EDUKASI LITERASI MANUSIA DAN MODEL PEMBELAJARAN

ABSTRAKEra Revolusi Industri 4.0 dan Masyarakat 5.0 membawa tantangan bagi dunia pendidikan termasuk pendidikan kejuruan. Pendidikan kejuruan harus mampu menyiapkan lulusannya untuk bersaing pada era tersebut. Untuk dapat bersaing, peserta didik perlu dibekali dengan literasi baru yaitu literasi data, literasi teknologi, dan literasi manusia. Literasi manusia diyakini menjadi literasi yang paling penting karena literasi ini menjaga seseorang tetap dalam kodratnya sebagai manusia di tengah gempuran kecanggihan teknologi yang ada. Penguatan literasi manusia dapat dilakukan melalui penerapan model pembelajaran yang sesuai dengan karakteristik pendidikan kejuruan. Kegiatan ini bertujuan untuk mengenalkan literasi manusia dan model pembelajarannya kepada Bapak/Ibu Guru SMK Muhammadiyah 2 Klaten Utara, khususnya jurusan Akuntansi dan Keuangan Lembaga. Program ini dilaksanakan dalam bentuk edukasi dimana tim pengabdian memberikan pendidikan tentang literasi manusia dan model pembelajaran kepada Bapak/Ibu Guru. Hasil kegiatan menunjukkan bahwa Bapak/Ibu Guru lebih mengenal literasi manusia dan model pembelajaran yang dapat diterapkan untuk menguatkan literasi manusia pada siswa. Kata kunci: literasi manusia; model pembelajaran; literasi baru. ABSTRACTThe Industrial Revolution 4.0 and Society 5.0 era have brought challenges to education, including vocational education. Vocational education must be able to prepare graduates to compete in those era. To be able to compete, students need to be equipped with new literacies, namely data literacy, technological literacy, and human literacy. Human literacy is believed as the most important literacy because this literacy keeps a person in his nature as a human in the midst of the sophisticated technology development. Strengthening human literacy can be done through the implementation of learning models that are in accordance with the characteristics of vocational education. This activity aims to introduce human literacy and learning models used to reinforce it to teachers at SMK Muhammadiyah 2 Klaten Utara, especially those who teach Accounting and Institution Finance. This program is carried out in the form of education where the team provides education about human literacy and learning models to teachers. The results of the activity show that teachers get more knowledge about human literacy for students and what kind of learning models that can be used to reinforce the literacy. Keywords: human literacy; learning models; new literacies.

Digital Literacy: Implementasi Pelatihan English Speaking Performance pada Santriwati Pondok Pesantren Sahlan Rosyidi

The learning process and life activities during the Covid-19 pandemic proceed through online social media, so there is a need for technological literacy. This activity also happened at the Pondok Pesantren Putri Sahlan Rosyidi Semarang where the academic abilities of the female students, especially the English language, were very diverse but there was still a lack of English-speaking practice programs that were integrated with digital literacy. Initial findings of the daily English-speaking ability of female students had an average of 65 which had to be improved again. Based on this statement, our team focuses on the implementation and training of Digital Literacy through the practice of speaking English for female students at the Pondok Pesantren Putri Sahlan Rosyidi Semarang, consisting 60 female students. The method used is descriptive quantitative by applying brainstorming, group discussion, explanation, speaking practices, digital platform, and evaluation of students' digital understanding of literacy. The results show that the implementation of the practice of speaking English based on digital literacy with an increase in the average speaking English rising to 81. In addition, the female students gave a positive response to the implementation of digital literacy and the practice of speaking that was trained. They were also motivated to practice conversation or monologue by utilizing digital technology.

Analisis Teks Multimodal pada Logo Hari Santri Nasional 2021 sebagai Alternatif Media Pembelajaran Poster

Along with the times, science and technology, teachers and students are required to be able to master technological literacy skills, data literacy and human literacy (multiliteracy). The most appropriate way to developing these skills is to apply multiliteracy learning. Therefore, teachers must be able to plan and prepare multiliterate learning media to support learning activities in the 21st century. One of the media that can be used to implement multiliteracy learning is Instagram. The purpose of this study is to describe the results of multimodal text analysis on the 2021 National Santri Day logo as an alternative poster learning media. In this study, the literature study research method was used. The results of this study indicate that developing multi-literacy learning by conducting multimodal text analysis of the 2021 National Santri Day logo on Instagram can increase students' competence to cultivate creative souls, critical thinking in educational activities and can carry out exploration so that they can gain their own knowledge to support the realization of the next generation. Indonesia is gold in the era of society 5.0

The effect of virtual instrument system laboratory to enhance technological literacy and problem-solving skills among junior high school students

This study aims at analyzing the effect of the Virtual Instrument System Laboratory (Vis-Lab) to enhance technological literacy and problem-solving skills among junior high school students. This type of research can be categorized as Quasi-experimental research with Nonequivalent Control Group Design. The subjects of this study were the seventh-grade students in one of the junior high schools in Sleman Regency, Yogyakarta. The research instrument consisted of pretest and posttest on technological literacy and problem-solving skills. The data analysis technique used N-Gain analysis, prerequisite test, hypothesis testing with MANOVA, and effect size. Based on the MANOVA test, the Sig. value of 0,000 <α (0.05) indicated that there was a gap in the students’ technological literacy and problem-solving skills between the control and the experimental class. The use of VIS-Lab learning media enhanced the ability of technological literacy by 9.0% for the experimental class and 2.1% for the control class respectively. Meanwhile, the effective contribution to the use of VIS-Lab learning media was 36.5% for the experimental class and 4.73% for the control class. It means that the use of VIS-Lab learning media contribute effectively to improving the ability of technological literacy and problem-solving.

