national projects. 

To ensure that the tools were developed rigorously, Danang also collaborate with Sauqina, an educational research who has experience in development research for educational tool and instructional design. As lecturer, she has been conducting development research with her peers and students to make sure that any innovation that born out of the classroom need can be academically justified. In the development of the Teaching Generator Module, she works to make sure that the tool is valid, practical and effective. 

We have built web-based tool to generate teaching module. We have created a database of teaching learning activities based on 1800 pages of Indonesia Educational curriculum starting from kindergarten to senior high-school (4 educational level, more than 30 subjects), including special education. 

The website are currently able to generate a teaching module automatically, up to generating curriculum goals according to the Independent Curriculum, learning outcomes, and the sequences for the learning outcomes to make sure students learning experience for the curriculum is could provide holistic view of the world and meaningful experience.

Besides that, the tool further helps teachers to plan the logical learning path  for students to achieve each teaching aims, by using the learning path based on revised-Bloom Taxonomy. The learning path is a built-in feature in the generator. Teacher could choose the learning path they want and being assisted to decide what kind of learning activities that they want the students to experience. 

This tool also helps teacher to generate this teaching module into a pdf document that can be used for their professional administrational output. The teachers can input their details (name of teacher, the grade and level of education they teach, etc) and the assessment that is needed for the module. A complete document of teaching module is the end product of this tool. 

However, since this tool is still on the development process, we are yet to provide an logical sequential teaching aims automatically. Teachers still need to arrange the sequences based on their own worldview. This is the part where we expect that our tool can be empowered by AI.

Besides that, we also expect that the learning path to achieve the teaching aims could be automatically generated by AI so that teacher not only able to use the teaching that they prefer or what they have in mind, but also receive suggestions from the tool on the best strategy to tech it, while still referring to the revised-bloom taxonomy and anchored to the curriculum demand. Further, the learning path that teachers have decided could be complemented with assessment items for both summative and formative assessment.  

Teachers have traditionally planned classroom activities manually and at a slow pace. As they refer to the national curriculum, they type up their plans, teaching materials, and assessments, all while thinking of what kind of  meaningful classroom activities students should experiences. Although many teachers have ideas on how to execute these plans, transforming them into documents such as lesson plans, student worksheets, and test sheets requires dedication and is time-consuming and exhausting.

Our module generator offers teachers an efficient way to prepare classroom activities and produce the necessary documents, known in Indonesia as teaching modules. With the teaching module generator, teachers can access readily available curriculum goals and teaching aims and build the module using our built-in features, such as designing students' learning paths and assessment schemes. Teachers no longer have to type everything out manually; instead, they can browse for the kind of learning they envision or explore other alternatives provided by our tool. This allows teachers to focus more on delivering the activities rather than exhausting themselves with administrative tasks.

Our Theory of Change is shown in the following diagram: 

We expect our solution to empower teachers in their professional practice and improve education quality by facilitating lesson planning, curriculum alignment, and the creation of teaching module documents. Our target audience is teachers who implement Indonesia’s newly revised curriculum called the Independent Curriculum. We developed the Teaching Module Generator based on interviews with these teachers. We began the development process by conducting an in-depth study of the curriculum and then built the database based on it. This database is used in the generator, allowing teachers to browse, arrange, and edit it for planning their classroom activities. The tool were tested by teachers and experts for feedback and improvement on its validity, practicality, and effectiveness in assisting teachers in lesson planning and creating teaching module documents. After gathering feedback, we made improvements and made the generator available for public use, while still collecting further feedback from a wider audience.

By using our Teaching Module Generator, we expect that teachers can easily plan and align classroom activities with curriculum goals and assist them in creating teaching module documents, allowing them to focus more on planning rather than just on document creation. The primary outcome of the generator is the reduction of time used for effective lesson planning and the creation of teaching modules. We use the term "effective" because the generator helps teachers explore and decide on the learning path for their students according to the Revised Bloom's Taxonomy, resulting in a logically sequenced learning experience. Therefore, our generator is positioned to deliver the following impacts to Indonesia’s education:

1. Improving the quality of students' learning experience: Students will have a more meaningful classroom experience because the activities are not designed hastily, as teachers have more time to consider the logic behind each step of the activities.
2. Efficient use of teachers' professional time: Teachers can utilize the time previously spent creating teaching module documents more efficiently. 
3. Improvement in students' learning achievement: Defining concise curriculum goals, learning outcomes, and learning paths can provide students with a clear understanding of expectations, enabling them to better focus their efforts on mastering the required skills and knowledge.

Our generator is positioned to deliver the following impacts on Indonesia’s education:

1. Improve the quality of students' learning experience.

2. Enable the efficient use of teachers' professional time.

3. Enhance students' learning achievement.

With our generator, we aim to ensure that the obstacles hindering teachers' innovations in teaching are removed from their daily lives. Our interviews have found and research articles have reported (1, 2, 3) that the technicalities in creating lesson plans or teaching module documents have become hindrances, not only in terms of time but also content

We can measure our progress towards these goals by gathering data from users of the generator on how much time they spend on lesson planning and creating teaching module documents for their weekly teaching duties compared to before they used the generator. Additionally, we can document whether teachers feel satisfied with the quality of their teaching practices, which may have been previously hindered by a focus on creating teaching module documents. Furthermore, we can collect data on students' learning achievement before and after the generator was used.

