Penguatan Kapasitas Guru Dalam Pembelajaran Berbasis Teknologi di Sekolah Dasar Se-Kecamatan Praya Barat Daya
DOI:
https://doi.org/10.36312/sasambo.v6i3.2043Keywords:
Penguatan Kapasitas Guru, Pembelajaran Berbasis TeknologiAbstract
Tujuan dari kegiatan Pengabdian kepada Masyarakat (PKM) ini adalah untuk meningkatkan kompetensi guru dalam pembelajaran berbasis teknologi di sekolah dasar di Kecamatan Praya Barat Daya, Kabupaten Lombok Tengah. Mitra dalam program ini adalah sepuluh sekolah dasar dengan total partisipasi 50 guru. Metode pelaksanaan melibatkan analisis kebutuhan, perencanaan, pelatihan intensif, pendampingan mentor-mentee, dan evaluasi berkelanjutan. Hasil menunjukkan peningkatan signifikan dalam keterampilan teknologi para guru. Sebelum pelatihan, 75% guru kurang percaya diri menggunakan aplikasi pembelajaran, namun setelah pelatihan, lebih dari 85% guru merasa lebih percaya diri dan terampil. Selain itu, partisipasi dan hasil belajar siswa juga meningkat, dengan nilai rata-rata kelas meningkat sekitar 15%. Rekomendasi dari program ini adalah pentingnya penyediaan infrastruktur teknologi yang memadai, pelatihan berkelanjutan, dan dukungan institusi pendidikan untuk memastikan keberlanjutan dan efektivitas penggunaan teknologi dalam pembelajaran. Pendekatan holistik dan kolaboratif yang diterapkan terbukti efektif dalam menjembatani kesenjangan keterampilan teknologi di kalangan guru, menciptakan lingkungan belajar yang lebih dinamis dan interaktif bagi siswa.
Strengthening Teacher Capacity in Technology-Based Learning in Elementary Schools in Praya Barat Daya District, Central Lombok Regency
The purpose of this Community Service (PKM) activity is to improve teacher competence in technology-based learning in elementary schools in Praya Barat Daya District, Central Lombok Regency. Partners in this program are ten elementary schools with a total participation of 50 teachers. The implementation method involves needs analysis, planning, intensive training, mentor-mentee assistance, and ongoing evaluation. The results show a significant increase in teachers' technology skills. Before the training, 75% of teachers were less confident in using learning applications, but after the training, more than 85% of teachers felt more confident and skilled. In addition, student participation and learning outcomes also increased, with the average class score increasing by around 15%. The recommendations of this program are the importance of providing adequate technology infrastructure, ongoing training, and support from educational institutions to ensure the sustainability and effectiveness of the use of technology in learning. The holistic and collaborative approach applied has proven effective in bridging the gap in technology skills among teachers, creating a more dynamic and interactive learning environment for students.
Downloads
References
Blundell, C., Lee, K.-T., & Nykvist, S. S. (2020). The role of professional learning in improving teacher efficacy and technology integration in primary classrooms: A study from the UK. Educational Technology & Society, 23(4), 123-134. Retrieved from https://www.jstor.org/stable/10.2307/26932092
Buabeng-Andoh, C. (2012). Factors influencing teachers' adoption and integration of information and communication technology into teaching: A review of the literature. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 8(1), 136-155.
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284.
Graham, C. R., Borup, J., Short, C. R., & Archambault, L. (2019). K-12 blended teaching readiness: Model and instrument development. Journal of Research on Technology in Education, 51(3), 239-258. doi:10.1080/15391523.2019.1586601
Grunwald, S., & Peterson, H. (2021). Building a supportive learning community for teachers through peer-to-peer training in Germany. Teaching and Teacher Education, 97, 103213. doi:10.1016/j.tate.2020.103213
Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning teachers: What we know and what we don't. Teaching and Teacher Education, 25(1), 207-216. doi:10.1016/j.tate.2008.09.001
Hsu, C. (2016). Time as a barrier in adopting web-based learning for in-service teachers. British Journal of Educational Technology, 47(6), 1103-1118.
Kim, H., Lee, J., & Kim, J. (2019). Government-supported technology training for teachers in South Korea: A comprehensive and sustainable approach. Educational Technology Research and Development, 67(3), 523-540. doi:10.1007/s11423-019-09654-3
Kurniawan, E. (2023). Implementasi permainan tradisional lombok dalam meningkatkan kebugaran fisik. Jurnal Porkes, 6(2), 867–877. https://doi.org/10.29408/porkes.v6i2.24229
Kurniawan, E., supriyatnak, K., syobri Lukman, N., Suprawesta, L., & olahraga dan kesehatan, P. (2023). Pengenalan Permainan Tradisional Lombok Sebagai Upaya Pelestarian Budaya untuk Siswa Dasar di Kecamatan Bayan. Journal of Community Service), 5(4). https://doi.org/10.36312/sasambo.v5i4.1498
Richter, D., Kunter, M., Klusmann, U., Lüdtke, O., & Baumert, J. (2011). Professional development across the teaching career: Teachers’ uptake of formal and informal learning opportunities. Teaching and Teacher Education, 27(1), 116-126. doi:10.1016/j.tate.2010.07.008
Sung, Y.-T., Chang, K.-E., & Liu, T.-C. (2016). The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252-275. doi:10.1016/j.compedu.2015.11.008
Tondeur, J., van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2012). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, 60(3), 517-547. doi:10.1007/s11423-012-9230-7
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Rindawan Rindawan, Johan Irmansyah, Edi Kurniawan, Rusdiana Yusuf, Adi Suriatno
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Sasambo: Jurnal Abdimas (Journal of Community Service) agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
