Garuda - Garba Rujukan Digital

Training on the Use of 'Storytelling' in Teaching Literacy Hutami, Winanda Santi; Veronika Unun Pratiwi
JURNAL PENGABDIAN TEKNOLOGI TEPAT GUNA Vol 5 No 2 (2024): Teknologi Tepat Guna (JPTTG)
Publisher : Universitas Sahid Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47942/jpttg.v5i2.1750

Good mastery of literacy today is indispensable. Especially with the state of Indonesia which is in the lower position according to the world pizza ranking. A very concerning situation where literacy is less intensified to students. According to an assessment based on the Index of Community Literacy Development (IPLM), Indonesia's score in 2022 was 64.48 on a scale of 1-100. In other conditions, the learning achievements of students at SDN Jombor 01 are generally good. But for language lessons, only a few students get good grades. The courage of students to come forward in front of the class is low because most of them are afraid of making mistakes when retelling stories using their own language. Based on these conditions, a solution is needed to improve students' literacy skills. One of them is strengthening students' literacy through storytelling. The method used in this service is storytelling. There are three media used in this literacy training, including concept maps, three part flowchart stories, and picture media. The target to be achieved from this service is an increase in knowledge about literacy through storytelling for Grade 5 students of SDN Jombor 01. In addition, this service is expected to produce several things that are achieved, including 1) teachers know more about each student's ability to understand literacy; 2) teachers can think logically and systematically by utilizing existing media in creating interesting stories through literacy training; 3) students are helped to learn to think based on point of view in thinking practices; 4) teachers can further develop students' motivation to learn; and 5) students are involved in class planning and management.

Scientific Writing Training for Elementary School Teachers, Jaka Sanga Teacher Working Group, Karanganyar Regency Hutami, Winanda Santi; Veronika Unun Pratiwi
JURNAL PENGABDIAN TEKNOLOGI TEPAT GUNA Vol 5 No 2 (2024): Teknologi Tepat Guna (JPTTG)
Publisher : Universitas Sahid Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47942/jpttg.v5i2.1751

This service was carried out to improve the skills of writing scientific papers for SD KKG Jaka Sanga teachers, Karanganyar Regency. It is time for teachers to have the ability to write scientific papers which can ultimately be published in journals or proceedings. Not understanding the stages in writing scientific work is quite worrying. Thus, this service is very important to be carried out, especially by the Indonesian Language Education Master's Study Program, Veteran Bangun Nusantara Sukoharjo University Postgraduate Program as a study program that has a concentration on language and literature development, as well as in terms of education. These service partners are teachers at SD KKG Jaka Sanga, Karanganyar Regency, who do not yet have the ability to write scientific articles or scientific works that are suitable for publication in journals/proceedings, so it is necessary to provide training in scientific writing skills. Developing skills in writing scientific papers to be able to publish them in a journal or proceedings is very necessary for instructors or teachers to improve their competence. Activities in this training can be divided into stages, namely: embedding information (encoding), integrating information into understanding (decoding), recording information (storing), training information through simulations (rehearsal), and learning information (learning). Based on the flow of the method above, it can be concluded that the method for implementing this activity includes: lecture, practice, simulation, and use of creative materials. Keywords: Training, Writing, Scientific Work, Publications, Teacher

Training on the Use of 'Storytelling' in Teaching Literacy Hutami, Winanda Santi; Veronika Unun Pratiwi
JURNAL PENGABDIAN TEKNOLOGI TEPAT GUNA Vol 5 No 2 (2024): Teknologi Tepat Guna (JPTTG)
Publisher : Universitas Sahid Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47942/jpttg.v5i2.1750

Good mastery of literacy today is indispensable. Especially with the state of Indonesia which is in the lower position according to the world pizza ranking. A very concerning situation where literacy is less intensified to students. According to an assessment based on the Index of Community Literacy Development (IPLM), Indonesia's score in 2022 was 64.48 on a scale of 1-100. In other conditions, the learning achievements of students at SDN Jombor 01 are generally good. But for language lessons, only a few students get good grades. The courage of students to come forward in front of the class is low because most of them are afraid of making mistakes when retelling stories using their own language. Based on these conditions, a solution is needed to improve students' literacy skills. One of them is strengthening students' literacy through storytelling. The method used in this service is storytelling. There are three media used in this literacy training, including concept maps, three part flowchart stories, and picture media. The target to be achieved from this service is an increase in knowledge about literacy through storytelling for Grade 5 students of SDN Jombor 01. In addition, this service is expected to produce several things that are achieved, including 1) teachers know more about each student's ability to understand literacy; 2) teachers can think logically and systematically by utilizing existing media in creating interesting stories through literacy training; 3) students are helped to learn to think based on point of view in thinking practices; 4) teachers can further develop students' motivation to learn; and 5) students are involved in class planning and management.

