UTILIZATION OF RUMAH BELAJAR IN SCHOOLS AFFECTED BY EARTHQUAKE DISASTERS - Eni Susilawati; Samsul Fahrozi (Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kemendikdasmen, 2020)
Penelitian ini bertujuan untuk mengetahui penerapan dan kendala pemanfaatan Rumah Belajar di sekolah terdampak bencana. Penelitian menggunakan pendekatan deskriptif kuantitatif. Sampel adalah guru-guru sekolah di NTB peserta Program Pembelajaran Berbasis TIK (Pembatik) level 2 dan Level 3 yang telah dilaksanakan oleh Pustekkom pada tahun 2019. Pengumpulan data menggunakan kuesioner, observasi dan wawancara terbatas. Hasil penelitian menunjukkan bahwa: 1) kesiapan sekolah dalam pemulihan sarana prasarana TIK, kompetensi guru dan literasi TIK siswa dalam kategori siap, 2) bentuk pemanfaatan Rumah Belajar di sekolah terdampak bencana meliputi: pemanfaatan rumah belajar secara daring (online); sumber belajar adalah fitur yang paling sering dimanfaatkan guru; jenis konten video dan BBI (Bahan Belajar Interaktif) yang banyak disukai siswa; serta dalam memanfaatkan rumah belajar masih dominan menggunakan metode ceramah; 3) Beberapa rekomendasi upaya peningkatan pemanfaatan rumah belajar di sekolah terdampak bencana, perlunya meningkatkan: dukungan kesiapan sekolah, guru, dan siswa dalam memanfaatkan rumah belajar, ketersediaan konten game untuk healing therapy, jumlah dan variasi konten-konten mitigasi bencana serta meningkatkan sinergi kolaborasi antarsekolah, pemerintah, masyarakat serta stakeholder dalam pemanfaatan rumah belajar di sekolah-sekolah yang terdampak bencana. Rumah Belajar dapat menjadi solusi pembelajaran di daerah bencana. Belajar dapat dilakukan di rumah seperti saat darurat pandemi Covid-19. This study aims to determine the application and constraints of the use of learning application (Rumah Belajar) in schools affected by disasters. The research uses a quantitative descriptive approach. The sample is school teachers in NTB participating in Level 2 and Level 3 ICT-Based Learning Programs (PembaTIK) that have been implemented by Pustekkom in 2019. Data collection uses questionnaires, observation and limited interviews. The results show that: 1) school readiness in the restoration of ICT infrastructure, teacher competence and ICT literacy of students are in the ready category, 2) forms of utilization of Rumah Belajar in schools affected by disasters include: utilization of online of Rumah Belajar; learning resources are the features most often used by teachers; the type of video content and interactive learning content (BBI) that many students like; as well as in utilizing the Rumah Belajar is still dominant using the lecture method; 3) Some recommendations for efforts to increase the use of Rumah Belajar in schools affected by disasters, the need to improve: support the readiness of schools, teachers, and students in utilizing of Rumah Belajar, the availability of game content for healing therapies, the number and variety of disaster mitigation content and increase the synergy of collaboration between schools, government, communities and stakeholders in the use of learning houses in schools affected by disasters. To conclude, the Rumah Belajar can be a learning solution in disaster areas. Learning can be done at home such as during the Covid-19 pandemic emergency.