A profissão docente durante a pandemia

O presente trabalho descreve as repercussões de um curso de formação continuada sobre as TDICs aplicadas às ferramentas digitais e suas potencialidades para o desenvolvimento das atividades educacionais em tempos de ensino remoto. A pandemia fez com a educação se reestruturasse e a busca por uma Alfabetização Tecnológica foi intensificada, uma vez que, as aulas presenciais foram paralisadas. Assim, buscando desenvolver uma educação ativa, centrada no desenvolvimento de situações de aprendizagem colaborativas, foi estruturado um curso de formação continuada com o objetivo de dialogar, por meio de ferramentas digitais, sobre os tensões e desafios que atingem a educação no tempo atual. O curso apresentou cerca de 29 ferramentas digitais distribuídas em oito encontros. Para esse trabalho, realizou-se uma pesquisa qualitativa visando compreender as interações dos professores cursistas com três das ferramentas trabalhadas. A partir dessa análise, observou-se a importância de se trabalhar com as tecnologias na atualidade e de desenvolver práticas de ensino que estimulem um senso crítico e reflexivo dos estudantes. Ainda, o curso propiciou debates importantes sobre a (des)romantização da profissão docente e suas implicações na formação de professores utilizando as tecnologias trabalhadas, apontando para a necessidade de formação continuada no momento atual, sobretudo aquelas que discutem as múltiplas articulações entre as TDICs e a educação durante a pandemia. Palavras-chave: Ensino remoto. Formação continuada de professores. TDICs. The teaching profession during the pandemia: contributions of a continued formation course using dicts in education Abstract This paper describes the repercussions of a continued formation course about the DICTs applied to digital tools and their capabilities in the development of educational activities during remote teaching. The pandemic caused a reorganization in the educational area and the search for a Technological Literacy was intensified as the presential classes were paralised. Therefore, aiming to develop an active education centered on the development of situations tackling collaborative learning, a course of continued formation was created to propose a reflection between the use of digital tools and the tensions and challenges in education during recent times. The course presented around 29 digital tools distributed in eight meetings. In this paper, a qualitative research was conducted to comprehend the interactions between teachers and three of these tools. From this analysis, it is possible to observe the importance of working with technologies and develop teaching strategies that stimulate a critical and reflexive sense in students, especially nowadays. Also, the course facilitated important debates de-romanticizing what it means to be a teacher and its implications in the formation of new teachers from the usage of these technologies, pointing the necessity of a continuous formation, especially those that discusses the many articulations between DICTs and the development of an education that brings teacher leadership upfront. Keywords: Remote teaching. Continued formation of teachers. DICTs.

INNOVATIVE ENTREPRENEURSHIP IN CONDITIONS OF LIMITATIONS AND CRISIS

The report of the World Intellectual Property Organization (WJPO) for 2020 statistically confirms the connection between the global financial crises and falling spending on research and development. The purpose of this article is to systematize and content analysis of financial and information-cognitive limitations of the emergence and formation of innovative small businesses in crisis and post-crisis periods. The study shows that, first, the investment of the business sector in research and development is more stable than in government agencies. This is due to the fact that during the crisis the state is forced to expand the general support of the population and the most affected part of the business, including small businesses. Second, investment in research and development and innovation are the basis for further economic recovery and growth. Third, before the COVID-19 pandemic, the global economy had not yet fully recovered from the 2008 financial crisis. This affects the innovative activity of small businesses. In the face of ongoing crises, small innovative enterprises face different types of constraints and barriers. In particular, it is the reduction of venture capital and the share of the state in the financing of research and development, as well as the transfer of knowledge on high-tech technologies. The government’s solution to the problem with the help of industrial parks requires a more detailed technological foresight analysis. In developed countries, in addition to the expert opinions of the scientific, business and political communities, the population is encouraged, taking into account their views on technology prospects and the state of the environment. Accordingly, sufficient technological literacy and cognitive ability of the population is assumed. Technological literacy of entrepreneurs who are going to use high-tech and especially breakthrough technologies must be above the amateur level. In the future, it is planned to conduct a content analysis of existing technological foresight forecasts.