Scientific Writing Training for Elementary School Teachers, Jaka Sanga Teacher Working Group, Karanganyar Regency Hutami, Winanda Santi; Veronika Unun Pratiwi
JURNAL PENGABDIAN TEKNOLOGI TEPAT GUNA Vol 5 No 2 (2024): Teknologi Tepat Guna (JPTTG)
Publisher : Universitas Sahid Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47942/jpttg.v5i2.1751

This service was carried out to improve the skills of writing scientific papers for SD KKG Jaka Sanga teachers, Karanganyar Regency. It is time for teachers to have the ability to write scientific papers which can ultimately be published in journals or proceedings. Not understanding the stages in writing scientific work is quite worrying. Thus, this service is very important to be carried out, especially by the Indonesian Language Education Master's Study Program, Veteran Bangun Nusantara Sukoharjo University Postgraduate Program as a study program that has a concentration on language and literature development, as well as in terms of education. These service partners are teachers at SD KKG Jaka Sanga, Karanganyar Regency, who do not yet have the ability to write scientific articles or scientific works that are suitable for publication in journals/proceedings, so it is necessary to provide training in scientific writing skills. Developing skills in writing scientific papers to be able to publish them in a journal or proceedings is very necessary for instructors or teachers to improve their competence. Activities in this training can be divided into stages, namely: embedding information (encoding), integrating information into understanding (decoding), recording information (storing), training information through simulations (rehearsal), and learning information (learning). Based on the flow of the method above, it can be concluded that the method for implementing this activity includes: lecture, practice, simulation, and use of creative materials. Keywords: Training, Writing, Scientific Work, Publications, Teacher

Integration Of Digital Literacy And Language Learning Through Ai Applications For Elementary School Teachers Hutami, Winanda Santi; Pratiwi, Veronika; Nugrahani, Farida Nugrahani; Benedictus Sudiyana; Nurnaningsih; Wahyu Dini Septiari
JURNAL PENGABDIAN TEKNOLOGI TEPAT GUNA Vol 7 No 1 (2026): Teknologi Tepat Guna (TTG)
Publisher : Universitas Sahid Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstrak: Kebutuhan literasi digital di kalangan guru dan siswa sekolah dasar saat ini semakin mendesak, seiring berkembangnya teknologi dan perubahan metode pembelajaran. Literasi digital tidak lagi sekadar kemampuan menggunakan perangkat, tetapi bagaimana teknologi dimanfaatkan secara bermakna dalam pembelajaran bahasa. Penguatan literasi digital di SD memungkinkan guru dan siswa mengolah materi sulit menjadi lebih mudah dipahami. Studi empiris oleh Nurhidayah & Wibowo [2] menunjukkan bahwa penggunaan bahan ajar berbasis digital seperti e-book cerita rakyat memberi dampak positif seperti siswa memperoleh pengalaman belajar baru dan bahkan siswa tanpa ponsel dapat ikut mengakses materi digital melalui sekolah. AI dapat meningkatkan kualitas pembelajaran di SD melalui personalisasi materi, evaluasi otomatis, dan pengembangan keterampilan abad ke-21 pada siswa. Melalui PKM literasi digital, pelatihan pemanfaatan AI dalam pembelajaran bahasa, dan pendampingan implementatif guru tidak hanya dibekali kemampuan teknis, tetapi juga pedagogis untuk menciptakan materi ajar adaptif, menarik, dan sesuai kebutuhan siswa. Kata Kunci: Literasi Digital; Pembelajaran Bahasa; Kecerdasan Buatan (AI) Abstract: The demand for digital literacy among elementary school teachers and students is becoming increasingly critical, reflecting technological advancements and evolving learning methods. Digital literacy now encompasses more than just the ability to operate devices; it involves the meaningful application of technology in language education. By enhancing digital literacy in elementary schools, teachers and students can engage with challenging material in more accessible ways. An empirical study by Nurhidayah & Wibowo highlights that the integration of digital teaching resources, such as e-books featuring folk tales, positively influences student learning experiences. Notably, even those students without smartphones can access these digital materials through their schools. Artificial intelligence can further elevate the quality of learning in elementary education by facilitating personalized material, enabling automatic assessments, and fostering essential 21st-century skills in students. Through digital literacy training, the use of AI in language instruction, and supportive mentoring, teachers gain not only the technical competencies but also the pedagogical expertise required to develop adaptive, engaging, and student-centered educational materials. Keywords: Digital Literacy; Language Learning; Artificial Intelligence (AI)

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