Pengembangan Bahan Ajar Digital dan Non-Digital Pelajaran Bahasa Inggris Untuk Guru MI Miftahul Ulum 02 Putat Lor Kabupaten Malang
DOI:
https://doi.org/10.36312/2q6r1a80Keywords:
bahan ajar, digital dan non-digital, MI Miftahul Ulum 02, bahasa Inggris, pengabdian kepada MasyarakatAbstract
Saat ini guru dituntut untuk selalu kreatif dan inovatif dalam mengembangkan bahan ajar bahasa Inggris karena banyak siswa sekolah dasar yang memiliki kemampuan bahasa Inggris yang masih rendah. Guru kelas diwajibkan menguasai semua mata pelajaran termasuk bahasa Inggris, tetapi sebagian besar dari mereka masih bergantung pada lembar kerja siswa (LKS) sebagai bahan ajar utama. Masalah yang dihadapi di sekolah wilayah urban adalah minimnya akses kegiatan-kegiatan penunjang yang terkait penggunaan teknologi dalam pembelajaran dan menciptakan bahan ajar yang kreatif dan inovatif. Oleh karena itu, guru perlu mendapatkan kegiatan pelatihan dan pendampingan dalam menciptakan bahan ajar baik digital maupun non-digital. Bahan ajar digital dirancang sebagai bentuk adaptasi terhadap kemajuan teknologi yang pesat, sedangkan bahan ajar non-digital dimaksudkan untuk mendukung praktik pembelajaran yang berlangsung saat ini. Peserta dalam pelatihan ini berjumlah 20 orang guru dan tenaga kependidikan MI Miftahul Ulum 02, kabupaten Malang, Indonesia. Metode yang digunakan meliputi pelatihan, pendampingan, implementasi dan evaluasi. Hasil kegiatan menunjukkan bahwa 52,9 % peserta yang awalnya belum pernah mengikuti pelatihan pengembangan bahan ajar baik digital dan non-digital, kini 75 % peserta merasa mendapat pengetahuan terkait pembuatan bahan ajar. Selain itu, 82,4% peserta fokus menggunakan LKS dalam pembelajaran, kini 100% peserta mempunyai satu bahan ajar digital, satu bahan ajar non-digital. Pellatihan ini menunjung pembeljaran yang kontekstual berbasis teknologi di sekolah dasar wilayah rural.
Development of English Lesson Digital and Non-Digital Teaching Materials for Teachers at MI Miftahul Ulum 02 Putat Lor, Malang Regency
Abstract
Currently, teachers are required to be creative and innovative in developing English language teaching materials because many elementary school students have low English skills. Classroom teachers are required to master all subjects, including English, but most of them still rely on student worksheets (LKS) as the main teaching material. A problem faced in urban schools is the limited access to supporting activities related to the use of technology in learning and creating creative and innovative teaching materials. Therefore, teachers need training and mentoring in creating both digital and non-digital teaching materials. Digital teaching materials are designed as a form of adaptation to rapid technological advances, while non-digital teaching materials are intended to support current learning practices. Participants in this training were 20 teachers and educational staff from MI Miftahul Ulum 02, Malang Regency, Indonesia. The methods used included training, mentoring, implementation, and evaluation. The results of the activity showed that 52.9% of participants who had not previously participated in training on developing digital and non-digital teaching materials, now 75% of participants felt they had gained knowledge related to creating teaching materials. In addition, 82.4% of participants focused on using LKS in learning, now 100% of participants have one digital teaching material, one non-digital teaching material. This training supports technology-based contextual learning in elementary schools in rural areas.
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