PELATIHAN MEDIA PEMBELAJARAN BERBASIS ANDROID BAGI TUTOR PENDIDIKAN KESETARAAN PADA PKBM DI KECAMATAN SUKAMAKMUR KABUPATEN BOGOR JAWA BARAT

Based on the analysis of the situation and conditions of the community in Sukamakmur Sub-District, Bogor District of West Java, especially in the field of education, it is necessary to have an Android-based learning media development training activity to support the improvement of Tutor and Manager Competencies so that the learning process in Community Learning Center is of higher quality. The specific objectives of community service activities integrated with real work lectures are as follows: (1) Improving the ability of tutors and managers in planning learning using Android-based learning media, (2) Improving the ability of tutors and managers in using Android-based learning media and (3) Guide tutors and managers in implementing learning using Android-based learning media. The results show learning in Community Learning Center by using Andoid-based learning media as an effort to strengthen students' understanding of the material presented, and students can access it wherever they are to overcome the problems of students whose homes are far from Community Learning Center. Teaching using Android-based media is also able to emphasize the practice of digital literacy directly which still refers to the concept of learning media theory for equality education. Learning using Android-based media can be used wherever students are located, and therefore the independence of students will increase because without the presence of educators, students are able to operate it. The presentation provided is able to attract students 'interest, because it contains a material that is presented via video, so that students do not feel bored and fed up, because the media can stimulate students' ability to see and hear. Abstrak Berdasarkan hasil analisis siatuasi dan kondisi masyarakat di Kecamatan Sukamakmur Kecamatan Kabupaten Bogor Jawa Barat khususnya dalam bidang pendidikan, maka diperlukan adanya kegiatan pelatihan pengembangan media pembelajaran berbasis Android untuk mendukung peningkatan Kompetensi Tutor dan Pengelola agar proses pembelajaran di PKBM lebih berkualitas. Adapun tujuan secara khusus kegiatan pengabdian kepada masyarakat yang terintegrasi kuliah kerja nyata adalah sebagai berikut: (1) Meningkatan kemampuan tutor dan pengelola dalam merencanakan pembelajaran dengan menggunakan media pembelajaran berbasis Android, (2) Meningkatkan kemampuan tutor dan pengelola dalam menggunakan media pembelajaran berbasis Android dan (3) Memandu tutor dan pengelola dalam melaksanakan pembelajaran menggunakan media pembelajaran berbasis Android. Hasil menunjukkan pembelajaran di PKBM dengan menggunakan media pembelajaran berbasis Andoid sebagai upaya menguatkan pemahaman peserta didik terhadap materi yang disajikan, dan peserta didikpun dapat mengaksesnya dimanapun ia berada untuk mengatasi persoalan peserta didik yang tempat tinggalnya jauh dari PKBM. Pengajaran menggunakan media berbasis android ini juga mampu menekankan pada praktik literasi digital secara langsung yang tetap mengacu pada konsep teori media pembelajaran untuk pendidikan kesetaraan. Pembelajaran menggunakan media berbasis Android mampu digunakan dimana saja peserta didik itu berada, maka dari itu kemandirian peserta didik akan meningkat karena tanpa kehadiran pendidikpun, peserta didik mampu mengoperasikannya. Penyajian yang disediakanpun mampu menarik minat peserta didik, karena berisi sebuah materi yang disajikan melalui video, sehingga peserta didik tidak merasa bosan dan jenuh, karena media tersebut dapat merangsang kemampuan melihat dan mendengar peserta didik.

Using Augmented and Virtual Reality to Improve Social, Vocational, and Academic Outcomes of Students With Autism and Other Developmental Disabilities

Some individuals with disabilities are unable to work independently and often require additional instruction to complete basic tasks. To prepare students with disabilities for life after school, practitioners need to help them learn the skills necessary to live a happy, productive, and fulfilling life. Two technologies showing promise for such learning are augmented reality (AR) and virtual reality (VR) applications. This chapter will discuss how AR and VR can successfully be used to teach academic, social, and vocational skills to students with disabilities, including research that has been conducted to date. Additionally, guidance is provided for teachers seeking to use AR and VR in classroom and community learning environments. The chapter will conclude with directions for further research and future applications of AR and VR with students with disabilities.

The Role of Community Learning Activity Centers in Overcoming Social Problems

This study aimed to analyze the role of the Community Learning Activity Center in Overcoming Social Problems. This study uses a qualitative research method with a descriptive analysis approach. It is collecting data in this study using the form of observation, interviews, and documentation. The sample in this study used a multiple-stage random sampling method—data analysis techniques through data collection, data presentation reduction, and concluding. The main focus of the Community Learning Activity Center in this study were three main Community Learning Activity Centers, namely: 1) Jembar Kabisa Community Learning Center; 2) Guna Darma Community Learning Center; and 3) Cigembong Community Learning Center. Based on the data and research analysis, it can be concluded that the Community Learning Activity Center in Sumedang district is the Jembar Kabisa Community Learning Activity Center; Guna Darma Community Learning Center; and the Cigembong Community Learning Activity Center to overcome poverty through non-formal education in the form of valuable and practical programs, while other activities in the development and community empowerment sector exist but are still not optimal.

