Meningkatkan Kemampuan Pemahaman Perangkat Pembelajaran Berbasis Problem-Based Learning Melalui Pelatihan Interaktif Bagi Guru-Guru Sekolah Dasar

Abstract

Abstrak: Perangkat pembelajaran berperan penting bagi terselenggaranya pembelajaran yang berkualitas. Perangkat pembelajaran berbasis problem based-learning (PBL) mempermudah guru dalam menerapkan PBL dalam mencapai tujuan pembelajaran. Pelatihan ini bertujuan untuk meningkatkan kemampuan pemahaman guru tentang perangkat pembelajaran berbasis PBL di SD. Metode yang digunakan adalah pelatihan interaktif. Peserta pelatihan sebanyak 21 orang guru SDN 09 Kota Bengkulu. Evalusi kegiatan pelatihan menggunakan pretes, postes, dan angket. Hasil pelatihan sebagai berikut: (1) Terjadi peningkatan kemampuan pemahaman guru-guru SDN 09 Kota Bengkulu tentang perangkat pembelajaran berbasis PBL setelah dilakukan pelatihan interaktif sebesar 0,58 (58%) terdiri atas: a) Peningkatan perangkat pembelajaran sebesar 0,34 (34%) (bahan ajar 0,13 (13%), media pembelajaran 0,56 (56%), silabus 0,41 (41%), instrumen penilaian 0,47 (47%) dan b) Peningkatan kemampuan pemahaman problem based-learning sebesar 0,41 (41%). Respon siswa terhadap kegiatan pelatihan adalah sangat baik dengan skor 4,6 (skala likert 1-5). Hasil pelatihan sangat bermanfaat bagi guru-guru SDN 09 kota bengkulu dalam melaksanakan tugas sehari-hari di kelas..Abstract: Learning devices play an important role in the implementation of quality learning. Problem-based learning (PBL)-based learning tools make it easier for teachers to apply PBL in achieving learning objectives. This training aims to increase elementary school teachers' understanding of PBL-based learning tools. The method used is interactive training. The training participants were 21 teachers at SDN 09 Bengkulu City. Evaluation of training activities using pre-test, post-test, and questionnaires. The results of the training are as follows: (1) There was an increase in the understanding ability of teachers of SDN 09 Bengkulu City about PBL-based learning tools after interactive training by 0.58 (58%), which consisted of a) Increased learning tools 0.34 (34%), teaching materials 0.13 (13%), learning media 0.56 (56%), syllabus 0.41 (41%), assessment instruments 0.47 (47%) and b) Increased learning problem-based understanding skills by 0.41 (41%). The student response to the training activities was excellent, with a score of 4.6 (Likert scale 1-5). The training results were beneficial for SDN 09 Bengkulu City teachers in carrying out their daily assignments in class.