Lakes may take a while to respond to management interventions because of the management implications of incremental development and degradation issues. This includes the requirement for the ongoing participation of key lake basin management institutions and their operations. This study’s objective is to assess the impacts of land use activities along the Kenyir Lake Basin based on the sedimentation problem level. There are a few hydrological methods that are necessary indicators to measure the level of sediment production, such as Total Suspended Solid (TSS), area of sub-catchment, river discharge measurement, and annual sediment load production. The results showed that the sub-catchment of Besar River released the lowest annual average estimation at 3833.70 kg/km²/year, and the sub-catchment of Kenyir River produced the highest annual average estimation at 128,070.86 kg/km²/year for annual sediment load flow produced from tributary rivers into Kenyir Lake. Kenyir Lake Basin’s downstream and midstream regions had higher sediment load values than its upstream regions. This study highlighted the significance of the effects of anthropogenic factors, hydrological, geomorphological, growth, and developmental factors, and climate changes as the key variables attributing to the sedimentation phenomenon along the Kenyir Lake Basin. The construction of a long-term lake or reservoir catchment development and management plan, combined with the formation of a vision and comprehensive strategic plan, are vital components of sound management practice. The efficient implementation of the suggested watershed management programmes depends on the active involvement of all significant catchment stakeholders.

Informatics teachers in West Kalimantan face challenges in continuously updating their knowledge and pedagogical skills due to the rapid development of information technology and the implementation of a new curriculum that makes informatics compulsory. However, there is a lack of structured learning facilities to support their professional development. This study aims to develop and evaluate the feasibility of a Massive Open Online Course (MOOC) as a platform for continuous professional development of informatics teachers. This study employed a Research and Development approach using the ADDIE model involving two design experts, two system experts, and thirty informatics teachers. The MOOC was developed using the Moodle platform and integrated features aligned with teacher needs, UI/UX design, and expert validation, including diverse learning materials, quizzes, and discussion forums. Validation was carried out by experts, while teacher responses and learning outcomes were evaluated using questionnaires and pre-test/post-test analysis. Expert validations indicated that the MOOC was of very high quality, and teacher responses showed strong enthusiasm and satisfaction. Furthermore, post-implementation evaluation revealed significant improvements in both teachers’ knowledge and motivation (p-value less than 0.05). The normalized gain score reached 47.91% for competence, indicating a moderate improvement, and 29.96% for motivation, indicating a low improvement. This demonstrates that the MOOC effectively supports both cognitive and affective growth. The developed MOOC has proven to be both feasible and effective as a professional learning platform for informatics teachers. Beyond improving knowledge and motivation, it offers scalability and accessibility, providing a sustainable solution for professional development in remote or under-resourced regions. Its implementation has the potential to bridge gaps in continuous education, particularly in Indonesia’s 3T (frontier, outermost, disadvantaged) areas, while also serving as a pilot model for other subject teachers. Keywords: MOOC, lifelong learning, teacher competencies, informatics teachers.