O ALINHAMENTO DA ALFABETIZAÇÃO CIENTÍFICA E TECNOLÓGICA COM A BASE NACIONAL COMUM CURRICULAR / THE ALIGNMENT OF SCIENTIFIC AND TECHNOLOGICAL LITERACY WITH THE COMMON CURRICULAR NATIONAL BASE

O presente artigo apresenta o alinhamento da Alfabetização Científica e Tecnológica com a Base Nacional Comum Curricular, documento norteador dos currículos da Educação Brasileira a Nível Básico. O objetivo foi verificar a aproximação das competências específicas como os atributos elencados por Fourez (2005) almejados em um indivíduo alfabetizado científica e tecnologicamente, na área de Ciências da Natureza e suas Tecnologias. Pela análise pôde-se verificar que nem todos os atributos são evidenciados em todas as competências específicas, de forma totalmente conectiva. Pode-se citar como exemplo na primeira competência específica ter-se destacado a autonomia e o domínio e responsabilidade. Já na segunda observou-se a autonomia e comunicação com maior destaque, enquanto que na terceira competência notou-se a presença de todos os atributos. Para estas competências específicas o atributo autonomia foi mais presente.

CONDITIONS FOR FORMING TECHNOLOGICAL LITERACY OF SCHOOLBOYS

The article highlights the problem of the formation of technological literacy in the context of modern education. The interest on the part of society and the state in the formation of technologically competent personnel has been substantiated. The theoretical aspects of technological literacy are considered, as well as the concepts of technological literacy, technological culture and technological competence are differentiated. Technological literacy itself was viewed in three contexts: - as a property of the student's personality; -as an educational goal; - as a response of the education system to social demand. The request from the state is represented by a set of regulatory documents that determine the requirements for the quality and content of the educational process. The paper lists the main forms of thinking necessary for the formation of technological literacy, defines the pedagogical goals of technological education. The conditions for the formation of technological literacy in the form of a system of factors are described. Special attention is paid to the technological literacy of the teacher and the mechanism of the successive transfer of personal technological experience from teacher to student is described.

La formación tecnológica del profesorado de música en Educación Secundaria. Un estudio de intervención basado en la integración de contenidos musicales, tecnológicos y pedagógicos en la Universidad de Valencia.

El presente trabajo de carácter descriptivo-exploratorio forma parte de un trabajo de mayor alcance realizado en Chile y España. Su objetivo ha sido fortalecer la formación tecnológica de los futuros profesores de música en Ed. Secundaria mediante el diseño, la implementación y la evaluación de una materia en dos cohortes consecutivas (cohortes 2017 y 2018, n= 81). En el diseño de intervención se tuvo en cuenta en su diseño componentes de alfabetización tecnológica, y dos estrategias de aprendizaje: proyectos (ABP) y trabajo cooperativo. La novedad del diseño consiste en la adaptación de un marco teórico de integración de contenidos disciplinares-tecnológicos-pedagógicos denominado TPACK que intenta favorecer la comprensión de la tecnología y su aplicación en la práctica docente de aula. Los productos de formación, objetos de los proyectos de trabajo, fueron materiales didácticos aplicables en el aula de Ed. Secundaria. Los resultados de ambas cohortes sugieren que los componentes caracterizadores de la intervención pueden ayudar a planificar de forma más reflexiva el uso de la tecnología musical en el aula. Además, el alumnado afirma que mejoró sus percepciones sobre sus habilidades tecnológicas en situaciones docentes y que dotaron de significado a la tecnología en su profesión. This descriptive-exploratory work is part of a larger work carried out in Chile and Spain. Its objective has been to strengthen the technological training of future music teachers in Secondary Education through the design, implementation and evaluation of a subject in two consecutive cohorts (cohorts 2017 and 2018, n= 81). The design of the intervention took into account technological literacy components, and two learning strategies: projects (ABP) and cooperative work. The novelty of the design consists in the adaptation of a theoretical framework for the integration of disciplinary-technological-pedagogical contents called TPACK that tries to improve the understanding of technology and its application in classroom teaching practice. The training products, the objects of the work projects, were didactic materials applicable in the classroom of the Secondary School. The results of both cohorts suggest that the characterizing components of the intervention can help to plan more reflectively the use of music technology in the classroom. In addition, students claim to have improved their perceptions of their technological skills in teaching situations and to have given meaning to technology in their profession.

KONSEP KOMUNIKASI KEPEMIMPINAN DAKWAH DALAM MENGHADAPI GENERASI DIGITAL

Research Objectives: This study aims to find out how the concept of da'wah communication should be carried out by a da'wah leader in facing the digital generation. Research Methodology: Qualitative-Literature. Research Results: from this study it was found that in facing the digital generation, a da'wah leader must pay attention to at least three things in communicating. Namely: first, you must be an example in your life, especially in the context of da'wah. Because the digital generation is a generation that really pays attention to the lives of its characters. Second, da'wah leaders must make maximum use of online media as a medium for preaching to the digital generation. Because the digital generation is a generation that is very familiar with online media. Third, the da'wah leader must have digital literacy in communicating with the digital generation. The three literacies are data literacy, technological literacy and human literacy. So that with this literacy, da'wah leaders can communicate well with the digital generation.