PENDAMPINGAN GURU MELALUI DIFUSI INOVASI PENDIDIKAN DALAM PEMBELAJARAN BERDIFERENSIASI TERINTEGRASI TPACK

Rahmi Hayati; T Rafli Abdillah; Fina Meilinar; Zuraini Zuraini

doi:10.31764/jmm.v8i5.26408

PENDAMPINGAN GURU MELALUI DIFUSI INOVASI PENDIDIKAN DALAM PEMBELAJARAN BERDIFERENSIASI TERINTEGRASI TPACK

Rahmi Hayati, T Rafli Abdillah, Fina Meilinar, Zuraini Zuraini

Abstract

Abstrak: Pendampingan guru melalui difusi inovasi pendidikan dalam pembelajaran berdiferensiasi yang terintegrasi dengan TPACK (Technological Pedagogical Content Knowledge) sangat penting untuk meningkatkan kualitas pembelajaran. Tujuan pelaksanaan kegiatan Melalui Difusi Inovasi Pendidikan Dalam Pembelajaran Berdiferensiasi Berbasis Technological Pedagogical Content Knowledge (TPACK) adalah untuk membantu guru meningkatkan kemahiran dan ketahiran dalam penggunaan teknologi dalam pendidikan. Metode yang Digunakan yaitu Forum Group Discussion. Mitra yang terlibat sebanyak 20 Orang Guru. Evaluasi dilakukab dengan wawancara Dengan menggunakan TPACK, guru dapat memahami bagaimana teknologi boleh digunakan untuk mengubah bagaimana isi dipelajari dan bagaimana pedagogi digunakan untuk mencapai tujuan belajar. Secara keseluruhan, respons guru terhadap program pendampingan ini sangat positif. Sekitar 85% guru merasa terbantu dengan adanya pendampingan ini dan menyatakan bahwa mereka lebih percaya diri dalam menggunakan TPACK dalam proses pembelajaran. Hasil penerapan berbelajaran berdiferensiasi juga meningkat dari 90,5% menjadi 92,96%.

Abstract: Teacher assistance through the diffusion of educational innovation in differentiated learning integrated with TPACK (Technological Pedagogical Content Knowledge) is very important to improve the quality of learning. The aim of implementing activities through the Diffusion of Educational Innovation in Differentiated Learning Based on Technological Pedagogical Content Knowledge (TPACK) is to help teachers increase proficiency and sophistication in the use of technology in education. The method used is Forum Group Discussion. The partners involved were 20 teachers. Evaluation is carried out by interviews. By using TPACK, teachers can understand how technology can be used to change how content is learned and how pedagogy is used to achieve learning goals. Overall, teacher responses to this mentoring program were very positive. Around 85% of teachers felt helped by this assistance and stated that they were more confident in using TPACK in the learning process. The results of the implementation of differentiated learning also increased from 90.5% to 92.96%.

Keywords

Diffusion Innovation; Differentiated Learning; TPACK.

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DOI: https://doi.org/10.31764/jmm.v8i5.26408