ANALISA PENGARUH PELATIHAN MEDIA PEMBELAJARAN ONLINE PADA GURU SEKOLAH DASAR NEGERI 2 KAWAN BANGLI

With the current outbreak of the corona virus, all sectors must start to improve so that they can survive during a pandemic, including the education sector. The teaching and learning process carried out during a pandemic situation like this is carried out using an online system and distance learning. Teachers must be able to provide facilities so that students can absorb the material optimally. Another problem that arises is that not all teachers are able to implement the distance learning system and also using the applications or technologies that support distance learning system. To solve this problem, the school needs to get the training of how to make a distance learning system media and in this case the school cooperates with STMIK STIKOM INDONESIA (STIKI) for the training. The training materials provided are google classroom training, google form and training on making the learning videos. The results of the analysis were obtained from the pretest and posttest questionnaires which were described descriptively. After receiving the training, most of the teachers will switch to use the Google Classroom media instead of WA social media, because 100% of the teachers stated that Google Classroom is very helpful in supporting online learning. In addition, according to the posttest questionnaires, 8.3% of the teachers understand very well about the features contained in Google Classroom, 41.7% understand it well and 50% are understand it quite well, meaning that most of the teachers understand the use of Google Classroom. The training also received a good responses from SDN 2 Kawan School and it will be applied to support their distance learning system.

The Contribution of Serious Games for the Success of Students in Entrepreneurship

The adoption of serious games as a complement to traditional classroom training is still an emerging theme, but it offers relevant potentialities for both students and teachers. This study describes the integration process of serious games in an entrepreneurship course over five years (2014-2018). In the first three years, the ENTRExplorer was adopted, while in the last two years the FLIGBY was used. The experience of using entrepreneurship serious games is analyzed according to multiple perspectives, such as complexity, generation of more entrepreneurial or group working skills, engagement, interactivity, learning outcomes, or even the impact on the intention to establish a new venture. The findings allowed a comparative analysis of the two games, indicating significant differences in some of those dimensions. Nevertheless, the learning outcomes provided by each game were considered relevant by the students, showing that both games can be useful in the process of learning and acquiring entrepreneurship competencies.

PENGGUNAAN GOOGLE CLASSROOM UNTUK PENINGKATAN PEMBELAJARAN ONLINE BAGI GURU-GURU UPTD SMPN 11 KUPANG

ABSTRAKKompetensi dan keahlian dalam menggunakan Teknologi Informasi dan Komunikasi (TIK) sangat penting terutama bagi tenaga pendidik seperti guru maupun dosen yang tugasnya sangat mulia yaitu untuk mencerdaskan kehidupan anak bangsa. Persoalan yang dihadapi oleh guru-guru pada UPTD SMP Negeri 11 Kota Kupang adalah belum memanfaatkan aplikasi google classroom dalam melakukan Pendidikan Jarak Jauh (PJJ) selama masa pandemic dengan efektif agar proses Kegiatan Belajar Mengajar (KBM) dapat tetap dilaksanakan, dengan memanfaatkan fitur-fitur yang tersedia seperti memudahkan pengajar dan murid untuk berinteraksi baik di dalam sekolah maupun di luar sekolah, penghematan kertas (paperless) dan waktu. Berdasarkan alasan tersebut, maka dibuatlah kegiatan pengabdian dengan judul “Pelatihan Google Classroom bagi Guru-Guru UPTD SMP Negeri 11 Kota Kupang”. Adapun tahapan yang digunakan adalah melalui tahap persiapan, pelaksanaan kegiatan dengan metode pelatihan dan pendampingan. Kegiatan dapat berjalan dengan efektif dan efisien hal ini dibuktikan dengan antusias peserta yang mengikuti pelatihan dengan mendapatkan semua materi yang sudah dipersiapkan dan sesuai dengan jadwal yang sudah ditetapkan. Pendampingan secara online melalui grup whatsapp yang telah dibentuk, dengan tujuan untuk kedalaman pemahaman materi melalui pemberian tugas serta diskusi dan sebagai bentuk tanggung jawab moril. Kegiatan PKM ini sangat diapresiasi oleh para peserta dengan mengikuti kegiatan pelatihan dari awal sampai akhir..Kata kunci: google classroom; pembelajaran; online; guru-guru. ABSTRACTCompetence and expertise in using Information and Communication Technology (ICT) are very important, especially for educators such as teachers and lecturers whose very noble task is to educate the lives of the nation's children. The problem faced by teachers at UPTD SMP Negeri 11 Kupang City is that they have not used the google classroom application in conducting Distance Education (PJJ) during the pandemic effectively so that the Teaching and Learning Activities (KBM) process can continue to be implemented, by utilizing the features such as making it easier for teachers and students to interact both inside and outside school, saving paper (paperless) and time. Based on these reasons, a service activity was made with the title "Google Classroom Training for UPTD Teachers at SMP Negeri 11 Kupang City". The stages used are through the preparation stage, implementation of activities with training and mentoring methods. Activities can run effectively and efficiently, this is evidenced by the enthusiasm of the participants who participated in the training by getting all the materials that had been prepared and according to the schedule that had been set. Online assistance through WhatsApp groups has been formed, with the aim of deepening understanding of the material through assignments and discussions and as a form of moral responsibility. This PKM activity was highly appreciated by the participants by participating in training activities from beginning to end. Keywords: google classroom; learning; online; teachers.

