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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Journal of Social Knowledge Education (JSKE)
Damenta Br Ginting
Universitas Wirahusada Medan
Humanities Economics, Econometrics & Finance Education Environmental Science Social Sciences

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EFEKTIVITAS PPG DALAM JABATAN TERHADAP KOMPETENSI GURU DALAM MENGEMBANGKAN MEDIA PEMBELAJARAN DIGITAL Atania Rosbina Br Banguni; Nurhayati Nurhayati; Suryani; Damenta Br Ginting; Weni Sarbaini
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 In Process
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.10393

Abstract

Penelitian ini bertujuan untuk mengkaji efektivitas Program Pendidikan Profesi Guru Dalam Jabatan (PPG Daljab) dalam meningkatkan kompetensi guru sekolah dasar dalam mengembangkan media pembelajaran digital. Perkembangan teknologi informasi dan komunikasi serta penerapan Kurikulum Merdeka menuntut guru tidak hanya memiliki literasi digital dasar, tetapi juga kemampuan merancang dan memproduksi media pembelajaran digital yang sesuai dengan prinsip pedagogis. Penelitian ini menggunakan pendekatan kuantitatif dengan metode survei. Responden penelitian berjumlah 40 guru sekolah dasar yang telah menyelesaikan PPG Daljab pada periode 2024–2025 dan dipilih menggunakan teknik purposive sampling. Data dikumpulkan melalui kuesioner skala Likert lima tingkat yang disusun berdasarkan kerangka kompetensi TIK UNESCO dan indikator efektivitas program PPG. Instrumen penelitian dinyatakan valid dan reliabel. Analisis data dilakukan menggunakan statistik deskriptif berupa nilai rerata dan persentase. Hasil penelitian menunjukkan bahwa PPG Daljab efektif dalam meningkatkan kompetensi guru dalam mengembangkan media pembelajaran digital, terutama pada aspek perencanaan, perancangan, dan integrasi media digital dalam pembelajaran. Namun demikian, masih ditemukan keterbatasan pada kemampuan teknis lanjutan dalam produksi media digital. Secara keseluruhan, penelitian ini menyimpulkan bahwa PPG Daljab berkontribusi positif terhadap peningkatan kompetensi profesional digital guru, meskipun penguatan melalui pelatihan yang lebih berbasis praktik masih diperlukan untuk mendukung pembelajaran abad ke-21.
Edutech For Sustainability: Digital Innovation In Social And Environmental Learning Nurhayati Nurhayati; Weni Sarbaini; Atania Rosbina Br Bangun; Razid Ananda Siregar; Damenta Br Ginting
Journal of Social Knowledge Education (JSKE) Vol. 7 No. 4 (2026): July
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jske.v7i4.3555

Abstract

Purpose of the study: This study aims to analyze the effectiveness of digital innovation in EduTech platforms in improving elementary students' cognitive understanding and socio-environmental behavioral intention, comparing EduTech-based learning with conventional methods within an Education for Sustainable Development framework. Methodology: This study used a quantitative quasi-experimental Pretest-Posttest Control Group Design involving 50 fourth-grade students (25 experimental, 25 control) at UPTD SD Inpres Oelmasi, selected through cluster random sampling. Data were collected using validated comprehension tests and Likert-scale questionnaires, then analyzed using N-Gain scores, Shapiro-Wilk normality test, Levene's homogeneity test, Mann-Whitney U test, and rank-biserial correlation (effect size). Main Findings: Both groups showed improved post-test scores, but the experimental group using EduTech achieved a higher mean N-Gain than the control group. Shapiro-Wilk and Q-Q plot results indicated non-normal data distribution, so hypothesis testing used the Mann-Whitney U test (U = 169.5, p < .05), confirming a statistically significant difference favoring EduTech. The rank-biserial correlation (r = .445) indicated a moderate practical effect, demonstrating EduTech's meaningful contribution to students' understanding of social and environmental sustainability.. Novelty/Originality of this study: Unlike prior studies that mostly focus on general academic achievement or specific subjects, this study specifically evaluates EduTech's effectiveness in supporting integrated social and environmental sustainability learning at the elementary level. By empirically testing the Connectivism theory and TPACK framework together, it extends evidence on early-age digital pedagogy for Education for Sustainable Development and offers practical guidance for teachers implementing ESD-based digital learning strategies.
Co-Authors Atania Rosbina Br Bangun Atania Rosbina Br Banguni Nurhayati Nurhayati Razid Ananda Siregar Suryani Weni Sarbaini