The shift to remote learning during the COVID-19 pandemic exacerbated learning loss among elementary students in Indonesia, particularly in rural areas like Natar District, Lampung. Teachers struggled to develop contextual learning modules, hindering effective
student-centered education. This community service project aimed to address this gap by mentoring 25 elementary school teachers in Natar District to design innovative, grade-specific learning modules. Employing a participatory action research (PAR) approach, the six month program combined workshops, simulations, and collaborative mentorship. Pre- and post-intervention assessments revealed a 60% improvement in teachers’ module development skills, with 80% successfully creating contextual modules for both lower and upper grades. Partnerships with local schools and the University of Lampung ensured resource accessibility and sustainability. The project underscores the critical role of teacher capacity-building in mitigating learning loss and aligns with Sustainable Development Goal 4 (Quality Education). Future efforts should prioritize scaling the program and integrating digital tools for broader impact.