Effect of orthopaedic resident education on screening for intimate partner violence

Background Intimate Partner Violence (IPV) is prevalent in women presenting to orthopaedic fracture clinics. Rates of IPV have increased during the COVID-19 global pandemic. Our aim was to determine the effect of educational experiences on IPV knowledge and IPV screening to inform best-practices in resident education. Methods Cross-sectional online survey of orthopaedic surgery residency programs in Canada. Demographics, IPV educational experiences, IPV knowledge, and frequency of IPV screening were collected via a modified version of the Physician Readiness to Manage Intimate Partner Violence Survey (PREMIS). Descriptive statistics and regression modeling identified predictors of IPV knowledge and frequency of IPV screening. Results Responses were obtained from 105 orthopaedic residents; 84% participated in classroom training, 39% underwent mentorship training, 32% received both classroom training and mentorship, and 10% reported neither. Classroom training had no statistically significant association with IPV knowledge or frequency of IPV screening. Residents who received mentorship were 4.1 times more likely to screen for IPV (95% CI: 1.72–10.05), older residents were more likely to screen for IPV (OR: 8.3, 95% CI: 2.64–29.84), and senior residents were less likely to screen for IPV than junior residents (OR: 0.29, 95% CI: 0.09–0.82). Conclusions Classroom training was not associated with any effect on IPV knowledge nor the frequency of IPV screening. Educational efforts should be targeted at increasing mentorship opportunities in order to improve IPV screening practices in Canadian orthopaedic residents.

Gender Approaches in the Translation Classroom: Training the Doers edited by Marcella De Marco and Piero Toto (2019)

Gender Approaches in the Translation Classroom: Training the Doers edited by Marcella De Marco and Piero Toto (2019) Cham: Palgrave Macmillan, 200 pp.

EP.TU.566Virtual Interactive surgical skills classroom – An Ongoing Randomized Controlled Trial

