Penguatan kesiapan pedagogis guru Sekolah Dasar melalui pendampingan pembelajaran Bahasa Inggris berbasis Realia dan Project-Based Learning - Yuli Astutik; Fika Megawati; Sheila Agustina; Nabilah Ardelia Arianto; Zayyidah Fairuzah (Community Empowerment Journal, 2026)
Kebijakan pemerintah yang menempatkan Bahasa Inggris sebagai mata pelajaran wajib di Sekolah Dasar mulai tahun 2027 menuntut kesiapan pedagogis guru, khususnya guru kelas non-Bahasa Inggris. Namun, pada praktiknya, banyak guru masih menghadapi kendala berupa rendahnya kepercayaan diri, keterbatasan strategi pembelajaran, serta minimnya penggunaan media konkret. Kegiatan pengabdian ini bertujuan untuk memperkuat kesiapan pedagogis guru melalui workshop dan praktik mengajar terbimbing berbasis realia dan Project-Based Learning (PjBL). Kegiatan workshop dilaksanakan di Kampus Universitas Muhammadiyah Sidoarjo dengan melibatkan 10 guru kelas dari SD Kreatif Muhammadiyah Bangil. Metode yang digunakan meliputi tahapan perencanaan, pelaksanaan workshop, implementasi di kelas, serta evaluasi reflektif melalui pre dan post activity berupa pertanyaan terbuka dan wawancara singkat. Hasil kegiatan menunjukkan adanya perubahan positif pada persepsi dan praktik guru, di mana Bahasa Inggris tidak lagi dipandang sebagai mata pelajaran yang sulit, melainkan dapat diajarkan secara kontekstual melalui benda nyata dan aktivitas sederhana. Selain itu, terjadi peningkatan kepercayaan diri guru serta keterlibatan siswa dalam pembelajaran. Implikasi dari kegiatan ini menunjukkan bahwa pendekatan berbasis praktik langsung dan penggunaan realia dapat menjadi strategi efektif dalam mendukung kesiapan implementasi kebijakan Bahasa Inggris di sekolah dasar secara lebih kontekstual dan berkelanjutan. The government policy mandating English as a compulsory subject in elementary schools starting in 2027 requires teachers’ pedagogical readiness, particularly among non-English homeroom teachers. However, in practice, many teachers still face challenges related to low self-confidence, limited instructional strategies, and minimal use of concrete teaching media. This community service program aimed to strengthen teachers’ pedagogical readiness through workshops and guided teaching practice based on realia and Project-Based Learning (PjBL). The workshop was conducted at Universitas Muhammadiyah Sidoarjo and involved 10 homeroom teachers from SD Kreatif Muhammadiyah Bangil. The methods included planning, workshop implementation, classroom application, and reflective evaluation through pre- and post-activity open-ended questions and short interviews. The findings indicated positive changes in teachers’ perceptions and instructional practices, in which English was no longer viewed as a difficult subject but as one that could be taught contextually through real objects and simple activities. In addition, improvements were observed in teachers’ self-confidence and students’ engagement during the learning process. The implications of this program suggest that a practice-oriented approach combined with the use of realia can serve as an effective strategy to support the contextual and sustainable implementation of English language policy in elementary schools.