Pelatihan Penyusunan Desain Pembelajaran Menyenangkan Terintegrasi It Dalam Menunjang Pembelajaran Jarak Jauh Guru Sekolah Dasar

Abstract

Artikel ini berisikan laporan pelaksanaan kegiatan pengabdian kepada masayarakat berupa pelatihan desain pembelajaran menyenangkan yang terintegrasi IT dalam menunjang pembelajaran jarak jauh untuk guru sekolah dasar di Kabupaten Sleman, Yogyakarta. Kegiatan pelatihan melibatkan 30 orang guru-guru yang tersebar dari berbagai wilayah di daerah Sleman mulai dari guru kelas I hingga VI SD. Hasil kegiatan dievaluasi melalui pemberian pre-test dan post-test kepada peserta pelatihan mengenai desain pembelajaran menyenangkan (Joyful Learning), penggunaan teknologi informasi, dan pembelajaran jarak jauh serta penilaian produk peserta pelatihan. Hasil uji T-Paired Sample Test menunjukan perbedaan rata-rata pengetahuan peserta kegiatan pelatihan penyusunan desain pembelajaran menyenangkan terintegrasi teknologi informasi dalam menunjang pembelajaran jarak jauh. Hasil evaluasi produk menunjukkan kualitas perencanaan pembelajaran yang dibuat oleh peserta pelatihan selama mengikuti kegiatan pelatihan dalam kategori baik

Digital Readiness in Physical Education and Sports Health Learning: Study at Elementary School, Yogyakarta

“…The paradigm shift is based on the policy issued by the government regarding learning activities from home through the distance education system (Kemendikbud, 2020). Distance learning policies emphasize principles: 1) the safety and health of students, teachers, school principals, and all citizens are the main considerations in distance learning; 2) Distance learning activities are carried out to provide meaningful learning experiences for students without being burdened by the demands of completing all curriculum achievements; 3) Focus on life skills education during the COVID-19 pandemic; 4) inclusive learning materials according to age and level of education, cultural context, character, and type of interest of students; 5) Activities and assignments during distance learning may vary between regions, schools, and students according to their respective interests and conditions, including the gap in access to distance learning facilities; 6) Feedback on student learning outcomes is qualitative and useful for teachers without providing quantitative scores/values; 7) Promote positive interaction and communication patterns between teachers and parents/guardians (Mujinem et al, 2021).…”