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PELATIHAN PEMBUATAN VIDEO PEMBELAJARAN BERBASIS ANIMAKER UNTUK MENINGKATKAN KETERAMPILAN GURU DALAM MENUNJANG TEACHER PROFESSIONAL DEVELOPMENT OF LEARNING Sri Dewi Nirmala; Astri Dwijayanti Suhandoko; Sendi Ramdhani; Tita Rosita; Fitria Amastini; Kristanti Ambar Puspitasari; Amalia Sapriati; Isti Rokhiyah; Puryati Puryati
JMM (Jurnal Masyarakat Mandiri) Vol 8, No 2 (2024): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v8i2.21601

Abstract

Abstrak: Pentingnya keterampilan pemanfaatan tekonologi informasi selaras dengan tuntutan kompetensi guru dalam pemanfaatkan teknologi informasi dan komunikasi untuk kepentingan pembelajaran. Hasil analisis kebutuhan disimpulkan bahwa guru memiliki motivasi yang besar dalam meningkatkan kualitas pembelajaran, namun masih belum maksimal dalam membuat media berupa video pembelajaran. Tujuan kegiatan Pengabdian kepada Masyarakat (PkM) ini adalah untuk memfasilitasi dan mengembangkan keterampilan guru dalam membuat media pembelajaran berupa video pembelajaran berbasis animaker untuk menunjang Teacher Professional Development of Learning. Kegiatan PkM dilaksanakan di SD Negeri Marga Mulya VI Kota Bekasi, khususnya terhadap guru kelas maupun guru mata pelajaran yang berjumlah 18 orang. Kegiatan dimulai sejak Bulan Agustus sampai dengan Bulan Oktober 2023. Pendekatan PkM dilakukan melalui Asset Based Community Development (ABCD) melalui Enam tahapan yakni: analisis kebutuhan, perencanaan, pelaksanaan/pendampingan, refleksi, evaluasi, dan tindak lanjut.. Hasil evaluasi kegiatan PkM yakni: (1) meningkatnya kemampuan guru dalam membuat video pembelajaran berbasis animaker, terbukti dengan dihasilkannya 16 video pembelajaran yang layak digunakan dalam pembelajaran dengan kategori baik; (2) terpublikasikannya kegiatan dan hasil pelatihan berupa video melalui media surat kabar, dan diunggah pada kanal youtube; dan (3) persepsi guru terhadap kegiatan PkM sangat baik. Sebagai tindak lanjut, mitra mengharapkan kegiatan PkM dilanjutkan dengan topik mengenai penyusunan instrumen asesmen dalam pembelajaran.Abstract: The importance of information technology utilization skills is in line with the demands of teacher competence in utilizing information and communication technology for the benefit of learning. The results of the needs analysis concluded that teachers have great motivation in improving the quality of learning, but still not optimal in making media in the form of learning videos. The purpose of this Community Service (PkM) activity is to facilitate and develop teacher skills in making learning media in the form of animaker-based learning videos to support Teacher Professional Development of Learning. PkM activities were carried out at SD Negeri Marga Mulya VI Bekasi City, especially for class teachers and subject teachers totaling 18 people. The activity starts from August to October 2023. The PKM approach is carried out through Asset Based Community Development (ABCD) through six stages, namely: needs analysis, planning, implementation/mentoring, reflection, evaluation, and follow-up. The results of the evaluation of PKM activities are: (1) the increasing ability of teachers to make animaker-based learning videos is proven by the production of 16 learning videos that are suitable for use in learning with good categories; (2) publication of activities and training results in the form of videos through newspaper media, and uploaded on YouTube channels; and (3) teachers' perception of PKM activities is very good. As a follow-up, partners expect PKM activities to be continued with topics on the preparation of assessment instruments in learning. 
PENGUATAN KOMPETENSI GURU MELALUI LESSON STUDY SEBAGAI UPAYA TRANSFORMASI PEMBELAJARAN Sri Dewi Nirmala; Kristanti Ambar Puspitasari; Puryati Puryati; Riandi Marisa; Heri Wahyudi; Gina Damayanti; Sufina Siti Zulfa
JMM (Jurnal Masyarakat Mandiri) Vol 9, No 5 (2025): Oktober
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v9i5.34566

Abstract

Abstrak: Guru berperan strategis dalam meningkatkan mutu pendidikan yang tidak tergantikan oleh teknologi. Salah satu kompetensi penting adalah kemampuan menyelenggarakan pembelajaran yang mendidik dan relevan dengan kebutuhan siswa. Pembelajaran berdiferensiasi merupakan pendekatan esensial untuk menjawab keragaman siswa, namun implementasinya masih menghadapi kendala. Kegiatan PkM ini bertujuan mendampingi guru sekolah dasar dalam mengimplementasikan pembelajaran berdiferensiasi melalui lesson study. Kegiatan dilaksanakan pada Maret - Juni 2025 dengan melibatkan 25 guru kelas dan guru mata pelajaran. Pendekatan Participatory Rural Appraisal (PRA) digunakan melalui tiga tahap: perencanaan berbasis analisis kebutuhan, pelaksanaan melalui sosialisasi dan pendampingan, serta evaluasi dan tindak lanjut, berdasarkan tahapan Lesson Study yakni Plan, Do, dan See. Hasil pendampingan menunjukkan 80% guru meningkat pemahamannya mengenai pembelajaran berdiferensiasi, 75% mampu merancang perangkat pembelajaran berdiferensiasi, 70% mampu menerapkan strategi kolaboratif, dan 65% mampu menggunakan asesmen autentik. Lesson study terbukti efektif meningkatkan kompetensi guru, keterampilan refleksi, dan budaya kolaborasi. Kegiatan ini diharapkan menjadi model penguatan kompetensi guru untuk mewujudkan pembelajaran adaptif dan inklusif di sekolah dasar, dengan tindak lanjut pada penguatan diferensiasi yang terintegrasi pembelajaran mendalam.Abstract: Teachers play a strategic role in improving the quality of education that cannot be replaced by technology. One important competency is the ability to organize educational learning that is relevant to students' needs. Differentiated learning is an essential approach to addressing student diversity, but its implementation still faces obstacles. This Community Service Program aims to assist elementary school teachers in implementing differentiated learning through lesson study. The activity was carried out from March to June 2025, involving 25 classroom teachers and subject teachers. The Participatory Rural Appraisal (PRA) approach was used in three stages: needs analysis-based planning, implementation through socialization and mentoring, and evaluation and follow-up, based on the Lesson Study stages of Plan, Do, and See. The results of the assistance showed that 80% of teachers improved their understanding of differentiated learning, 75% were able to design differentiated learning tools, 70% were able to apply collaborative strategies, and 65% were able to use authentic assessments. Lesson study proved to be effective in improving teacher competence, reflection skills, and a culture of collaboration. This activity is expected to become a model for strengthening teacher competencies to realize adaptive and inclusive learning in elementary schools, with follow-up on strengthening integrated differentiation and deep learning.
Co-Authors Amalia Sapriati Astri Dwi Jayanti Suhandoko Fitria Amastini Gina Damayanti Heri Wahyudi Isti Rokhiyah Kristanti Ambar Puspitasari Puspitasari, Kristanti Ambar Riandi Marisa Sendi Ramdhani Sri Dewi Nirmala Sufina Siti Zulfa Tita Rosita