PELATIHAN DESAIN GRAFIS DAN GAMIFIKASI UNTUK PENGEMBANGAN MEDIA PEMBELAJARAN INTERAKTIF - Putri Taqwa Prasetyaningrum; Norshahila Ibrahim; Ozzi Suria (Universitas Muhammadiyah Mataram, 2025)
Abstrak: Penggunaan media pembelajaran interaktif di kalangan tenaga pendidik masih terbatas, salah satunya disebabkan oleh kurangnya pemahaman tentang desain grafis dan penerapan gamifikasi dalam pendidikan. Kegiatan pengabdian ini bertujuan untuk meningkatkan kompetensi guru dalam mengembangkan media ajar digital yang menarik, kontekstual, dan interaktif. Program dilaksanakan melalui pelatihan dan workshop berbasis praktik kepada 30 guru dari berbagai jenjang pendidikan. Metode pelatihan mencakup pengenalan teori desain grafis, praktik penggunaan Canva dan Articulate Storyline, serta integrasi elemen gamifikasi seperti poin, tantangan, badge, dan leaderboard. Evaluasi dilakukan melalui observasi, analisis karya peserta, serta wawancara mendalam. Hasil menunjukkan adanya peningkatan sebesar 75% dalam kemampuan peserta dalam merancang media digital interaktif, dengan 10 prototipe media ajar berhasil dikembangkan. Selain peningkatan keterampilan teknis, motivasi peserta dalam memanfaatkan teknologi pembelajaran juga meningkat secara signifikan. Temuan ini membuktikan bahwa pelatihan berbasis praktik dan pendekatan user-centered efektif dalam meningkatkan kapasitas guru dalam mendesain media pembelajaran inovatif berbasis teknologi.Abstract: The use of interactive learning media among educators remains limited, primarily due to a lack of understanding of graphic design and gamification in educational contexts. This community service program aimed to enhance teachers’ competencies in developing engaging, contextual, and interactive digital learning media. The program was conducted through hands-on training and workshops involving 30 teachers from various educational levels. Training methods included theoretical sessions on graphic design, practical use of Canva and Articulate Storyline, and the integration of gamification elements such as points, challenges, badges, and leaderboards. Evaluation was carried out through observation, participant work analysis, and in-depth interviews. Results indicated a 75% improvement in participants’ ability to design interactive digital media, with 10 prototype learning modules successfully developed. In addition to technical skills, participants' motivation to integrate educational technology significantly increased. These findings suggest that practice-based training and a user-centered approach are effective in strengthening teachers' capabilities in innovative educational media design.