Leveraging Self-Directed Learning in the Skills-Based Economy

The planning, processing, facilitation, delivery, and evaluation of learning in formal and informal education environments through learner self-direction has become an imperative competency for personal and professional success. The proliferation of virtual learning and working is one variable driving the accelerated focus on self-directed learning (SDL); however, there are many additional economic, social, policy, and structural reasons why SDL is vital in the nascent skills-based economy. To address this need, a digital micro-credential was designed to intentionally and transparently provide all learners, not just those with educational pedigree, social standing, and financial prosperity, with the necessary skills and tools for operationalizing SDL in their lives. The described context, content, development process, validation, and iteration of the proposed SDL digital micro-credential couples a theoretical foundation of SDL with a practical application that has the promise to scale the adoption and promotion of SDL more broadly.

Evaluation of Learning Guidelines During the Covid-19 Pandemic

The Covid-19 epidemic has led in significant changes across the board, particularly in the realm of education. Every level of education seems to be being 'forced' to adapt in order to accommodate students studying from home via online media. Educators are expected to be innovative in their delivery of curriculum using online learning medium. The Covid-19 epidemic is a worldwide pandemic, and the National Public Health Board has declared a national emergency. A number of preventative measures have been implemented by the government in order to avoid and reduce the spread of the virus. It is hoped that we would acquire acclimated to the existing system as a learning culture in educational institutions.

Evaluation of advanced infection and prevention technical training

Evaluation of a technical education and training organization can provide positive outputs. This study aims to evaluate the implementation and understanding of the training participants regarding the knowledge of the training materials provided at the Advanced Infection and Prevention Technical Training for Health Workers at the Health Facilities during the COVID-19 Pandemic online, which was held at the Puslatkesda Provinsi DKI Jakarta. This study uses a quantitative description method using the Kirkpatrick Four Levels Evaluation Model, namely through four levels consisting of reaction, learning, behavior, and result. As for what was carried out in the study, it was evaluated at levels 1 and 2. This training was held in October 2020 Batch 1 with 40 participants. Instruments The instrument used is a questionnaire, and the results of the participants' assessment are in the form of pretest and posttestt. The source of data in this study is Puslatkesda data in 2020, namely primary data on the implementation of Advanced PPI Technical Training during the COVID-19 Pandemic. Following are the results of the research data analysis that of the seven evaluation categories at the reaction level to the implementation of the training. The results showed that as many as 18 respondents with a percentage of (45 percent) answered Very Satisfactory, then for reactions to resource persons an average, of 52.5-82.5 percent participants answered satisfactorily and very satisfactory. As for the evaluation of learning or learning, it appears that the average value of participants is 84.3, and there are 100 percent (40) training participants who have complete scores in the posttest stage. With all these descriptions, the Advanced Infection and Prevention Technical Training for Health Workers at Health Facilities during the COVID-19 Pandemic went well and satisfactorily.

PELATIHAN PENGAJARAN MENGGUNAKAN QUIZIZZ PADA MATA PELAJARAN BAHASA INGGRIS UNTUK SISWA SMP PADA GURU-GURU SMPN 2 KEDIRI, LOMBOK BARAT NTB

ABSTRAKTujuan utama pengabdian kepada masyarakat ini yaitu untuk meningkatkan kompetensi guru dalam mengelola kelas online melalui pelatihan pengajaran menggunakan Quizizz pada mata pelajaran Bahasa Inggris untuk siswa SMP pada guru-guru SMPN 2 kediri. Quizizz merupakan web tool untuk membuat permainan kuis interaktif yang digunakan dalam pembelajaran di kelas. Quizizz tidak hanya dapat dikerjakan saat pembelajaran di kelas saja, tetapi juga dapat dibuat soal untuk pekerjaan rumah, sehingga dapat dimainkan kapan saja dan dimana saja oleh siswa asalkan tidak melebihi batas waktu. Hasil observasi awal ditemukan bahwa guru-guru menggunakan WA Group dan Google Classroom. Pelatihan dilakukan dengan pemberian materi, tanya jawab, dan praktek pembuatan media Quizizz . Untuk mengetahui keberhasilan kegiatan pengabdian ini, dilakukan evaluasi dengan pengisian angket respon terhadap kepuasan menggunakan Quizizz . Hasil angket menunjukkan respon peserta pelatihan puas terhadap pelaksanaan PKM ini dan menjawab sangat mudah sebesar 100%. Tingkat kepuasan peserta pelatihan dari segi materi, penyampaian materi, proses diskusi serta pelatihan individu 100%. Sedangkan 50% menyatakan mengalami peningkatan terkait kemampuan menggunakan media Quizizz dan pengelolaan kelas online. Dari hasil pelatihan disarankan agar guru-guru di masa pandemi ini memahami dan menggunakan media Quizizz agar evaluasi pembelajaran terhadap siswa lebih efektif dan menyenangkan. Kata kunci: pelatihan; guru; Quizizz . ABSTRACTThis community services aims to improve teacher competency in administering online classes by providing junior high school teacher at SMPN 2 Kediri with Quizizz training. Quizizz is a website that allows you to create interactive quiz games in the classroom. Quizizz can be used in class and to create homework questions so that students can play it whenever and wherever they choose as long as the time limit is not exceeded. English teachers use WA Group and Google Classroom after performing preliminary observation. The training was conducted by distributing materials, discussion, and offering hands-on practice in creating Quizizz media. An evaluation was done to determine the success of this service activity by filling out a response questionnaire to in using Quizizz . The findings of the questionnaire revealed that the training participants were satisfied with the implementation of this activity and answered very easily by 100%. The level of satisfaction of the training participants in material, material delivery, discussion process, and individual training is 100%. Meanwhile, 50% of the respondents said their abilities improved in using Quizizz media. It is suggested that teachers understand and use the Quizizz during this pandemic so that student evaluation of learning is more enjoyable. Keywords: training; teacher; Quizizz .

