Pendampingan Pengembangan Pembelajaran Daring Berorientasi TPACK Bagi Guru Sekolah Dasar Di Kecamatan Minggir, Kabupaten Sleman
Abstract
Program ini bertujuan untuk membekali guru dengan keterampilan mengembangkan perangkat pembelajaran berorientasi TPACK agar dapat digunakan selama pembelajaran jarak jauh. Selain itu, program ini diharapkan dapat meningkatkan keberdayaan guru SD di lingkungan BKS SD Kecamatan Minggir dalam inovasi Pembelajaran. Metode yang dilakukan meliputi dua tahap. Tahap pertama adalah pelatihan online selama tiga hari yaitu tanggal 19, 21, dan 22 Juni 2021 dilanjutkan pendampingan di semester berikutnya selama 2 hari di Bulan September 2021. Materi yang akan disampaikan terdiri dari 26 JP yang secara umum terkait dengan konsep pembelajaran TPACK, penyusunan perangkat pembelajaran TPACK, serta praktik new model peer teaching. Dalam koordinasi singkat dengan BKS, pelatihan disepakati akan dilaksanakan secara daring, sesuai dengan kebutuhan materi program ini. Namun demikian, program pelatihan ini akan tetap maksimal karena dilaksanakan dengan memadukan model sinkron dan asinkron sesuai kebutuhan materi. Program ini berhasil menjawab permasalahan yang terjadi pada mitra. Pemahaman para guru tentang Pembelajaran berorientasi TPACK dapat ditingkatkan melalui pelatihan ini. Guru yang awalnya belum mengetahui bagaimana konsep dan implementasi pembelajaran TPACK, sekarang sudah meningkat kemampuannya. Motivasi guru selama mengikuti pelatihan juga tergolong tinggi. Oleh karena itu dapat dikatakan ada peningkatan pengetahuan dan keberdayaan guru mitra melalui program ini.
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Azzahra, N. F. (2020). Mengkaji Hambatan Pembelajaran Jarak Jauh di Indonesia di Masa Pandemi Covid-19. In Center for Indonesian Policy Studies. Center for Indonesian Policy Studies.
Brolpito, A. (2018). Digital Skills and Competence, and Digital and Online Learning. European Training Foundation.
Cox, S., & Graham, C. R. (2009). Diagramming TPACK in practice: Using an elaborated model of the tpack framework to analyze and depict teacher knowledge. TechTrends, 53(5), 60–69. https://doi.org/10.1007/s11528-009-0327-1
Crews, J., & Parker, J. (2017). The Cambodian experience: Exploring university students’ perspectives for online learning. Issues in Educational Research, 27(4), 697–719.
Fitriyani, Y., Fauzi, I., & Sari, M. Z. (2020). Motivasi Belajar Mahasiswa Pada Pembelajaran Daring Selama Pandemik Covid-19. Profesi Pendidikan Dasar, 7(1), 121–132. https://doi.org/10.23917/ppd.v7i1.10973
Graham, C., Graham, C., Cox, S., & Velasquez, A. (2009). Teaching and Measuring TPACK Development in Two Preservice Teacher... Society for Information Technology & Teacher Education International Conference, 2009(1), 4081–4086.
Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers and Education, 57(3), 1953–1960. https://doi.org/10.1016/j.compedu.2011.04.010
Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The technological pedagogical content knowledge framework. In Handbook of Research on Educational Communications and Technology: Fourth Edition (pp. 101–111). Springer New York. https://doi.org/10.1007/978-1-4614-3185-5_9
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Pilkington, O. A. (2018). Active Learning for an Online Composition Classroom: Blogging As an Enhancement of Online Curriculum. Journal of Educational Technology Systems, 47(2), 213–226. https://doi.org/10.1177/0047239518788278
Sholihah, M., Yuliati, L., & Wartono. (2016). Peranan TPACK Terhadap Kemampuan Menyusun Perangkat Pembelajaran Calon Guru Fisika Dalam Pembelajaran Post-TPACK. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 1(2), 144–153.