The Condition and Challenges of Community Learning Centre in the Oil Palm Plantations of Sarawak, Malaysia

Sarawak is facing the problem of labour shortage in its oil palm plantations. It is difficult to recruit Malaysians to work in the plantations and, therefore, hiring foreign workers has become one of the solutions. Since the number of Indonesian workers and children is increasing, the Indonesian Government has requested to set up Community Learning Centre (CLC) in plantations for the Indonesian children in Sarawak. This article aims to explore the existence of CLC and the challenges faced by its teachers. A qualitative study has been employed, and data was collected using face-to-face interviews and interviews via telephone and text messages. The face-to-face interviews were conducted before and after the Movement Control Order was implemented in Sarawak. The first 16 CLCs were set up in 2016, and the number increased to 63 in 2020. CLC uses the Indonesian teaching syllabus, and the subjects are taught by Indonesian teachers (Guru Pamong and Guru Bina). Up to June 2020, there were 114 Indonesian CLC teachers in the state. The constraints of the CLC in Sarawak include limited classrooms, low motivation of the students, and lack of teaching and learning equipment which affects the effectiveness of teaching and learning. On the bright side, the CLC has given an opportunity to the Indonesian children in oil palm plantations in Sarawak to have primary education. After graduating from CLC, they can continue their studies in a secondary school in Indonesia since the teaching syllabus in CLC is similar to the one used in Indonesia.

Decolonising development practice pedagogy: ways forward and persistent challenges in the synchronous online classroom

Although decolonisation is a pressing goal for many front-line instructors, there are few pedagogical resources for how to do this in the online environment. This article provides a set of strategic approaches that can help combat dominant power dynamics in the classroom and open opportunities for transformative learning. The research draws on instructor focus groups and student surveys from the synchronous, online Master of Development Practice programme at Regis University, USA. Six pedagogical approaches are described in light of their successes and remaining challenges: building community, learning from each other and co-creating knowledge, opening spaces for participation, de-centring Western voices and epistemologies, focusing on the critical thinking, reflection and action cycle and creating connection in virtual spaces.

Mobile Learning Application: Effect of Learning Readiness and Community Learning Toward Technology Management and Mobile Learning

The use of mobile learning applications in current conditions and the challenges of learning in the digital era has become a necessity and cannot be avoided for efficiency and effectiveness in learning anywhere and anytime. This study aims to analyze the Effect of Learning Readiness and Community Learning Toward Technology Management and Mobile Learning. Besides that, it also looks at how effective the application of mobile learning applications is in learning. This research is quasi-experimental research. The research design used is a posttest-only design, with a sample of 150 people and selected by proportional stratified random sampling technique. Data were analyzed using one-way Multivariate Analysis of Variance (One-way MANOVA). Analysis of the implementation of the mobile learning application using descriptive statistics. The results of this study reveal that community learning and readiness to learn together can be factors that influence student mobile learning and technology management. The application of Technology Management and Mobile Learning is very helpful in overcoming educational gaps and barriers in society and higher education, the results of the use of mobile learning applications have a very effective impact on the education process for better quality education.

A ‘curriculum moment’ for Adult and Community Education and Training: Acknowledging the voices and experiential knowledge of lecturers and students at community learning sites

Curriculum reform and development is, first and foremost, a political project. It involves the selection, organisation and distribution of particular knowledge structures. But factors such as student and teacher demographics deeply influence the ways in which curricula can be implemented, enacted and used as a catalyst for change. In South Africa, a particular ‘curriculum moment’ has emerged in the field of Adult and Community Education and Training (ACET) through the establishment of community colleges, along with the introduction of new educator qualifications for ACET. In this article, we draw on the reflective diary entries of student lecturers on an Advanced Diploma for Educators of Adults (ADEA) course who are lecturers at community learning sites, to reflect on this moment of curriculum construction in the development of a new Diploma in Adult and Community Education and Training (DipACET). The analysis shows that while curriculum reform is crucial to professionalising the field, it will have a very limited impact if the voices of the lecturers and students at community learning sites are marginalised in the process. These lecturers have experiential knowledge which sets them apart as crucial drivers of the curriculum. Moreover, they select and organise the content to be taught, determine how it is to be taught, and decide on the kinds of knowledge that should be privileged at sites where the curriculum is implemented. We also delineate what counts as valuable knowledge and for whom it is valuable in the field of adult and community education.

Women Empowerment in Indonesia: Community Learning Activity Center Programs

One of the factors that support the progress of a nation is the participation of women in community development. Educated women are crucial aspects in improving the quality of human resources. The government together with the community, have responsibilities and play an essential role in facilitating educational activities for women. Community Learning Activity Center (PKBM), as an institution established and managed by the society to increase knowledge, skills, expertise and talents, is responsible for preparing community members to be more independent in meeting their needs, especially in the program for marginalized women empowerment. Among the programs, Women's Life Skills Education Program (PKHP) presents as an alternative solution to provide facilities for women to grow. Many researchers documented the activities in this program and published them in Community Service journals or scientific journals. Therefore, the current study would shed light on the efforts they made by implementing a literature study. By analysing using narrative synthesis studies, the findings reported on diverse activities that were created to develop women’s life skills by utilizing the local natural resource potential as well as the methods of delivery and prospected outcomes. This study also provides some practical implications and future recommendations.

Improving the Creative Thinking Ability of Junior High School Students Through GeoGebra Assisted Learning Community in Mathematics

This study examines and analyzes the differences between GeoGebra-assisted community learning and conventional learning in improving students' creative thinking skills in junior high schools. The research method uses quantitative, designed with an experimental pattern of nonequivalent control groups. Samples taken not randomly from two different classes amounted to 79 people. One class gets community learning with the help of GeoGebra, and the other class gets conventional learning. Data obtained by using the test. The test was conducted twice, namely pretest and posttest. Normalized N-Gain is done to measure the increase in creative thinking skills. Data analysis used an independent sample t-test. Based on the results of the analysis, it was found that there was a significant increase in students' creative thinking skills. Learning community is student-centered learning in groups (Student-Centered Learning). The research findings consider it important to implement GeoGebra-assisted learning communities according to the characteristics and development of the student learning environment.