MANAJEMEN PEMBELAJARAN PADA PENDIDIKAN DINIYAH FORMAL ULYA DDI MANGKOSO : STUDI KOMPARATIF PADA SMA ISLAM ATHIRAH BOARDING SCHOOL BUKIT BARUGA

This research aims to find out the similarities or differences in learning management implemented in Formal Diniyah Education (PDF) Ulya DDI Mangkoso and SMA Islam Athirah Boarding School of Bukit Baruga. This research uses comparative type research with descriptive qualitative approaches. The results of the study concluded that: (1) Learning plan on PDF Ulya DDI Mangkoso does not yet have standard learning tools such as syllabus, lesson plan, semester and annual programs, because the education unit is still new and does not have a standard format set by the ministry of religion, in contrast to SMA Islam Athirah Boarding School. (2) The organization of learning in PDF Ulya DDI Mangkoso has been carried out well through the roles and responsibilities of all parties concerned ranging from the Head of Madrasah, Dormitory Builder, Ustadz / teacher especially to the Islamic students’ organization in it that supports each other. While in SMA Islam Athirah Boarding School, the organization of learning has been carried out by existing SOPs, but still often gets its challenges. (3) The implementation of learning in PDF Ulya DDI Mangkoso has been running by its learning system, namely madrasy, halaqy, and idhafi system, and these three systems have been running by its characteristics as a boarding school, as well as SMA Islam Athirah Boarding School, the implementation of learning has been running well by its characteristics as a formal education unit under the Ministry of Education. (4) The evaluation of learning in PDF Ulya DDI Mangkoso has been going well by the provisions set by the national education office, namely by carrying out cognitive, psychomotor, and effective assessments, similar to the evaluation of learning carried out at SMA Islam Athirah Boarding School, but the method of implementation sometimes has differences. ABSTRAKPenelitian ini bertujuan untuk mengetahui persamaan atau perbedaan manajemen pembelajaran yang dilaksanakan pada Pendidikan Diniyah Formal (PDF) Ulya DDI Mangkoso dan SMA Islam Athirah Boarding School Bukit Baruga. Penelitian ini menggunakan penelitian jenis komparatif dengan pendekatan kualitatif deskriptif. Hasil penelitian menyimpulkan bahwa : (1) Perencanaan pembelajaran pada PDF Ulya DDI Mangkoso belum memiliki perangkat pembelajaran yang baku seperti silabus, RPP, Program semester dan tahunan, karena satuan pendidikannya masih baru dan belum memiliki format standar yang ditetapkan oleh kementrian agama, berbeda dengan SMA Islam Athirah Boarding School. (2) Pengorganisasian pembelajaran pada PDF Ulya DDI Mangkoso sudah terlaksana dengan baik melalui peran dan tanggung jawab seluruh pihak yang terkait mulai dari Kepala Madrasah, Pembina Asrama, Ustadz/guru terlebih lagi kepada organisasi santri yang ada didalamnya yang saling mendukung antara satu dengan lainnya. Sementara di SMA Islam Athirah Boarding School, pengorganisasian pembelajarannya sudah terlaksana sesuai dengan SOP yang ada, namun masih sering mendapatkan tantangan tersendiri. (3) Pelaksanaan pembelajaran pada PDF Ulya DDI Mangkoso telah berjalan sesuai dengan sistem pembelajarannya yaitu sistem madrasy, halaqy, dan idhafi, dan ketiga sistem ini sudah berjalan sesuai dengan karakteristiknya sebagai pondok pesantren, sama halnya dengan SMA Islam Athirah Boarding School pelaksanaan pembelajarannya sudah berjalan dengan baik sesuai dengan karakteristiknya sebagai satuan pendidikan formal di bawah Kemendikbud. (4) Evaluasi pembelajaran pada PDF Ulya DDI Mangkoso sudah berjalan dengan baik sesuai dengan ketentuan yang ditetapkan oleh dinas pendidikan nasional yaitu dengan melaksanakan penilaian kognitif, psikomotorik, dan efektif, sama dengan evaluasi pembelajaran yang dilaksanakan pada SMA Islam Athirah Boarding School, namun metode pelaksanaannya terkadang memiliki perbedaan.

