Pembelajaran Berbasis Tik Terhadap Orang Dewasa

Ariani, Diana

doi:10.32550/teknodik.v13i1.444

Cited by 2 publications

(2 citation statements)

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“…Digital-based learning media is one of the key components of learning resources that contain instructional materials for students in ICT. Essentially, it serves as a tool for disseminating information, comprising hardware, software, network systems, and computer or telecommunications infrastructure, to make data accessible and globally available (Rusman, 2012).…”

Section: Digital Learning Media In Islamic Religious Educationmentioning

confidence: 99%

Innovation and Creativity of Islamic Religious Education Teachers in Utilizing Digital-Based Learning Media

Kharismatunisa

2023

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This study aims to (1) examine the learning media in teaching Islamic Religious Education, (2) discover the innovation of Islamic Religious Education teachers in utilizing digital-based learning media, (3) unveil the creativity of Islamic Religious Education teachers in developing learning material (4) and imply Religious Education teacher’s innovation and creativity in utilizing digital learning media. The research utilizes a qualitative study with a literature-based approach (Library Research). The research data consists of information regarding the innovation and creativity of Islamic Religious Education teachers in utilizing digital-based learning media. The data was obtained from various sources such as books, scholarly journals, academic works, relevant literature, and other publications. The data collection technique employed in this research is documentation and analysis using content analysis. The findings revealed that digital-based learning media in Islamic Religious Education includes internet-connected animated videos, Google Classroom as an online learning platform, Quizziz as an online game, and WhatsApp as a social media application. Furthermore, innovation by Islamic Religious Education teachers in utilizing digital learning media includes the use of digital learning media in the form of animated videos for teaching Islamic concepts. The implementation of this digital-era teaching model was supported by an internet network, blended learning, and innovative digital learning media that created a more engaging, interactive, and relevant learning environment. Furthermore, it discloses the creativity of Islamic Religious Education teachers in applying digital-based learning through digital video animations using Google Classroom as a digital learning platform and utilizing WhatsApp for instructional purposes. The study's implications suggest that utilizing digital learning media has significant impacts on boosting the quality of learning Islamic Religious Education, enhancing student motivation and interest, improving accessibility to learning resources, and increasing the effectiveness of assessment and feedback.

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Section: Digital Learning Media In Islamic Religious Educationmentioning

confidence: 99%

Innovation and Creativity of Islamic Religious Education Teachers in Utilizing Digital-Based Learning Media

Kharismatunisa

2023

Scaffolding

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“…Dewasa ini, perkembangan/kemajuan teknologi informasi dan komunikasi (TIK) sangat pesat dan tiada seorang pun yang dapat memungkiri bahwa kemajuan TIK secara bertahap telah pula memengaruhi berbagai bidang tanpa terkecuali bidang pendidikan/ pembelajaran (Ariani, 2009;. Secara teoritis, peran TIK dalam pembelajaran harus memungkinkan terjadinya proses belajar aktif di mana peserta didik terlibat aktif dalam proses belajar yang menarik dan bermakna sehingga berkembang aktivitas belajar secara mandiri pada diri peserta didik (Wahyu, Muladi dan Mizar, 2016) sehingga mempermudah guru dan peserta didik di dalam aktivitas pembelajaran (Warsihna, 2013).…”

Section: Pendahuluanunclassified

Perintisan Model Pembelajaran Terintegrasi Tik Di Daerah Terdepan, Terluar, Tertinggal, Dan Perbatasan

Siahaan

2018

Teknodik

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Kondisi sekolah-sekolah di daerah 3TP pada umumnya belum tersentuh TIK, belum memiliki sumber tenaga listrik, keterbatasan sumber belajar, dan terbatasnya jumlah guru yang ada terbatas pula pengalaman pemanfaatan TIK dalam pembelajaran. Metode pembelajaran yang diterapkan guru masih yang bersifat konvensional. Sejak tahun 2015, diawali di 5 provinsi, dengan 10 sekolah (5 SD dan 5 SMP) memulai perintisan penerapan model pembelajaran terintegrasi TIK. Masalah yang menjadi fokus pembahasan di dalam tulisan ini adalah bagaimana sekolah-sekolah di daerah 3TP yang kondisinya serba terbatas dapat memulai penerapan model pembelajaran terintegrasi TIK. Selain didasarkan atas pengalaman penulis sebagai anggota tim fasilitasi Pustekkom-Kemendikbud dalam perintisan penerapan model pembelajaran terintegrasi TIK, tulisan ini juga diperkaya dengan kajian/telaah terhadap berbagai dokumen dan artikel yang terkait dengan pemanfaatan TIK untuk pembelajaran di daerah 3TP. Tujuan penulisan artikel ini adalah untuk mendeskripsikan penerapan model pembelajaran terintegrasi TIK di sekolah-sekolah di daerah 3TP. Sebagai kesimpulan, sekolah-sekolah di daerah 3TP yang menerapkan model pembelajaran terintegrasi TIK ini sudah meningkat jumlahnya. Kata-kata kunci: Teknologi Informasi and Komunikasi (TIK), daerah 3TP, pembelajaran. ABSTRACT: Generally, the condition of schools in the borderline, outer, and frontier areas (BOFA) have never been in touch with the information and communication technology (ICT), no electricity, limited learning resources, and limited number of teachers with limited experiences in utilizing ICT in learning as well. The teaching method applied by teachers is still the conventional one. Started in 2015, the piloting of an ICT integrated-learning model commenced. The focussed problem to be discussed in this article is how the schools in the borderline, frontier, outer areas with various limited conditions are able to start the application of an ICT integrated-learning model. Aside from the author’s based experiences as a facilitating team member of the ICT Center for Education and Culture-Ministry of Education and Culture, in piloting the application of an ICT integrated-learning model, this article is enriched by the review or study of various documents and articles related with the utilization of ICT in learning in the BOFA. The objective of this article is to describe the application of an ICT integrated-learning model in the schools in BOFA. As a conclusion, the number of schools in BOFA applying an ICT integrated-learning model has been increased.

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Pembelajaran Berbasis Tik Terhadap Orang Dewasa

Cited by 2 publications

References 0 publications

Innovation and Creativity of Islamic Religious Education Teachers in Utilizing Digital-Based Learning Media

Innovation and Creativity of Islamic Religious Education Teachers in Utilizing Digital-Based Learning Media

Perintisan Model Pembelajaran Terintegrasi Tik Di Daerah Terdepan, Terluar, Tertinggal, Dan Perbatasan

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