The core technology driving our proposed solution is the development of a teaching module generator website based on information and communication technology (ICT) principles. It leverages advances in web development and software technology to create a platform that enables teachers to easily create teaching modules based on the national curriculum.

Through the use of a website, we offer a solution that simplifies lesson planning across 14 educational levels and more than 30 subjects, making learning more aligned with students' needs. The Teaching Module Generator platform is designed to provide flexibility and accessibility throughout Indonesia, allowing teachers to optimize their time by designing relevant and effective teaching modules.

By focusing on the development of this teaching module generator, we aim to ensure that our solution is widely accessible to teachers and prospective teachers in Indonesia. Our use of website technology covers the strengths of information and communication technology, particularly in efficiency, scalability, accessibility, and the compatibility of websites with other technologies.

Ffull-time staff: 6 people

Part-time staff: 10 people

The idea emerged three years ago when HAFECS was chosen as one of the organization to help The Ministry of Education and Culture to implement the country's new curriculum called Kurikulum Merdeka (Independent Curriculum). As the Deputy Director Research and Development of HAFECS, he wants to help teacher not to focus only to the documents that they need to produce for the Independent Curriculum, instead to focuse to the core of the change within it. Six months later a prototype of Teaching Module Generator was developed.

Our team is diverse, as we come from not only one ethnic group but many ethnic groups in Indonesia: Javanese, Banjar, Sundanese, Dayak, and more. We aim to further enhance our diversity by not favoring specific ethnicities or races in job requirements. Their diverse ethnic backgrounds have proven to be helpful when we open new lines of communication with teachers from various ethnic groups.

To ensure equity, we always maintain open communication within the team to identify any barriers they face during work. When necessary, adjustments can be made. For example, we offer a work-from-home option for staff who are still enrolled in a university on a different island.

We are also inclusive in the way we create a work environment that cares about our staff's experiences in the office and their personal lives. Our daily reports include descriptions of feelings with emojis, and we often have games that explore everyone's perspectives and ideas. We use these activities as a reflection on how to best bring about changes not only for our customers but for everyone on the team.

The business model of HAFECS is to assist in enhancing teachers' competencies to drive educational transformation. This transformation is achieved through various innovations in teaching via interactive training provided by professional trainers and collaboration with educational institutions at local, national, and international scales.

Product and Services

- Courses and Training
Training programs aimed at enhancing teaching competencies for teachers and teacher candidates using the TMF (Teaching Mastery Framework) by internationally certified professional trainers.

- Product Knowledge: TMF (Teaching Mastery Framework)
A framework developed by HAFECS to enhance the teaching competencies of teachers, teacher candidates, and school management.

- Module Generator
A digital platform that aids teachers in creating teaching modules containing systematic lesson plans and material summaries based on revised Bloom’s taxonomy and the national curriculum of the Ministry of Education and Culture.

- HAFECS Press
HAFECS Press publishes educational books based on aspects of product knowledge within the HAFECS Teaching Mastery Framework such as HOTS (High Order Thinking Skills) and PCK (Pedagogical Content Knowledge). Additionally, HAFECS Press also publishes e-bulletins, journals, and modules.

Delivery Model
HAFECS manages operational funds obtained from the Hasnur Group, which operates in logistics, agroforestry, energy, technology and services, education, consumer goods, and investment. Additionally, we receive funds from course and training fees and collaborations with various educational institutions and government entities to manage HAFECS products and services. We utilize various platforms to distribute products and services to teachers, teacher candidates, organizations, and governments.

Key Customers
HAFECS serves consumers who seek to enhance teaching competencies for comprehensive educational transformation. The primary beneficiaries of HAFECS are teachers and teacher candidates. Additionally, educational institutions such as universities and schools, as well as government agencies, benefit from and partner with us to enhance teaching competencies.

Revenue Model
HAFECS generates revenue from diverse sources, including agreements with the Hasnur Group. Course and training financing is obtained from registration fees or institutions sending delegates to participate. Furthermore, HAFECS earns revenue from the sale of books marketed online and offline.

HAFECS revenue model is a hybrid of organizational support and service subsidization. HAFECS is a part of Hasnur Centre, a Foundation which receives a sustained donation by The Hasnur Group companies. HAFECS also making revenues in the business of educational consultation and teacher training services for teachers, provided to government bodies, educational institutions and directly to teachers. HAFECS also makes revenues by selling products such as books about educations. Other than that HAFECS also receives grants from competitive program funding such as Program Organisasi Penggerak by Indonesia's Ministry of Education, Culture, Research and Technology.  

Evidence of Success

In 2023, HAFECS successfully distributed funds totaling more than Rp 1.09 billion for the development of training programs for teachers, prospective teachers, and school principals, encompassing a total of 389 training sessions. Participants of these training programs reached 16 provinces and 63 districts/cities across Indonesia. This achievement reflects the result of numerous collaborations that HAFECS has undertaken with various partners and demonstrates its ability to effectively manage funding.