PELATIHAN IMPLEMENTASI DESIGN THINKING DALAM PEMBELAJARAN BAHASA INDONESIA DI SEKOLAH DASAR GUGUS V KECAMATAN BULELENG

I Nyoman Sudiana; Ni Wayan Eka Widiastini; I Made Hendra Sukmayasa; Ketut Herya Darma Utami; Komang Alit Wahyuni

doi:10.36312/linov.v11i3.6458

Authors

I Nyoman Sudiana Universitas Pendidikan Ganesha
Ni Wayan Eka Widiastini Universitas Pendidikan Ganesha
I Made Hendra Sukmayasa Universitas Pendidikan Ganesha
Ketut Herya Darma Utami Universitas Pendidikan Ganesha
Komang Alit Wahyuni Universitas Pendidikan Ganesha

DOI:

https://doi.org/10.36312/linov.v11i3.6458

Keywords:

Bahasa Indonesia, Buleleng, Design Thinking

Abstract

Guru-guru di Gugus V Kecamatan Buleleng Kabupaten Buleleng belum mampu melaksanakan pembelajaran Bahasa Indonesia secara inovatif dan variatif, sehingga guru-guru perlu diberikan pelatihan terkait dengan pelaksanaan proses pembelajaran, salah satunya dengan mengaplikasikan Design Thinking. Pelatihan ini bertujuan untuk memperkenalkan konsep Design Thinking kepada para guru di gugus V Kecamatan Buleleng Kabupaten Buleleng, khususnya dalam konteks pembelajaran bahasa Indonesia. Melalui pelatihan ini, diharapkan para guru dapat mengimplementasikan Design Thinking untuk menciptakan metode pembelajaran yang lebih kreatif, interaktif, dan menarik bagi siswa, sehingga hasil belajar bahasa Indonesia di sekolah dasar dapat lebih optimal. Jumlah peserta dalam pelatihan ini berjumlah 20 orang. Kegiatan pelatihan ini akan dilakukan dengan metode tatap muka. Metode pengumpulan data yang digunakan untuk mengukur keberhasilan pelatihan ini adalah metode tugas pelatihan/tes. Sedangkan metode analisis data yang digunakan adalah metode analisis data deskriptif kuantitatif. Indikator keberhasilan dari kegiatan ini adalah guru-guru mampu mendesain proses pembelajaran Bahasa Indonesia dengan menggunakan pendekatan Design Thinking. Berdasarkan kegiatan pelatihan yang telah dilakukan dapat disimpulkan bahwa guru-guru sudah memahami konsep mengimplementasikan Design Thinking dalam pembelajaran Bahasa Indonesia dengan baik. Hal tersebut terbukti dari hasil evaluasi yang telah dilakukan, skor rata-rata pemahaman konsep terkait dengan implementasi Design Thinking dalam pembelajaran Bahasa Indonesia didapatkan sebesar 62,50 (kategori cukup) pada saat pre-test. Pada kegiatan post-test, skor rata-rata ini meningkat menjadi 86,75 (kategori baik).

Training on the Implementation of Design Thinking in Indonesian Language Instruction at Elementary Schools in Cluster V, Buleleng District, Buleleng Regency

Abstract

Teachers in Cluster V, Buleleng District, Buleleng Regency, have not yet been able to conduct Indonesian language instruction in an innovative and varied manner; therefore, they require training on the instructional process, specifically through the application of Design Thinking This training aims to introduce the Design Thinking concept to teachers in Cluster V, Buleleng District, Buleleng Regency, particularly within the context of Indonesian language instruction. Through this training, it is expected that teachers will be able to implement Design Thinking to create teaching methods that are more creative, interactive, and engaging for students, thereby optimizing Indonesian language learning outcomes in elementary schools. The training involved 20 participants and was conducted using a face-to-face format. Data collection to measure the training's success relied on training assignments and tests, while data analysis employed a quantitative descriptive method. The success indicator for this activity was the teachers' ability to design Indonesian language lessons using the Design Thinking approach. Based on the training activities conducted, it can be concluded that the teachers have gained a solid understanding of the concept of implementing Design Thinking in Indonesian language instruction. This is evidenced by the evaluation results: the average score for understanding the concept of Design Thinking implementation in Indonesian language instruction was 62.50 (fair category) during the pre-test, whereas in the post-test, the average score rose to 86.75 (good category)

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