Pendampingan Pengembangan E-LKPD berbasis Inquiry Based Learning Terintegrasi Internet of Thing (IoT) sebagai Upaya Peningkatan Kompetensi Pedagogik Digital Guru - Rafiantika Megahnia Prihandini; Susi Setiawani (JPKMI (Jurnal Pengabdian Kepada Masyarakat Indonesia), 2022)
Abstrak: Kondisi pendidik di SDN 03 Panti Kabupaten Jember yang masih minim dalam penggunaan teknologi di setiap proses pembelajaran dapat diatasi dengan kegiatan Pendampingan Pengembangan E-LKPD Berbasis Inquiry Based Learning Terintegrasi Internet of Thing (IoT) sebagai Upaya Peningkatan Kompetensi Pedagogik Digital Guru. Kegiatan ini bertujuan untuk memberikan pelatihan membuat E – LKPD dengan aplikasi Liveworksheet. Pelaksanaan pelatihan ini dilaksanakan secara offline dengan jumlah peserta pelatihan sebanyak 30 orang pendidik. Berdasarkan nilai signifikansi (2-tailed) yaitu 0.000 (p 0.05) dapat disimpulkan bahwa terdapat perbedaan yang signifikan antara kemampuan pendidik sebelum dan sesudah pelatihan dengan metode pelatihan Goad. Goad memiliki lima tahapan yaitu: 1) Analisis kebutuhan pelatihan (Analyze to determine training requirements), 2) Desain pendekatan pelatihan (Design The Training Approach), 3) Pengembangan materi pelatihan (Develop The Training Materials), 4) Pelaksanaan pelatihan (Conduct The Training), dan 5) Evaluasi dan pemutakhiran pelatihan (Evaluate and Update The Training). Pendampingan ini telah memberikan dampak yang positif bagi kemampuan pendidik dalam mengembangkan bahan ajar berupa E – LKPD dengan bantuan Liveworksheets.Abstract: The teachers at Public Elementary School 3 of Panti in Jember regency have been grappling with finding ways to integrate technology in learning process. This issue raises the urgency for developing an electronic worksheet, known as e-LKPD, framed in inquiry-based learning. Integrating Internet of Thing (IoT), this measure is presumed a viable strategy to improve the teachers’ digital pedagogical competence. This research aimed at training the teachers in developing e-LKPD with the aid of Liveworksheet application. The training was carried out offline and involved 30 teachers. Our analysis results demonstrated that the teachers achieved significantly higher digital pedagogical competence after the training with the Goad training method, as indicated by p0.05 (2-tailed). Goad has five stages, which involves 1) analysis of training requirements, 2) designing the training approach), 3) development of training materials, 4) conducting the training, and 5) evaluating and updating the training. This training has been proven fruitful in helping teachers to develop e-LKPD with the aid of Liveworksheet