Introduction High costs and inaccessibility are significant barriers to face-to-face basic surgical skills (BSS) training. Virtual classrooms enable the combination of computer-based learning with interactive expert instruction. They may optimise resources and increase accessibility, facilitating larger-scale training with a similar educational benefit. We aim to evaluate the efficacy of virtual BSS classroom training compared to both non-interactive video and face-to-face teaching. Method 72 medical students will be randomly assigned to three equal intervention groups based on year group and surgical skill confidence. Interventions will be implemented following an instructional video. Group A will practice independently, Group B will receive face-to-face training, and Group C will attend a virtual classroom. Participants will be recorded placing three interrupted sutures with hand tied knots pre- and post-intervention, and Objective Structured Assessment of Technical Skills (OSATS) will be blind marked by two experts. Change in confidence, time to completion and a granular performance score will also be measured. Each intervention’s feasibility and accessibility will be assessed. Results Data collection will be completed in February 2021. Significant improvement in OSATS within groups will be indicative of intervention quality. Difference in improvement between groups will determine the relative performance of the interventions. Conclusion To our knowledge, this will be the largest randomised control trial investigating virtual BSS classroom training. It will serve as a comprehensive appraisal of the virtual classroom’s suitability as an alternative to face-to-face training. The findings will assist the development of further resource-efficient training programs during the COVID-19 pandemic and afterwards.

81 VIRTUAL: Virtual Interactive Surgical Skills Classroom – An Ongoing Randomized Controlled Trial

Introduction High costs and inaccessibility are significant barriers to face-to-face basic surgical skills (BSS) training. Virtual classrooms enable the combination of computer-based learning with interactive expert instruction. They may optimise resources and increase accessibility, facilitating larger-scale training with a similar educational benefit. We aim to evaluate the efficacy of virtual BSS classroom training compared to both non-interactive video and face-to-face teaching. Method 72 medical students will be randomly assigned to three equal intervention groups based on year group and surgical skill confidence. Interventions will be implemented following an instructional video. Group A will practice independently, Group B will receive face-to-face training, and Group C will attend a virtual classroom. Participants will be recorded placing three interrupted sutures with hand tied knots pre- and post-intervention, and Objective Structured Assessment of Technical Skills (OSATS) will be blind marked by two experts. Change in confidence, time to completion and a granular performance score will also be measured. Each intervention’s feasibility and accessibility will be assessed. Results Data collection will be completed in January 2021. Significant improvement in OSATS within groups will be indicative of intervention quality. Difference in improvement between groups will determine the relative performance of the interventions. Conclusions To our knowledge, this will be the largest randomised control trial investigating virtual BSS classroom training. It will serve as a comprehensive appraisal of the virtual classroom’s suitability as an alternative to face-to-face training. The findings will assist the development and implementation of further resource-efficient training programs during the COVID-19 pandemic and in the future.

O43 Virtual: virtual interactive surgical skills classroom: a randomized controlled trial (protocol)

Introduction High costs and inaccessibility are significant barriers to face-to-face basic surgical skills (BSS) training. Virtual classrooms enable the combination of computer-based learning with interactive expert instruction. They may optimise resources and increase accessibility, facilitating larger-scale training with a similar educational benefit. We aim to evaluate the efficacy of virtual BSS classroom training compared to both non-interactive video and face-to-face teaching. Method 72 medical students will be randomly assigned to three equal intervention groups based on surgical skills experience and confidence. Interventions will be implemented following an instructional video. Group A will practice independently, Group B will receive face-to-face training, and Group C will attend a virtual classroom. Participants will be recorded placing three interrupted sutures with hand tied knots pre- and post-intervention. Objective Structured Assessment of Technical Skills (OSATS) will be blind marked by two experts. Result Change in confidence, time to completion and a novel granular performance score will also be measured. Each intervention’s feasibility and accessibility will be assessed. Significant improvement in OSATS within groups will be indicative of intervention quality. Difference in improvement between groups will determine the relative performance of the interventions. Conclusion This will be the largest randomised control trial investigating virtual BSS classroom training. It will serve as a comprehensive appraisal of the suitability of virtual classrooms as an alternative to face-to-face training. The findings will assist the development and implementation of further resource-efficient training programs during the COVID-19 pandemic and beyond. Take-home Message This is the first RCT assessing virtual basic surgical skill classroom training and serves as a comprehensive appraisal of the suitability of virtual classrooms as an alternative to face-to-face training. The findings will assist the development and implementation of further resource-efficient training programs during the COVID-19 pandemic and in the future.