Increasing English teachers' innovation through training on teaching modules development with digital technology integration

Authors

  • Yuli Astutik Department of English Education, Universitas Muhammadiyah Sidoarjo, Indonesia
  • Sheila Agustina Department of English Education, Universitas Muhammadiyah Sidoarjo, Indonesia
  • Fika Megawati Department of English Education, Universitas Muhammadiyah Sidoarjo, Indonesia
  • Rishma Anggraini Department of English Education, Universitas Muhammadiyah Sidoarjo, Indonesia

DOI:

https://doi.org/10.22219/jcse.v4i3.27579

Keywords:

EdPuzzle, English, Teaching Modules, Technology Integration

Abstract

In order to achieve quality learning in accordance with the aspirations and the fourth goal of SDGs, teachers need to create learning that is complete and in accordance with the needs of students. This complete and appropriate learning can be demonstrated by the teaching modules used by the teacher. In fact, teachers still encounter problems in compiling teaching modules that suit the needs of students in the current era of digital technology. This obstacle is also experienced by high school English teachers in Sidoarjo. One of the challenges is the lack of innovation in using and implementing information and technology-based English learning media. Therefore, with this community service, the authors aim to increase the high school English teachers' innovation through training on teaching module development with EdPuzzle integration. The success of this program was measured from a questionnaire filled out by the teachers. As a result, teachers who previously did not know what EdPuzzle was were finally able to create and implement it in class. They argue that digital media such as EdPuzzle is very useful for teaching and learning English. Thus, this community service has been carried out properly and succeeded in achieving the planned goals.

Downloads

Download data is not yet available.

References

Abu Bakar, M. B., & Khalid, N. (2021). Engagement and challenges in digital learning among SMK Tiram Jaya students. Selangor Humaniora Review, 5(1), 216-232.

Al, M., & Abutayeh, K. (2022). Jordanian science teachers’ perspectives on obstacles of differentiated instruction. İlköğretim Online, 20, 67–73. https://doi.org/10.17051/ilkonline.2021.02.12

Araiku, J., Somakim, S., Hartono, Y., & Indaryanti, I. (2021). Pendampingan pembuatan bahan ajar berbasis etnomatematika untuk guru matematika di Indonesia. Transformasi: Jurnal Pengabdian Masyarakat, 17(1), 1–12. https://doi.org/10.20414/transformasi.v17i1.2838

ARFA, A. N., Supriyatin, T., Syafa’atun, S., & Kurniawan, M. A. R. (2022). Mengembangkan media pembelajaran interaktif dengan Edpuzzle di SMPN 11 Bekasi. Jurnal Pengabdian Masyarakat Biologi dan Sains, 1(2), 15–24. https://doi.org/10.30998/jpmbio.v1i2.1294

Astuti, I., & Afendi, A. R. (2022). Implementation of differentiated learning through play activities in early childhood. EduLine: Journal of Education and Learning Innovation, 2(3), 358–365. https://doi.org/10.35877/454RI.eduline1264

Basuki, B., Purwanto, J., Jatmoko, D., Widiyono, Y., & Murhadi, M. (2022). Literasi digital dan penyusunan buku ajar berbasis teknologi bagi guru SMP Muhammadiyah Jono. Community Development Journal: Jurnal Pengabdian Masyarakat, 3(2), 865–868. https://doi.org/10.31004/cdj.v3i2.4878

Bentri, A., Hidayati, A., & Rahmi, U. (2019). Implementasi pelatihan pengembangan bahan ajar berbasis teknologi informasi bagi guru SD di Kota Padang. Suluah Bendang: Jurnal Ilmiah Pengabdian Kepada Masyarakat, 19(2), 101. https://doi.org/10.24036/sb.0170

Choiriyah, C., Noviani, D., & Priyanti, Y. (2022). Pelatihan pembuatan bahan ajar pada guru SMA bina warga (BW) 2 palembang. AKM: Aksi Kepada Masyarakat, 3(1), 161–170. https://doi.org/10.36908/akm.v3i1.448

Fahmi, A., Aryani, M., & Najwa, L. (2022). Strategi peningkatan mutu melalui kurikulum merdeka di perguruan tinggi swasta (Descriptive study di Prodi Manajemen Undikma). Jurnal Teknologi Pendidikan: Jurnal Penelitian dan Pengembangan Pembelajaran, 7(2), 168. https://doi.org/10.33394/jtp.v7i2.5999

Gibbs, K. (2022). Voices in practice: Challenges to implementing differentiated instruction by teachers and school leaders in an Australian mainstream secondary school. The Australian Educational Researcher. https://doi.org/10.1007/s13384-022-00551-2

Giyanto, Heliawaty, L., & Rubini, B. (2020). The effectiveness of online learning by EdPuzzle in polymer materials on students’ problem-solving skills. IOP Conference Series: Materials Science and Engineering, 959(1), 012006. https://doi.org/10.1088/1757-899X/959/1/012006

Grecu, Y. V. (2022). Overcoming obstacles to differentiate instruction when implementing prepared curricular resources in a diverse classroom. Anatolian Journal of Education, 7(1), 167–180. https://doi.org/10.29333/aje.2022.7113a

Habiburrahim, H. (2021). Exploring curriculum approaches and issues: A descriptive analysis. Englisia: Journal of Language, Education, and Humanities, 9(1), 50. https://doi.org/10.22373/ej.v9i1.10829

