PELATIHAN INTEGRASI TEKNOLOGI BERMAKNA DALAMPROSES PEMBELAJARAN UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA

Irma Savitri Sadikin, Meiyanti Nurchaerani, Lutfiyah Lutfiyah

Abstract


The present education policy of the Indonesian government has implemented post-Covid-19 face-to-face (offline) learning at nearly all levels of education, excluding primary school. This encouraged teachers to adjust teaching and learning to boost engagement in class. Educators must be able to facilitate engaging, dynamic, and fruitful learning by integrating meaningful learning technology models in to classroom. The purpose of this paper is to portray elementary school teachers' implementation of programs that promote competence of relevant offline learning. Guidance offered by the Community Service Lecturer Team (PKM) during three sessions: introduction, application, and practice. As a result of this commitment, subject teachers at SDIT have access to a variety of interactive, relevant, and enjoyable learning experiences through the use of authentic sources obtained from websites and applications that can be utilized in the classroom, therefore, allow learners to acquire the learning competencies.

Keywords


Application; Offline Learning; Technology; Webs

Full Text:

PDF

References


Bruner, J. S. (1996). The Culture of Education. Cambridge, Mass.: Harvard University Press.

Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39. doi: 10.1007/BF02504683

Chai, C., & Khine, M. (2008). Assessing the epistemological and pedagogical beliefs among pre-

service teachers in Singapore. Knowing, Knowledge and Beliefs, 3, 287-299.

Chang, J., Lieu, P., Liang, J., Liu, H., & Wong, S. (2012). A causal model of teacher acceptance

of technology. Educational Research and Review, 7(5), 102-110.

Collins, A. (1991). The role of computer technology in restructuring schools. Phi Delta Kappan,

, 28-36.

Cuban, L. (1993). Computers meet classroom: Classroom wins. Teachers College Record, 95,

-210.

Cuban, L. (1997, May 21). High-tech schools and low-tech teaching. Education Week. Retrieved

from http://www.edweek.org/ew/articles/1997/05/21/34cuban.h16.html

Dwyer, D. C., Ringstaff, C., & Sandholtz, J. H. (1990). Teacher beliefs and practices part 1:

Patterns of change. The evolution of teachers’ instructional beliefs and practices in high-

access-to-technology classrooms (ACOT Report #8). Cupertino, CA: Apple Computer.

Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for

technology integration. Educational Technology Research and Development, 47(4), 47-

doi: 10.1007/BF02299597

Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology

integration? Educational Technology Research and Development, 53(4), 25-39. doi:

1007/BF02504683

Kalantzis, M., & Cope, B. (2016). Learning By Design. Common Ground Publishing, LB1027- 3K35(2014). ISBN 978-1-61229-468-1, 26, 27, 30, 31, 192, 193.

Lajoie, S. P. (Ed.). (2000). Computers as cognitive tools (Vol. 2): No more walls: Theory

change, paradigm shifts, and their influence on the uses of computers for instructional

purposes. Mahwah, NJ: Lawrence Erlbaum Associates.

Lajoie, S. P. (Ed.). (2000). Computers as cognitive tools (Vol. 2): No more walls: Theory change, paradigm shifts, and their influence on the uses of computers for instructional purposes. Mahwah, NJ: Lawrence Erlbaum Associates.

Pohan, S. S., & Suparman. (2020). Perspektif Literasi Digital Bagi Guru Sekolah Dasar. Jurnal Ilmu-Ilmu Sejarah, Sosial, Budaya Dan Kependidikan, 7(1), 164–178.

Schunk, D. (2016). Learning Theories: An Educational Perspective, 7th-E. Always Learning, Pearson, New York. ISBN-10-0-13-359972-8.

Sujendra Diputra, K., Ketut Desia Tristiantari, N., Nyoman Laba Jayanta, I., Pendidikan GuruSekolah Dasar, P., & Pendidikan Ganesha, U. (2020). Gerakan Literasi Digital Bagi Guru-Guru Sekolah Dasar. JCES (Journal of Character Education Society), 3(1), 118–128.

Tse, W. S., Choi, L. Y. A., & Tang, W. S. (2019). Effects of video-based flipped class instruction on subject reading motivation. British Journal of Educational Technology, 50(1), 385–398. https://doi.org/10.1111/bjet.12569.

Vygotsky, L.S., (1978), Mind in Society : The Development of Higher Psychological

Vygotsky, L.S., (1978), Mind in Society : The Development of Higher Psychological

Vygotsky, L.S., (1978), Mind in Society : The Development of Higher Psychological Processes, Cambridge, Massachusetts: Harvard University Press.

Wozney, L., Venkatesh, V., & Abrami, P. C. (2006). Implementing computer technologies. Teachers’ perception and practices. Journal of Technology and teacher Education, 14, 173-207.




DOI: http://dx.doi.org/10.31000/cswb.v2i2.7322

Article Metrics

Abstract - 408 PDF - 292

DOI (PDF): http://dx.doi.org/10.31000/cswb.v2i2.7322.g3848

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Community Services and Social Work Bulletin

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


Community Services and Social Work Bulletin  is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License . 

View My Stats