Workshop Penyusunan Instructional Design Berbasis Context Untuk Mengoptimalkan Kompetensi Pedagogi Dan Profesional Guru Ipa Di Era Society 5.0
Insih Wilujeng, Department of Science Education, Universitas Negeri Yogyakarta, Indonesia
Putri Anjarsari, Department of Science Education, Universitas Negeri Yogyakarta
Roseleena Anantanukulwong, Department of Science Education, Yala Rajabhat University, Thailand
Abstract
Banyak tantangan yang akan dihadapi di era society 5.0, salah satunya adalah di bidang pendidikan yang berkaitan dengan sumber daya manusia. Guru harus melek teknologi untuk mengembangkan proses pembelajaran yang terus mengaktifkan siswa untuk melatih keterampilan yang dibutuhkan di era society 5.0 dan mengintegrasikan sumber belajar yang mengedepankan sumber belajar yang ada di sekitar siswa. Oleh karena itu, guru IPA dituntut untuk mengemas pembelajaran agar dapat mengikuti hakikat pembelajaran IPA dengan tidak mengesampingkan ketercapaian pembelajaran yang sesuai dengan hakikat IPA. Dalam pembelajaran, guru harus memberikan pengalaman belajar kontekstual yang bermakna bagi siswa. Salah satu cara yang dapat dilakukan adalah dengan menerapkan pembelajaran yang membantu siswa memahami materi ajar dan mengaitkannya dengan kehidupan sehari-hari atau yang lebih dikenal dengan pembelajaran berbasis konteks. Workshop ini merupakan diseminasi hasil penelitian tim pengabdian mengenai penerapan produk penelitian tentang pembelajaran berbasis konteks dalam pembelajaran IPA. Kegiatan pelatihan ini bertujuan untuk meningkatkan kompetensi pedagogik dan profesional guru di era society 5.0. Kegiatan yang dilakukan adalah mendiseminasikan hasil penelitian tim pengabdian tentang pengembangan perangkat berbasis konteks, meningkatkan kemampuan guru dalam mengembangkan desain pembelajaran khususnya yang berbasis konteks dan mengintegrasikan teknologi, serta membantu guru menganalisis kebutuhan untuk merancang pembelajaran berbasis konteks. Kegiatan PPM dilakukan melalui tutorial (tatap muka virtual), workshop, penugasan terstruktur, dan konsultasi. Penugasan terstruktur, yaitu penyusunan Desain Instruksional Berbasis Konteks yang mengintegrasikan sumber belajar kontekstual pada mata pelajaran IPA. Konsultasi tugas, yaitu konsultasi yang dilakukan melalui email/WA/HP terutama bagi peserta pelatihan yang mengalami kesulitan dalam menyelesaikan tugas terstruktur dan kegiatan evaluasi melalui angket, observasi, dan pendampingan. Hasil dari kegiatan ini menunjukkan bahwa guru-guru IPA SMP di Kabupaten Sleman Yogyakarta memiliki kompetensi pedagogik dan profesional dalam menyusun Desain Instruksional Berbasis Konteks dalam pembelajaran IPA. Selain itu, hasil kegiatan workshop menjadi bahan kajian, jurnal, atau referensi dalam kegiatan workshop serupa.
Keywords
Full Text:
PDFReferences
Agustin, R. R., Liliasari, Sinaga, P., & Rochintaniawati, D. (2018). The investigation of science teachers’ experience in integrating digital technology into science teaching. Journal of Physics: Conference Series, 1013(1). https://doi.org/10.1088/1742-6596/1013/1/012079
Anantanukulwong, R., Chiangga, S., & Pongsophon, P. (2023). Funds of knowledge in Muslim culture in the southern border provinces of Thailand for culturally responsive physics education. Cultural Studies of Science Education, 0123456789. https://doi.org/10.1007/s11422-023-10170-7
Chieng, Y. E., & Tan, C. K. (2021). A sequential explanatory investigation of TPACK: Malaysian science teachers’ survey and perspective. International Journal of Information and Education Technology, 11(5), 235–241. https://doi.org/10.18178/ijiet.2021.11.5.1517
Dori, Y. J., Avargil, S., Kohen, Z., & Saar, L. (2018). Context-based learning and metacognitive prompts for enhancing scientific text comprehension. International Journal of Science Education, 40(10), 1198–1220. https://doi.org/10.1080/09500693.2018.1470351
Febri, A., Sajidan, S., Sarwanto, S., & Harjunowibowo, D. (2020). Guided Inquiry Lab: Its Effect to Improve Student’s Critical Thinking on Mechanics. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 9(1), 87–97. https://doi.org/10.24042/jipfalbiruni.v9i1.4630
Handayani, R. D., Wilujeng, I., & Prasetyo, Z. K. (2018). Elaborating indigenous knowledge in the science curriculum for the cultural sustainability. In Journal of Teacher Education for Sustainability (Vol. 20, Issue 2, pp. 74–88). Sciendo. https://doi.org/10.2478/jtes-2018-0016
Hastuti, P. W., Setianingsih, W., & Anjarsari, P. (2020). How to develop students’ scientific literacy through integration of local wisdom in Yogyakarta on science learning? Journal of Physics: Conference Series, 1440(1), 0–7. https://doi.org/10.1088/1742-6596/1440/1/012108
Hastuti, P. W., Setianingsih, W., & Widodo, E. (2019). Integrating Inquiry Based Learning and Ethnoscience to Enhance Students’ Scientific Skills and Science Literacy. Journal of Physics: Conference Series, 1387(1). https://doi.org/10.1088/1742-6596/1387/1/012059
Hastuti, Purwanti Widhy, Wilujeng, I., & Susilowati. (2019). Creative Learning Model Toolkit: An Essential Element of Science Learning to Develop Learning Skills in Students. Journal of Physics: Conference Series, 1233(1). https://doi.org/10.1088/1742-6596/1233/1/012101
Huda, I., Yulisman, H., Evtia Nurina, C. I., Erni, F., & Abdullah, D. (2018). Investigating pre-service teachers about their competencies, experiences, and attitudes towards technology integration. Journal of Physics: Conference Series, 1114(1). https://doi.org/10.1088/1742-6596/1114/1/012033
Khusniati, M., Parmin, & Sudarmin. (2017). Local Wısdom - Based Scıence Learnıng Model through Reconstructıon of Indıgenous Scıence to Improve Student ’ s Conservatıonıst Character. Turkish Science Education, 14(3), 16–23. https://doi.org/10.12973/tused.10202a
Lestari, N., & Fitrian, F. (2016). Physics Education based Ethnoscience: Literature Review. International Conference on Mathematics, Science, and Education, 2016(Icmse), 31–34.
