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All Journal Indonesian Journal of Learning Education and Counseling Paramacitra : Jurnal Pengabdian Masyarakat
Maenuddin Bustanil Syah
Universitas Negeri Makassar
Humanities Education Social Sciences Other

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Pelatihan Desain Media Pembelajaran Interaktif Berbasis Canva bagi Mahasiswa Perguruan Tinggi di Sulawesi Selatan Maenuddin Bustanil Syah; Dedy Aswan; Fajrin Baids; Nur Wahyuningsih Ibrahim
Paramacitra Jurnal Pengabdian Masyarakat Vol. 3 No. 01 (2025): Volume 03 Nomor 01 (November 2025)
Publisher : PT Ininnawa Paramacitra Edu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62330/pjpm.v3i01.397

Abstract

Perkembangan teknologi digital menuntut mahasiswa, khususnya calon pendidik, untuk memiliki kompetensi dalam merancang media pembelajaran yang interaktif dan inovatif. Namun, sebagian besar mahasiswa perguruan tinggi di Sulawesi Selatan masih memiliki keterbatasan dalam keterampilan desain digital, sehingga pembelajaran cenderung menggunakan media konvensional yang kurang menarik. Kegiatan pengabdian ini bertujuan untuk meningkatkan kompetensi digital dan kreativitas mahasiswa melalui Pelatihan Desain Media Pembelajaran Interaktif Berbasis Canva. Metode pelaksanaan meliputi tiga tahap, yaitu perencanaan, pelaksanaan, dan evaluasi reflektif yang diikuti oleh 26 mahasiswa dari berbagai perguruan tinggi. Hasil evaluasi menunjukkan tingkat kepuasan peserta yang sangat tinggi dengan capaian antara 82% hingga 95%, di mana aspek peningkatan pengetahuan dan kualitas narasumber memperoleh skor tertinggi sebesar 95%. Selain itu, peserta mampu menghasilkan media pembelajaran yang interaktif, komunikatif, dan sesuai dengan kebutuhan pembelajaran abad ke-21. Implikasi kegiatan ini menunjukkan bahwa pelatihan berbasis Canva dapat menjadi model pemberdayaan literasi digital mahasiswa dan berkontribusi terhadap penguatan kompetensi teknologi pendidikan di perguruan tinggi, serta mendukung implementasi Tridharma Perguruan Tinggi melalui kegiatan pengabdian berbasis peningkatan kapasitas mahasiswa.
Analyzing Teachers’ Needs for Digital-Based Collaborative Training Toward Quality Inclusive Education Bastiana Bastiana; Syamsuddin Syamsuddin; Maenuddin Bustanil Syah; Reza Hadiwijaya Dynasti
Indonesian Journal of Learning Education and Counseling Vol. 8 No. 2 (2026): March
Publisher : ILIN Institute Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31960/ijolec.v8i2.3337

Abstract

Inclusive education requires effective collaboration between regular teachers and special education teachers to ensure equitable learning opportunities for all students. Although teacher collaboration has been widely discussed in inclusive education literature, limited research has examined teachers’ needs for digital-based collaborative training that supports structured collaboration through digital technology. In many inclusive schools, collaborative practices are still constrained by limited digital competence and the lack of systematic professional development programs. This study aims to analyze teachers’ needs for digital-based collaborative training in inclusive education settings as a preliminary needs analysis for developing a collaborative training model.  The study employed a quantitative descriptive design involving 20 teachers from inclusive schools in Makassar, consisting of 10 special education teachers and 10 regular teachers, selected using purposive sampling. Data were collected using a Likert-scale questionnaire and analyzed using descriptive statistical analysis (percentage) to identify the level and dimensions of teachers’ training needs. The findings indicate that teachers demonstrate a high need for strengthening digital literacy to support collaborative practices, particularly in the use of educational technology for communication, joint lesson planning, and instructional coordination between teachers. Teachers also report a strong need to improve collaborative competencies and develop structured strategies for implementing collaborative learning in inclusive classrooms. These findings provide empirical evidence for determining teachers’ professional development priorities and contribute to the development of digital-based collaborative training models that strengthen teachers’ digital competence and support more effective collaborative practices in inclusive education.
Co-Authors Bastiana Bastiana Dedy Aswan Fajrin Baids Nur Wahyuningsih Ibrahim Reza Hadiwijaya Dynasti Syamsuddin Syamsuddin