Steel, N., & Fahy, P. J. (2011). Attracting, preparing, and retaining under-represented populations in rural and remote Alberta-North communities. International Review of Research in Open and Distance Learning, 12(4), 35–53. https://doi.org/10.19173/irrodl.v12i4.936
Surahman, E., Sulthoni, S., Ulfa, S., Husna, A., Ramdiana, H., At Thaariq, Z. Z., Setiawan, A. B., & Qolbi, M. S. (2020). Pelatihan Micro Learning Object Berbasis TPACK bagi Guru-Guru SMA di Garut. Abdimas Pedagogi: Jurnal Ilmiah Pengabdian Kepada Masyarakat, 3(1), 1. https://doi.org/10.17977/um050v3i1p1-14
Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & van Braak, J. (2013). Technological pedagogical content knowledge - a review of the literature. Journal of Computer Assisted Learning, 29(2), 109–121. https://doi.org/10.1111/j.1365-2729.2012.00487.x
Ahmed, R. (2018). Effects of online education on encoding and decoding process of students and teachers. MCCSIS 2018 - Multi Conference on Computer Science and Information Systems; Proceedings of the International Conferences on e-Learning 2018, 2018-July, 42–48.
Azzahra, N. F. (2020). Mengkaji Hambatan Pembelajaran Jarak Jauh di Indonesia di Masa Pandemi Covid-19. In Center for Indonesian Policy Studies. Center for Indonesian Policy Studies.
Brolpito, A. (2018). Digital Skills and Competence, and Digital and Online Learning. European Training Foundation.
Cox, S., & Graham, C. R. (2009). Diagramming TPACK in practice: Using an elaborated model of the tpack framework to analyze and depict teacher knowledge. TechTrends, 53(5), 60–69. https://doi.org/10.1007/s11528-009-0327-1
Crews, J., & Parker, J. (2017). The Cambodian experience: Exploring university students’ perspectives for online learning. Issues in Educational Research, 27(4), 697–719.
Fitriyani, Y., Fauzi, I., & Sari, M. Z. (2020). Motivasi Belajar Mahasiswa Pada Pembelajaran Daring Selama Pandemik Covid-19. Profesi Pendidikan Dasar, 7(1), 121–132. https://doi.org/10.23917/ppd.v7i1.10973
Graham, C., Graham, C., Cox, S., & Velasquez, A. (2009). Teaching and Measuring TPACK Development in Two Preservice Teacher... Society for Information Technology & Teacher Education International Conference, 2009(1), 4081–4086.
Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers and Education, 57(3), 1953–1960. https://doi.org/10.1016/j.compedu.2011.04.010
Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The technological pedagogical content knowledge framework. In Handbook of Research on Educational Communications and Technology: Fourth Edition (pp. 101–111). Springer New York. https://doi.org/10.1007/978-1-4614-3185-5_9
Ningsih, S. (2020). Persepsi Mahasiswa Terhadap Pembelajaran Daring pada Masa Pandemi Covid-19. JINOTEP (Jurnal Inovasi Dan Teknologi Pembelajaran) Kajian Dan Riset Dalam Teknologi Pembelajaran, 7(2), 124–132. https://doi.org/10.17977/um031v7i22020p124
Pilkington, O. A. (2018). Active Learning for an Online Composition Classroom: Blogging As an Enhancement of Online Curriculum. Journal of Educational Technology Systems, 47(2), 213–226. https://doi.org/10.1177/0047239518788278
Sholihah, M., Yuliati, L., & Wartono. (2016). Peranan TPACK Terhadap Kemampuan Menyusun Perangkat Pembelajaran Calon Guru Fisika Dalam Pembelajaran Post-TPACK. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 1(2), 144–153.
Steel, N., & Fahy, P. J. (2011). Attracting, preparing, and retaining under-represented populations in rural and remote Alberta-North communities. International Review of Research in Open and Distance Learning, 12(4), 35–53. https://doi.org/10.19173/irrodl.v12i4.936
Surahman, E., Sulthoni, S., Ulfa, S., Husna, A., Ramdiana, H., At Thaariq, Z. Z., Setiawan, A. B., & Qolbi, M. S. (2020). Pelatihan Micro Learning Object Berbasis TPACK bagi Guru-Guru SMA di Garut. Abdimas Pedagogi: Jurnal Ilmiah Pengabdian Kepada Masyarakat, 3(1), 1. https://doi.org/10.17977/um050v3i1p1-14
Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & van Braak, J. (2013). Technological pedagogical content knowledge - a review of the literature. Journal of Computer Assisted Learning, 29(2), 109–121. https://doi.org/10.1111/j.1365-2729.2012.00487.x
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