Mendonça, P. C. C. (2020). De que Conhecimento sobre Natureza da Ciência Estamos Falando? Ciência & Educação (Bauru), 26. https://doi.org/10.1590/1516-731320200003
Nilsson, P. (2022). From PCK to TPACK - Supporting student teachers’ reflections and use of digital technologies in science teaching. Research in Science and Technological Education, 00(00), 1–25. https://doi.org/10.1080/02635143.2022.2131759
Parmin, P., & Fibriana, F. (2019). Prospective Teachers’ Scientific Literacy through Ethnoscience Learning Integrated with the Indigenous Knowledge of People in the Frontier, Outermost, and Least Developed Regions. Jurnal Penelitian Dan Pembelajaran IPA, 5(2), 142. https://doi.org/10.30870/jppi.v5i2.6257
Parmin, Sajidan, Ashadi, Sutikno, & Fibriana, F. (2017). Science integrated learning model to enhance the scientific work independence of student teacher in indigenous knowledge transformation. Jurnal Pendidikan IPA Indonesia, 6(2), 365–372. https://doi.org/10.15294/jpii.v6i2.11276
Parmin, Sajidan, Ashadi, Sutikno, & maretta, Y. (2016). Preparing prospective teachers in integrating science and local wisdom through practicing open inquiry. Journal of Turkish Science Education, 13(2), 3–14. https://doi.org/10.12973/tused.10163a
Reynders, G., Lantz, J., Ruder, S. M., Stanford, C. L., & Cole, R. S. (2020). Rubrics to assess critical thinking and information processing in undergraduate STEM courses. International Journal of STEM Education, 7(1). https://doi.org/10.1186/s40594-020-00208-5
Setiawan, H., & Phillipson, S. (2020). The Correlation Between Social Media Usage in Academic Context and Self-Efficacy Towards TPACK of Prospective Science Teachers in Indonesia. Journal of Science Learning, 3(2), 106–116. https://doi.org/10.17509/jsl.v3i2.22242
Srisawasdi, N. (2012). The Role of TPACK in Physics Classroom: Case Studies of Preservice Physics Teachers. Procedia - Social and Behavioral Sciences, 46, 3235–3243. https://doi.org/10.1016/j.sbspro.2012.06.043
Sudarmin, S., Khusniati, M., F, N., A, S., & R, K. (2018). Science Analysis of “Nginang “ Culture In Context of Science Technology Engineering And Mathematics (Stem) Integration of Ethnoscience. 247(Iset), 413–418. https://doi.org/10.2991/iset-18.2018.84
Supasorn, S. (2012). Enhancing Undergraduates’ Conceptual Understanding of Organic Acid-base-neutral Extraction Using Inquiry-based Experiments. Procedia - Social and Behavioral Sciences, 46, 4643–4650. https://doi.org/10.1016/j.sbspro.2012.06.311
Tong, D. H., Loc, N. P., Uyen, B. P., & Cuong, P. H. (2020). Applying experiential learning to teaching the equation of a circle: A case study. European Journal of Educational Research, 9(1), 239–255. https://doi.org/10.12973/eu-jer.9.1.239
Tseng, K. H., Chang, C. C., Lou, S. J., & Chen, W. P. (2013). Attitudes towards science, technology, engineering and mathematics (STEM) in a project-based learning (PjBL) environment. International Journal of Technology and Design Education. https://doi.org/10.1007/s10798-011-9160-x
Zurweni, Wibawa, B., & Erwin, T. N. (2017). Development of collaborative-creative learning model using virtual laboratory media for instrumental analytical chemistry lectures. AIP Conference Proceedings, 1868. https://doi.org/10.1063/1.4995109
DOI: https://doi.org/10.21831/jpmmp.v8i2.77252
Refbacks
- There are currently no refbacks.
![Creative Commons License](http://licensebuttons.net/l/by-sa/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Accepted and published papers will be freely accessed in this website and the following abstracting & indexing databases:
Supervised by:
![RJI Main logo](https://assets.relawanjurnal.id/logo/rji.png)