Penguatan kompetensi guru melalui pelatihan e-asesmen berbasis STEAM untuk mendukung pengembangan multiliterasi siswa di SMPN Ngusikan Jombang

Abstract

Abstrak

Tuntutan pembelajaran abad ke-21 mengharuskan guru mampu menerapkan asesmen yang tidak hanya mengukur hasil belajar, tetapi juga mendukung pengembangan keterampilan berpikir kritis, pemecahan masalah, dan multiliterasi siswa. Namun, pemahaman guru mengenai asesmen berbasis STEAM dan pemanfaatan e-asesmen masih belum optimal. Oleh karena itu, kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi guru dalam menerapkan asesmen berbasis STEAM melalui pemanfaatan e-asesmen guna mendukung pengembangan multiliterasi siswa. Kegiatan pengabdian dilaksanakan di SMPN Ngusikan Jombang pada 23 Juni 2026 dengan melibatkan 31 guru. Tahapan kegiatan terdiri dari persiapan, pelaksanaan pelatihan dan pendampingan, serta evaluasi. Evaluasi dilakukan menggunakan instrumen pretest, posttest, dan angket kepuasan peserta. Hasil kegiatan menunjukkan adanya peningkatan pemahaman guru pada seluruh indikator yang diukur, ditandai dengan peningkatan persentase jawaban benar dari 25,8% hingga 67,7%. Peningkatan tertinggi terjadi pada pemahaman jenis multiliterasi yang diterapkan dalam aktivitas pembelajaran berbasis digital. Selain itu, hasil angket kepuasan menunjukkan bahwa 83,9% peserta memberikan respon sangat baik, 12,9% memberikan respons baik, dan 3,2% memberikan respons cukup. Tingginya peningkatan hasil belajar dan respons positif peserta mengindikasikan bahwa kegiatan pengabdian yang dilaksanakan efektif dalam meningkatkan kompetensi guru terkait asesmen berbasis STEAM dan pemanfaatan e-asesmen untuk mendukung pengembangan multiliterasi siswa.

Kata kunci: e-asesmen; multiliterasi; pelatihan; STEAM.

Abstract

The demands of 21st-century learning require teachers to implement assessment practices that not only measure learning outcomes but also support the development of students’ critical thinking, problem-solving, and multiliteracy skills. However, teachers’ understanding of STEAM-based assessment and the utilization of e-assessment remains suboptimal. Therefore, this community service program aimed to enhance teachers’ competencies in implementing STEAM-based assessment through the use of e-assessment to support the development of students’ multiliteracy skills. The program was conducted at SMPN Ngusikan Jombang on June 23, 2026, involving 31 teachers. The implementation stages included preparation, training and mentoring activities, and evaluation. Evaluation was carried out using pre-test and post-test instruments, as well as a participant satisfaction questionnaire. The results indicated an improvement in teachers’ understanding across all measured indicators, as evidenced by an increase in the percentage of correct responses ranging from 25.8% to 67.7%. The highest improvement was observed in teachers’ understanding of the types of multiliteracies applied in digital-based learning activities. Furthermore, the satisfaction survey revealed that 83.9% of participants reported a very good level of satisfaction, 12.9% reported a good level of satisfaction, and 3.2% reported a moderate level of satisfaction. The substantial improvement in learning outcomes and the positive responses from participants indicate that the community service program was effective in enhancing teachers’ competencies in STEAM-based assessment and the utilization of e-assessment to support the development of students’ multiliteracy skills.

Keywords: e-assessment; multiliteracy; STEAM; training.