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All Journal JMM (Jurnal Masyarakat Mandiri) AMALIAH: JURNAL PENGABDIAN KEPADA MASYARAKAT
Yuhafliza, Yuhafliza
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PELATIHAN PENGEMBANGAN MEDIA PEMBELAJARAN BERBASIS DARING DI ERA NEW NORMAL PADA GURU SMA NEGERI 2 DEWANTARA Astuti, Nia; Nurhayati, Nurhayati; Yuhafliza, Yuhafliza; Nurmina, Nurmina; Isnani, Wirdatul
JMM (Jurnal Masyarakat Mandiri) Vol 5, No 2 (2021): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (538.028 KB) | DOI: 10.31764/jmm.v5i2.4147

Abstract

Abstrak: Pengabdian kepada Masyarakat (PkM) ini bertujuan untuk melatih guru-guru terutama guru di SMA Negeri 2 Dewantara dalam menyusun dan mengembangkan media pembelajaran sebagai salah satu komponen bahan ajar berbasis daring di era new normal. Pada kegiatan Pengabdian kepada Masyarakat (PkM) ini, pemateri atau nara sumber mengajari, mengarahkan, dan melatih guru untuk menggunakan aplikasi Whatsapp, Google Clasroom, Google Meet, dan Zoom di dalam pembelajaran berbasis daring. Metode pelaksanaan kegiatan ini secara garis besar terdiri atas 5 metode, yaitu (1) Identifikasi dan analisis masalah yang dialami oleh guru-guru. (2) Sosialisasi dalam menyusun bahan ajar berbasis daring dan multimedia kepada guru-guru untuk dikembangkan di dalam pembelajaran. (3) Simulasi atau peer teaching. (4) Pendampingan implementasi pembelajaran. (5) Evaluasi. Berdasarkan hasil dari pelatihan pengembangan media pembelajaran berbasis daring di era new normal di SMA Negeri 2 Dewantara dapat diketahui bahwa penggunaan aplikasi whatsup grup sudah dikombinasikan menjadi pembelajaran daring menggunakan aplikasi lainnya, yaitu 32% memanfaatkan aplikasi Google Clasroom, 4% telah menggunakan google meet, 10% menggunakan aplikasi zoom, dan 52% pemanfaatan blended learning. Abstract:  This Community Service (PkM) is entitled Training on Development of Online-Based Teaching Materials in the New Normal Era for Teachers at SMA Negeri 2 Dewantara Aceh Utara which aims to train teachers, especially teachers at SMA Negeri 2 Dewantara in compiling online-based teaching materials in the new era. normal. In this Community Service (PkM) activity, the speaker or resource person teaches, directs and trains teachers to use the Whatsapp, Google Clasroom, Google Meet, and Zoom applications in online-based learning. The method of implementing this activity generally consists of 5 methods, namely (1) Identification and analysis of problems experienced by teachers. (2) Socialization in compiling online and multimedia-based teaching materials for teachers to be developed in learning. (3) Simulation or peer teaching (4) Assistance in implementing learning. (5) Evaluation, After measuring the level of ability and understanding of participants or teachers in understanding and developing online-based learning media, the results obtained are  32% uses google classroom application, 4% uses google meet, 10% uses the zoom application, and 52% already uses blanded learning.
Peningkatan Kesadaran Ekologis Dan Pemecahan Masalah Melalui Pembelajaran Autentik Interdisipliner Dengan Pemanfaatan Sungai Sebagai Sumber Belajar Novianti, Novianti; Nuri, Bulan; Hanum, Erlia; Khaulah, Siti; Yuhafliza, Yuhafliza
Amaliah: Jurnal Pengabdian Kepada Masyarakat Vol 9 No 1 (2025): Amaliah Jurnal: Pengabdian kepada Masyarakat
Publisher : LPPI UMN AL WASHLIYAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32696/ajpkm.v9i1.4633

Abstract

The problem of low ecological awareness among students and the community and the limited application of contextual learning in schools are challenges in 21st century education that demands concern for the environment and critical thinking skills. This community service activity aims to increase ecological awareness and problem-solving skills through the application of interdisciplinary authentic learning by utilizing rivers as a learning resource. The method of implementing the activity uses the Participatory Action Research (PAR) approach which involves the active participation of students, community service teams and the community in all stages of the activity, starting from problem identification, planning, action implementation, reflection, to evaluation. The activity begins with observation and focus group discussions to identify river problems. Furthermore, teacher training is carried out on interdisciplinary authentic learning, mentoring in the development of teaching tools, and the implementation of project-based learning in the river environment. The results of the activity show an increase in teacher understanding in designing contextual learning, active involvement of students in collecting data and compiling environmental solutions, and the emergence of community awareness of the importance of river conservation. Joint reflection confirms that learning based on real problems is able to build concern, collaboration, and ecological literacy in various parties. From this activity, it was concluded that rivers as an effective learning resource are used to build meaningful learning, strengthen 21st century skills, and encourage sustainable environmental action through a community-based collaborative approach.
Co-Authors Astuti, Nia Hanum, Erlia Isnani, Wirdatul Novianti Novianti Nurhayati Nurhayati Nuri, Bulan Nurmina Nurmina, Nurmina Siti Khaulah, Siti Khaulah