PELATIHAN TEKNOLOGI PEMBELAJARAN: BLENDED LEARNING UNTUK GURU DI SMPN 12 TARAKAN
https://doi.org/10.51574/patikala.v1i2.177
Keywords:
Blended Learning, Pixton, Seesaw, QuizizzAbstract
Semester Gasal 2021/2022 beberapa sekolah di Kota Tarakan sudah mulai melaksanakan pembelajaran dengan kondisi pertemuan tatap muka (PTM) terbatas. Oleh karena itu, penting untuk melakukan kegiatan terkait dengan pemantapan guru dalam melaksanakan PTM terbatas, khususnya penggunaan teknologi pembelajaran sehingga mendukung pelaksanaan blended learning. Kegiatan dilaksanakan dengan luring dan daring, di mana kegiatan luring dilakukan langsung dalam bentuk praktik sehingga guru dapat memahami langkah-langkah dalam penggunaan teknologi pembelajaran (pixton, seesaw, dan quizizz). Sedangkan kegiatan daring untuk memfasilitasi guru dalam melakukan simulasi praktik penggunaan pixton, seesaw, dan quizizz. Kegiatan pengabdian yang dilaksanaan dapat diikuti dengan baik oleh guru terbukti dengan kemampuan guru dalam melakukan praktik secara mandiri terhadap ketiga platform yang sudah disajikan meskipun belum mengeksplorasi fitur platform secara lebih mendalam.References
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Baldwin, S. J., & Ching, Y. H. (2021). Accessibility in Online Courses: a Review of National and Statewide Evaluation Instruments. TechTrends, 65(5), 731–742. https://doi.org/10.1007/s11528-021-00624-6
Barneva, R. P., Gelsomini, F., Kanev, K., & Bottoni, P. (2017). Tangible Technology- Enhanced Learning for Improvement of Student Collaboration. Journal of Educational Technology System, 0(0), 1–19. https://doi.org/10.1177/0047239517736875
Bogveradze, D., & Mardaleishvili, T. (2021). Digital Assessment Tools Plickers/ Socrative/ Nearpod/ Seesaw. IRCEELT-2021, 23.
Cabrera, P., Castillo, L., González, P., Quiñónez, A., & Ochoa, C. (2018). The Impact of Using" Pixton" for Teaching Grammar and Vocabulary in the EFL Ecuadorian Context. Teaching English with Technology, 18(1), 53–76.
Chaiyo, Y., & Nokham, R. (2017). The effect of Kahoot, Quizizz and Google Forms on the student’s perception in the classrooms response system. 2017 International Conference on Digital Arts, Media and Technology (ICDAMT), 178–182.
Deng, L., Shen, Y. W., & Chan, J. W. W. (2021). Supporting Cross-Cultural Pedagogy with Online Tools: Pedagogical Design and Student Perceptions. TechTrends, 65(5), 760–770. https://doi.org/10.1007/s11528-021-00633-5
Gaby, H. S. (2012). TEAM COMICS. The Participatory Cultures Handbook, 82.
Göksün, D. O., & Gürsoy, G. (2019). Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz. Computers & Education, 135, 15–29.
Hofmann, J. (2006). Why Blended learning hasn’t (yet) fulfilled its promises. Handbook of Blended Learning: Global Perspectives, Local Designs, 27–40.
Holder, A., & Mills, B. (2020). Technologies Used by Student Teachers During a Virtual Time. Innovate Learning Summit 2020, 702–706.
Indrawati, C. D. S., & Octoria, D. (2016). Continuous Professional Development to Improve the Teachers’ Competencies. Proceeding The 2nd International Conference On Teacher Training and Education.
Meyers, E. A. (2014). Theory, technology, and creative practice: using pixton comics to teach communication theory. Communication Teacher, 28(1), 32–38.
Mozelius, P. (2017). Problems affecting successful implementation of blended learning in higher education: The teacher perspective. International Journal of Information and Communication Technologies in Education, 6(1), 4–13.
Nasrulloh, I., & Ismail, A. (2017). Analisis Kebutuhan Pembelajaran Berbasis ICT. Jurnal Petik, 3(1), 28–32.
Rahman, A. (2021). At the Heart of Teacher Professional Development : Teachers Matter. Indonesian Journal of Learning Education and Counseling, 3(2), 206–220.
Rozitis, C. P. (2017). Instructional design competencies for online high school teachers modifying their own courses. TechTrends, 61, 428–437. https://doi.org/10.1007/s11528-017-0204-2
Stufflebeam, D. L., & Shinkfield, A. J. (1985). An analysis of alternative approaches to evaluation. In Systematic Evaluation (pp. 45–68). Springer.
Sung, Y., Chang, K., & Liu, T. (2016). The effects of integrating mobile devices with teaching and learning on students ’ learning performance : A meta-analysis and research synthesis. Computers & Education, 94, 252–275. https://doi.org/10.1016/j.compedu.2015.11.008
Tamim, S. R. (2020). Analyzing the Complexities of Online Education Systems: A Systems Thinking Perspective. TechTrends, 64(5), 740–750. https://doi.org/10.1007/s11528-020-00538-9
Wong, L., Tatnall, A., & Burgess, S. (2014). A framework for investigating blended learning effectiveness. Education+ Training.
Zhao, F. (2019). Using Quizizz to Integrate Fun Multiplayer Activity in the Accounting Classroom. International Journal of Higher Education, 8(1), 37–43.
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