PELATIHAN PENYUSUNAN MODUL AJAR YANG INOVATIF, ADAPTIF, DAN KOLABORATIF
DOI:
https://doi.org/10.35194/je.v3i1.2322Keywords:
Modul Ajar, Transformasi, Inovatif, Kolaborasi, Adaptif.Abstract
ABSTRAK
Istilah Modul Ajar yang digulirkan Sekolah Penggerak memunculkan permasalahan di sekolah. Perbedaan pengertian dan acuan Modul Ajar Baru (MAB) versi Sekolah Penggerak dengan makna Modul Ajar Lama (MAL) pada kurikulum sebelumnya, perlu diatasi. Tulisan ini bertujuan menyamakan persepsi melalui pelatihan di SMP dan SMK Al-Medina Cianjur. Kesamaan persepsi dianggap penting sebagai landasan bagi kegiatan berikutnya. Dengan metode kolaborasi antara dosen dengan mahasiswa serta guru, pelatihan dilakukan luring dan daring. Pemberian materi dan diskusi dilakukan secara tatap muka sedangkan kegiatan pembimbingan serta evaluasi kegiatan dilakukan secara daring. Hasil kegiatan ini berupa dua versi Modul Ajar, yakni (1) modul ajar transformasi (karya inovatif) yang mengacu Kurikulum 2013, dan (2) Modul Ajar yang adaptif mengacu Kurikulum Sekolah Penggerak. Selain itu, diperoleh tingkat keberterimaan kegiatan pelatihan yang dominan berada pada kategori “Baik” dan “Sangat Baik”. Para guru dan mahasiswa merasakan peningkatan soft skill-nya setelah mengikuti pelatihan.
ABSTRACT
The term Teaching Module introduced by Sekolah Penggerak raises problems in schools. Differences in the meaning and reference of the Teaching Module version in the Sekolah Penggerak, which are different from the meaning in the previous curriculum, need to be addressed. This paper aims to equalize perceptions through training in SMP and SMK Al-Medina Cianjur. In the Collaborative method between lectures, students, and teachers, the training is carried out offline and online. The provision of material and discussion is carried out face-to-face, while the mentoring and evaluation activities are carried out online. The results of this activity are in the form of two versions of the Teaching Module, namely (1) the transformation teaching module (innovative work) which refers to the 2013 Curriculum, and (2) the adaptive Teaching Module refers to the Driving School Curriculum. In addition, the level of acceptance of training activities was obtained. More than half of the participants received Good and Very Good. Teachers and students improve their soft skills, they can arrange and differentiate the Teaching Module according to curriculum references.
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