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All Journal Education, Language, and Arts: Jurnal Pengabdian Kepada Masyarakat
Flora
Universitas Lampung
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Pelatihan Merancang Indikator Pencapaian Kompetensi (IPK) dan Tujuan Pembelajaran Berdasarkan Kurikulum 2013 bagi Guru-Guru Pemula Bahasa Inggris di SMP dan SMA. Flora; Ujang Suparman; Tuntun Sinaga; Khairun Nisa
Education Language and Arts (ELA) Vol. 2 No. 1 April (2023): Education, Language, and Arts: Jurnal Pengabdian Kepada Masyarakat
Publisher : Jurusan Pendidikan Bahasa dan Sastra Indonesia, FKIP Universitas Lampung

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Abstract

Pada kurikulum 2013 terdapat Kompetensi Dasar (KD). KD ini berfungsi sebagai acuan atau rujukan guru dalam menyusun indikator kompetensi pada pembelajaran di kelas. Indikator merupakan tanda yang menunjukkan bahwa tingkat capaian kompetensi dasar bisa mengubah perilaku peserta didik yang dinilai dari sikap, pengetahuan, dan keterampilannya. Indikator inilah sebagai rujukan dalam merumuskan tujuan pembelajaran. Selanjutnya tujuan pembelajaran adalah sebagai rujukan untuk mennentukan langkah-langkah pembelajaran. Sasaran pelatihan ini adalah guru-guru SMP dan SMA yang memiliki pengalaman kerja minimal maksimum 5 tahun dan belum mengikuti PPG sebanyak 20 orang. Students’ worksheet is nedeed since it can help the students to achieve the optimal learning objectives. However, based on the information gathered from the teachers’ association, most of the teachers never provide students’ worksheet. Therefore, this public service gave chance for SMA English teachers in Bandarlampung to create good students’ worksheet. This activity was lasted for 3 days, and the steps are ; 1) explaining the concept of students’ worksheet by giving the example of students’ workshet, 2) learning community, where the participants work in a small group to produce students’ worksheet based on provided learning objectives, 3) presenting the result by the representative of each group, and 4) individual task. This program showed that 6 participants (14%) were able to create students’ worksheet with very good catagory, 30 participants (72%) with good catagory, and 6 participants (14%) with good enough catagory. The participants were able to create students’ worksheet because they were directly given the example, and were discussed together with the tutor. By involving all students in learning community, they can share their ideas. In addition, presentation of each representative of each group made the participants have deeper understanding because they got input from peers and tutor.
PELATIHAN PENGEMBANGAN ASESMEN AUTENTIK UNTUK MENGUATKAN LITERASI ASESMEN GURU BAHASA INGGRIS DALAM PENERAPAN KURIKULUM MERDEKA Endang Komariah; Patuan Raja; Flora; Mahful; Rafista Deviyanti
Education, Language, and Arts: Jurnal Pengabdian Kepada Masyarakat Vol 5 No 1 (2026): Education, Language, and Arts: Jurnal Pengabdian Kepada Masyarakat
Publisher : Jurusan Pendidikan Bahasa dan Seni, FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/ela.v5i1.2005

Abstract

Pelatihan ini bertujuan menguatkan literasi asesmen guru dan calon guru Bahasa Inggris dalam merancang asesmen autentik yang selaras dengan Kurikulum Merdeka. Kegiatan berlangsung di FKIP Universitas Lampung melalui satu hari pelatihan intensif luring dan dua sesi pendampingan daring pada Juli 2025, diikuti 25 guru dan calon guru jenjang SD hingga SMK serta dua mahasiswa pendamping. Tim menerapkan ceramah interaktif, diskusi, lokakarya, demonstrasi pemanfaatan AI secara etis, dan penugasan penyusunan perangkat asesmen, dengan evaluasi melalui pretest–posttest dan rubrik produk. Skor rata-rata pengetahuan peserta naik dari 62,6 menjadi 81,3 atau bertambah 18,7 poin, dan 74% peserta naik minimal 20 poin. Sebanyak 83% paket perangkat mencapai kategori baik hingga sangat baik, dengan total 25 paket tersusun, sedangkan skor kepuasan peserta mencapai 4,4 dari 5. Pelatihan berhasil menguatkan kemampuan guru merancang tugas autentik dan memberi umpan balik formatif yang lebih spesifik.   This training aims to strengthen the assessment literacy of in-service and pre-service English teachers in designing authentic assessments aligned with the Merdeka Curriculum. The activity took place at the Faculty of Teacher Training and Education (FKIP), Universitas Lampung, involving one day of intensive in-person training and two online mentoring sessions in July 2025, with 25 in-service and pre-service teachers from primary to vocational secondary levels, along with two student assistants. The team used interactive lectures, discussion, workshops, a demonstration of ethical AI use, and an assignment to develop assessment instruments, with evaluation based on a pretest–posttest and a product rubric. Participants' average knowledge score rose from 62.6 to 81.3, a gain of 18.7 points, and 74% of participants improved by at least 20 points. Of the instrument packages produced, 83% reached the good to very good category, for a total of 25 completed packages, while participant satisfaction reached 4.4 out of 5. The training succeeded in strengthening teachers' ability to design authentic tasks and to provide more specific formative feedback.
Co-Authors Deviyanti, Rafista Endang Komariah Mahful Patuan Raja Purwoko, Agus Tuntun Sinaga Ujang Suparman