PEMBERDAYAAN POTENSI GURU SMAN 1 TAMBANG DALAM MENYUSUN SUMBER BELAJAR BERWAWASAN TPACK SEBAGAI SOLUSI ACTIVE LEARNING
DOI:
https://doi.org/10.36636/eduabdimas.v4i1.6276Keywords:
Active learning, Technological, Pedagogical, Content, KnowledgeAbstract
Sumber belajar berwawasan Technological Pedagogical Content Knowledge (TPACK) menjadi kerangka kerja penting dalam memaksimalkan integrasi teknologi dalam pembelajaran. Tujuan pengabdian masyarakat ini untuk melakukan pelatihan yang dapat memberdayakan potensi guru SMAN 1 Tambang dalam mengembangkan sumber belajar berbasis TPACK yang mampu mendukung terciptanya pembelajaran aktif. Metode pelaksanaan kegiatan dikelompokkan ke dalam 3 tahapan yaitu persiapan, penyampaian informasi, dan pendampingan. Peserta kegiatan adalah guru SMAN 1 Tambang, Kabupaten Kampar, Provinsi Riau yang berjumlah 24 orang dengan berbagai mata pelajaran yang mengajar di tingkatan kelas berbeda mulai dari kelas X hingga kelas XII. Penggunaan teknologi dalam proses pembelajaran sudah dilakukan guru dengan persentase 74,31. Hasil pelatihan menunjukkan bahwa guru SMAN 1 Tambang mampu menyusun sumber belajar berwawasan TPACK setelah dilakukan pendampingan secara berkelompok. Selama sesi pendampingan ini, guru tampak antusias mengikuti dan terjadinya dialog antara guru dan tim pengabdian saat guru kurang memahami cara menggunakan aplikasi berbasis teknologi. Kesimpulan dari kegiatan pengabdian masyarakat ini memberikan pemahaman dan melatih guru-guru di SMAN 1 Tambang berkiatan dengan integrasi antara teknologi, pedagogi, dan konten dalam pembelajaran. Kegiatan ini diharapkan dapat menjadi upaya dalam pemberdayaan guru untuk meningkatkan kualitas pembelajaran yang lebih interaktif.
References
Ajani, O. A. (2024). Technological pedagogical content knowledge for twenty-first century learning skills: empowering African teachers for Industry 5.0. International Journal of Research in Business and Social Science (2147-4478), 13(4), 468–476.
Alam, A., & Mohanty, A. (2023). Educational technology: Exploring the convergence of technology and pedagogy through mobility, interactivity, AI, and learning tools. Cogent Engineering, 10(2), 2283282.
Baser, D., Akkus, R., Akayoglu, S., Top, E., & Gurer, M. D. (2021). Training in-service teachers through individualized technology-related mentorship. Educational Technology Research and Development, 69, 3131–3151.
Bereczki, E. O., & Kárpáti, A. (2021). Technology-enhanced creativity: A multiple case study of digital technology-integration expert teachers’ beliefs and practices. Thinking Skills and Creativity, 39, 100791.
Borenstein, J., & Howard, A. (2021a). Emerging challenges in AI and the need for AI ethics education. AI and Ethics, 1, 61–65.
Borenstein, J., & Howard, A. (2021b). Emerging challenges in AI and the need for AI ethics education. AI and Ethics, 1, 61–65.
Buil-Fabregá, M., Martínez Casanovas, M., Ruiz-Munzón, N., & Filho, W. L. (2019). Flipped classroom as an active learning methodology in sustainable development curricula. Sustainability, 11(17), 4577.
Burbules, N. C., Fan, G., & Repp, P. (2020a). Five trends of education and technology in a sustainable future. Geography and Sustainability, 1(2), 93–97.
Burbules, N. C., Fan, G., & Repp, P. (2020b). Five trends of education and technology in a sustainable future. Geography and Sustainability, 1(2), 93–97.
Chai, C. S. (2019). Teacher professional development for science, technology, engineering and mathematics (STEM) education: A review from the perspectives of technological pedagogical content (TPACK). The Asia-Pacific Education Researcher, 28(1), 5–13.