Kurniawan, K., Pebrianti, F. I., Jayana, D., & Achmad, R. K. (2022). An educator’s perspective on the presence of literary education in indonesia’s kurikulum merdeka (Independent Curriculum). In proceedings of the sixth international conference on language, literature, culture, and education (ICOLLITE 2022) (pp. 285–289). Atlantis Press SARL. https://doi.org/10.2991/978-2-494069-91-6_44

Lei, D.-Y., Cheng, J.-H., Chen, C.-M., Huang, K.-P., & James Chou, C. (2021). Discussion of teaching with multiple intelligences to corporate employees’ learning achievement and learning motivation. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.770473

Lestari, N. A. P. (2023). Analysis of 2013 curriculum problems so it is changed into a merdeka curriculum. Jurnal Pendidikan Dasar Nusantara, 8(2), 263–274. https://doi.org/10.29407/jpdn.v8i2.19229

Manivannan, M. L., & Nor, F. (2020). Barriers in differentiated instruction: a systematic review of the literature. Journal of Critical Reviews, 7, 293–297. https://doi.org/10.31838/jcr.07.06.51

Maulana, F., Supriadi, & Ustafiano, B. (2023). Pelatihan pembuatan modul ajar untuk mempersiapkan siswa menghadapi kurikulum merdeka pada SMK Negeri 5 Pekanbaru. ABDIMAS Lectura: Jurnal Pengabdian Kepada Masyarakat, 1(1), 60–66. https://journal.unilak.ac.id/index.php/abdimaslectura/article/view/13137

Michael Adam, G. (2020). The purpose of education. International Journal of Advanced Research, 8(1), 983–985. https://doi.org/10.21474/IJAR01/10391

Mischel, L. J. (2018). Watch and learn? Using EDpuzzle to enhance the use of online videos. Management Teaching Review, 4(3), 283–289. https://doi.org/10.1177/2379298118773418

Moran, S. (2018). Purpose-in-action education: Introduction and implications. Journal of Moral Education, 47(2), 145–158. https://doi.org/10.1080/03057240.2018.1444001

Mukhlishina, I., Danawati, M.G. & Wijayaningputri, A.R. (2023). Penerapan modul ajar sebagai implementasi kurikulum merdeka pada siswa kelas IV di Sekolah Indonesia Kuala Lumpur. Jurnal Pengabdian Kepada Masyarakat Nusantara, 4(1), 126–133. https://ejournal.sisfokomtek.org/index.php/jpkm/article/view/675

Mutmainna, M., Rabiah, S., & Muin, N. (2022). Comparison of 2013 curriculum and the drive school curriculum reviewed from standard contents of Indonesian lessons. Maktab: Jurnal Pendidikan Dan Teknologi, 1(2), 614–622. https://journal.citradharma.org/index.php/maktab/article/view/703

Pozas, M., Letzel, V., Lindner, K.-T., & Schwab, S. (2021). DI (differentiated instruction) does matter! The effects of di on secondary school students’ well-being, social inclusion and academic self-concept. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.729027

Pratikno, Y., Hermawan, E., & Arifin, A. L. (2022). Human resource ‘kurikulum merdeka’ from design to implementation in the school: what worked and what not in indonesian education. Jurnal Iqra’ : Kajian Ilmu Pendidikan, 7(1), 326–343. https://doi.org/10.25217/ji.v7i1.1708

Pratiwi, W. N., Rochintaniawati, D., & Agustin, R. R. (2018). The effect of multiple intelligence-based learning towards students’ concept mastery and interest in learning matter. Journal of Physics: Conference Series, 1013, 012075. https://doi.org/10.1088/1742-6596/1013/1/012075

Qadriani, N. L., Hartati, S., & Dewi, A. (2021). Pemanfaatan Youtube dan EdPuzzle sebagai media pembelajaran daring berbasis video interaktif. Jurnal Pemberdayaan Masyarakat Universitas Al Azhar Indonesia, 4(1), 1. https://doi.org/10.36722/jpm.v4i1.841

Rahayu, R., Rosita, R., Rahayuningsih, Y. S., Hernawan, A. H., & Prihantini, P. (2022). Implementasi kurikulum merdeka belajar di sekolah penggerak. Jurnal Basicedu,6(4), 6313–6319. https://doi.org/10.31004/basicedu.v6i4.3237

Rosyidi Karim, A. F., Mansur, M., & Yusuf, N. (2018). Implementasi kurikulum diferensiasi pendidikan kewarganegaraan pada kelas akselerasi peserta didik cerdas inklusif MTsN Ponorogo. Jurnal Civic Hukum, 3(2), 138. https://doi.org/10.22219/jch.v3i2.8654

Sahril, S., N, A. S., & Nur, Muh. S. (2021). The impact of differentiated instruction on students’ performance in critical reading. Eralingua: Jurnal Pendidikan Bahasa Asing Dan Sastra,5(1), 275. https://doi.org/10.26858/eralingua.v5i1.18937

Shearer, B. (2018). Multiple intelligences in teaching and education: Lessons learned from neuroscience. Journal of Intelligence, 6(3), 38. https://doi.org/10.3390/jintelligence6030038

Sujana, I. W. C. (2019). Fungsi dan tujuan pendidikan Indonesia. Adi Widya: Jurnal Pendidikan Dasar, 4(1), 29. https://doi.org/10.25078/aw.v4i1.927

Downloads

Published

2023-09-09

How to Cite

Astutik, Y., Agustina, S., Megawati, F., & Anggraini, R. (2023). Increasing English teachers’ innovation through training on teaching modules development with digital technology integration. Journal of Community Service and Empowerment, 4(3), 459–466. https://doi.org/10.22219/jcse.v4i3.27579

Issue

Section

Articles