IMPLEMENTASI KURIKULUM 2013 DALAM PENDIDIKAN INKLUSI DI ROYAL WELLS SCHOOL KOTA BEKASI

The curriculum in inclusive classes must be developed by following the needs and conditions of each student. The curriculum used is a modified curriculum as well as the embodiment of a child-friendly school. This study aims to look at the implementation of the curriculum in inclusive education providers related to aspects of planning, implementation and evaluation of learning as well as the supporting and inhibiting factors for the implementation of inclusive education. This research was conducted using a descriptive method, and a qualitative approach was carried out at the Royal Wells School in Bekasi City. Data mining used interview, observation and document study techniques. The results of the study indicate that schools are required to carry out curriculum alignment by conducting assessments-developing individual learning programs-discussions with parents, class teachers, and school principals. In the implementation of classroom learning carried out by class teachers, but for Inclusive Students who receive material during learning are guided by special assistant teachers. And for the evaluation of learning, it is done by adjusting the level of difficulty of the questions, the number of questions, and how to answer questions that are adjusted to the abilities of students. To achieve this goal, support from leaders, peers and parents of students is very much needed, while several inhibiting factors are that there are still policies at the school level that are not yet comprehensive, people who do not understand, planning for curriculum alignment that has not been supervised, inadequate facilities and infrastructure. adequate. The recommendation from the results of this study is that the school must disseminate policies to prospective parents of students both regularly and inclusively, pay attention to the competence of teaching staff resources, and supervise the implementation of inclusive education in schools. ABSTRAKKurikulum pada kelas inklusi harus dikembangkan dengan mengikuti kebutuhan dan kondisi masing-masing siswa. Kurikulum yang digunakan adalah kurikulum modifikasi dan juga sebagai perwujudan sekolah ramah anak. Penelitian ini bertujuan untuk melihat implementasi kurikulum pada sekolah penyelenggara pendidikan inklusif terkait aspek perencanaan, pelaksanaan dan evaluasi pembelajaran serta faktor pendukung dan penghambat penyelenggaraan pendidikan inklusif. Penelitian ini dilakukan dengan menggunakan metode deskriptif, dan pendekatan kualitatif yang dilakukan di Sekolah Royal Wells School di Kota Bekasi. Penggalian data menggunakan teknik wawancara, observasi dan studi dokumen. Hasil penelitian menunjukkan bahwa sekolah wajib melakukan penyelarasan kurikulum dengan cara melakukan asesmen-mengembangkan program pembelajaran individual-diskusi dengan orang tua, guru kelas, dan kepala sekolah. Pada pelaksanaan pembelajaran di kelas yang dilakukan oleh guru kelas, namun bagi Siswa Inklusiyang menerima materi saat pembelajaran dibimbing oleh guru pendamping khusus. Dan untuk evaluasi pembelajaran dilakukan dengan penyesuaian tingkat kesulitan pertanyaan, jumlah soal, dan cara menjawab pertanyaan yang disesuaikan dengan kemampuan peserta didik. Untuk mencapai tujuan tersebut dukungan pimpinan, rekan sejawat dan orang tua murid sangat dibutuhkan, sedangkan beberapa faktor yang menghambat adalah masih terdapat kebijakan di tingkat sekolah yang belum komprehensif, masyarakat yang belum paham, perencanaan penyelarasan kurikulum yang belum di supervisi, sarana dan prasarana yang kurang memadai. Rekomendasi dari hasil penelitian ini adalah sekolah tersebut harus melakukan sosialisasi kebijakan kepada calon orangtua siswa baik regular maupun inklusif, memperhatikan kompetensi sumber daya tenaga pengajar, serta melakukan supervisi implementasi pendidikan inklusif di sekolah.

Evaluation of Learning Management System (LMS) Canvas amidst Pandemic: Students' Perspectives

Due to the spread of the Covid-19 virus, the Pandemic Era shifted face-to-face learning to online distance learning, which faced many challenges. One of the challenges is the decreasing level of student motivation and interactivity. LMS to organize learning materials, assignments, and other learning activities is an alternative that facilitates the learning process during the pandemic. Through LMS, lecturers can share materials, give assignments, and provide feedback to students through an integrated online system. This research aims to examine the effectiveness of using LMS Canvas at Sampoerna University, especially pedagogic quality during the pandemic. In this study, researchers used a questionnaire adapted from the LMS Evaluation model by Mtebe & Raisamo (2014) by adding pedagogical quality, including teaching quality, interactivity quality, and student understanding quality. The results of the study state that these three components have a positive effect on user satisfaction and the use of LMS.