Dzaiy, A. H. S., & Abdullah, S. A. (2024). The use of active learning strategies to foster effective teaching in higher education institutions. Zanco Journal of Human Sciences, 28(4), 328–351.
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022a). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285.
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022b). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285.
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022c). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285.
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022d). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285.
Hartikainen, S., Rintala, H., Pylväs, L., & Nokelainen, P. (2019). The concept of active learning and the measurement of learning outcomes: A review of research in engineering higher education. Education Sciences, 9(4), 276.
Howell, R. A. (2021). Engaging students in education for sustainable development: The benefits of active learning, reflective practices and flipped classroom pedagogies. Journal of Cleaner Production, 325, 129318.
Jacob, F., John, S., & Gwany, D. M. (2020). Teachers’ pedagogical content knowledge and students’ academic achievement: A theoretical overview. Journal of Global Research in Education and Social Science, 14(2), 14–44.
Jesionkowska, J., Wild, F., & Deval, Y. (2020). Active learning augmented reality for STEAM education—A case study. Education Sciences, 10(8), 198.
Kalyani, L. K. (2024). The role of technology in education: Enhancing learning outcomes and 21st century skills. International Journal of Scientific Research in Modern Science and Technology, 3(4), 5–10.
Kim, J. (2024). Leading teachers’ perspective on teacher-AI collaboration in education. Education and Information Technologies, 29(7), 8693–8724.
Lai, J. W. M., & Bower, M. (2019). How is the use of technology in education evaluated? A systematic review. Computers & Education, 133, 27–42.
Lombardi, D., Shipley, T. F., & Astronomy Team Chemistry Team Engineering Team Geography Team Geoscience Team and Physics Team, B. T. (2021). The curious construct of active learning. Psychological Science in the Public Interest, 22(1), 8–43.
Malik, S., Rohendi, D., & Widiaty, I. (2019). Technological pedagogical content knowledge (TPACK) with information and communication technology (ICT) integration: A literature review. 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018), 498–503.
Meletiou-Mavrotheris, M., & Paparistodemou, E. (2024). Sustaining Teacher Professional Learning in STEM: Lessons Learned from an 18-Year-Long Journey into TPACK-Guided Professional Development. Education Sciences, 14(4), 402.
Mellati, M., & Khademi, M. (2019). Technology-based education: Challenges of blended educational technology. In Advanced online education and training technologies (pp. 48–62). IGI Global.
Mohamed Hashim, M. A., Tlemsani, I., & Matthews, R. (2022). Higher education strategy in digital transformation. Education and Information Technologies, 27(3), 3171–3195.
Ozden, S. Y., Yang, H., Wen, H., & Shinas, V. H. (2024). Reflections from a teacher education course built on the TPACK framework: Examining the impact of the technology integration planning cycle on teacher candidates’ TPACK development and practice. Social Sciences & Humanities Open, 9, 100869.
Santos, J. M., & Castro, R. D. R. (2021). Technological Pedagogical content knowledge (TPACK) in action: Application of learning in the classroom by pre-service teachers (PST). Social Sciences & Humanities Open, 3(1), 100110.
Saputro, Y. M., Inayati, N. L., & Ali, M. (2023). Analysis of Pedagogical and Professional Competence in Utilizing Technological Pedagogical Content Knowledge (TPACK) of Islamic Education Teachers. International Conference on Islamic and Muhammadiyah Studies (ICIMS 2023), 749–764.
Tjiptady, B. C., Yoto, Y., & Marsono, M. (2022). Life-based learning innovation through Android e-module to support long distance learning in 21st century. AIP Conference Proceedings, 2489(1).
Tuma, F. (2021). The use of educational technology for interactive teaching in lectures. Annals of Medicine and Surgery, 62, 231–235.
Warsah, I., Morganna, R., Uyun, M., Afandi, M., & Hamengkubuwono, H. (2021). The impact of collaborative learning on learners’ critical thinking skills. International Journal of Instruction, 14(2), 443–460.
Yeh, Y.-F., Chan, K. K. H., & Hsu, Y.-S. (2021). Toward a framework that connects individual TPACK and collective TPACK: A systematic review of TPACK studies investigating teacher collaborative discourse in the learning by design process. Computers & Education, 171, 104238.
