PELATIHAN DAN PENDAMPINGAN DESAIN E-DIDAKTIK MELALUI BAHAN AJAR BERBASIS BUDAYA CIANJUR
Abstract
ABSTRAK
Kurangnya kreativitas guru dalam menciptakan bahan ajar yang disesuaikan dengan kondisi siswa dapat berdampak pada kegiatan pembelajaran yang tidak efektif bagi siswa. PKM ini bertujuan untuk meningkatkan kompetensi pedagogik dan kualitas pembelajaran dengan desain e-didaktik melalui bahan ajar berbasis budaya Cianjur. Metode yang digunakan adalah service learning yang terbagi menjadi dua kegiatan yaitu pelatihan (synchronous) dan pendampingan (asynchronous). Pelatihan terdiri atas penyampaian materi, sedangkan pendampingan berupa bimbingan pembuatan bahan ajar. Peserta kegiatan PkM yang terdiri dari 32 guru matematika SMA di seluruh Kabupaten Cianjur telah mengikuti kegiatan ini pada awal tahun ajaran baru semester ganjil tahun 2022, dan hasilnya adalah sebanyak 9 buah bahan ajar. Hasil pengabdian ini berupa desain rencana pelaksanaan pembelajaran dan desain bahan ajar. Selain itu, diperoleh   tingkat keberterimaan kegiatan   pelatihan yang dominan berada pada kategori “Sangat Baikâ€. Para guru merasakan peningkatan soft skill-nya setelah mengikuti pelatihan dan pendampingan.
ABSTRACT
The lack of teacher creativity in creating teaching materials that are adapted to students' conditions has an impact on learning activities that are not effectively accepted by students. This PKM aims to improve pedagogic competence and learning quality with e-didactic design through Cianjur culture-based teaching materials. The method used is service learning, which is divided into two activities, namely training (synchronous) and mentoring (asynchronous). Training consists of delivering material, while mentoring is in the form of guidance on making teaching materials. Participants who took part in this PkM activity were 32 high school mathematics teachers in Cianjur Regency who produced 9 teaching materials. The results of this service are in the form of the design of the lesson plan and the design of teaching materials. In addition, the level of acceptance of the dominant training activities was found to be in the "Very Good" category. The teachers felt an increase in their soft skills after participating in the training and mentoring.
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DOI: https://doi.org/10.35194/je.v3i2.2511
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