Keefektifan Pembuatan RPP Inovatif, Media dan Weblog Pembelajaran guna meningkatkan Kualitas Pembelajaran di Pondok Pesantren Darussalam
Bilah Samping Artikel
Diterbitkan:
Nov 29, 2022
Kata Kunci:
RPP, weblog, pembelajaran, media pembelajaran.
Isi Artikel Utama
Abstrak
Tujuan dari program pengabdian ini adalah mendampingi para guru madrasah di pondok pesantren Darussalam dalam pembuatan RPP Inovatif, Media Pembelajaran, dan Web blog. Metode yang digunakan adalah Participatory Action Research (PAR), yang mana semua pihak yang relevan dilibatkan secara aktif, dalam menganalisis tahapan-tahapan kegiatan yang sedang berlangsung guna melakukan perubahanperubahan yang lebih baik lagi. Berdasarkan hasil pengabdian didapatkan hasil bahwa rata-rata sikap guru sebesar 6,38 untuk pembuatan weblog, rata-rata sebesar 7,54 untuk PPT, dan rata-rata 6,97 untuk RPP yang masing-masing termasuk dalam kategori baik; sebesar 86% dari 37 orang peserta mampu membuat weblog, PPT, dan RPP; masing-masing sekolah membuat weblog sekolah resmi. Dengan demikian dapat disimpulkan bahwa kegiatan PKM ini memberikan dampak yang baik bagi guru madrasah di Pondok Pesantren Darussalam.
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“Keefektifan Pembuatan RPP Inovatif, Media Dan Weblog Pembelajaran Guna Meningkatkan Kualitas Pembelajaran Di Pondok Pesantren Darussalam”. Jurnal Ilmu Fisika dan Pembelajarannya (JIFP) 6, no. 2 (November 29, 2022): 49–56. Accessed January 24, 2026. https://jurnal.radenfatah.ac.id/index.php/jifp/article/view/21915.
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Cara Mengutip
“Keefektifan Pembuatan RPP Inovatif, Media Dan Weblog Pembelajaran Guna Meningkatkan Kualitas Pembelajaran Di Pondok Pesantren Darussalam”. Jurnal Ilmu Fisika dan Pembelajarannya (JIFP) 6, no. 2 (November 29, 2022): 49–56. Accessed January 24, 2026. https://jurnal.radenfatah.ac.id/index.php/jifp/article/view/21915.
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Mourtzis, D., Vlachou, E., Dimitrakopoulos, G., & Zogopoulos, V. (2020). Cyber- Physical Systems and Education 4.0 –The Teaching Factory 4.0 Concept. Procedia Manufacturing, 23, 129–134. https://doi.org/10.1016/j.promfg.2020.04.005
Plöger, W., Scholl, D., Schüle, C., & Seifert, A. (2019). Development of trainee teachers’ analytical competence in their induction phase – A longitudinal study comparing science and non-science teachers. Teaching and Teacher Education, 85, 215–225. https://doi.org/10.1016/j.tate.2019.06.018
Almerich, G., Orellana, N., Suárez-Rodríguez, J., & DíazGarcía, I. (2016). Teachers’ information and communication technology competences: A structural approach. Computers & Education, 100, 110–125. https://doi.org/10.1016/j.compedu.2016.05.002
Carvalho, N., Chaim, O., Cazarini, E., & Gerolamo, M. (2020). Manufacturing in the fourth industrial revolution: A positive prospect in Sustainable Manufacturing. Procedia Manufacturing, 21, 671–678. https://doi.org/10.1016/j.promfg.2020.02.170
Cherniack, M., Dussetschleger, J., Dugan, A., Farr, D.,Namazi, S., El Ghaziri, M., & Henning, R. (2016). Participatory action research in corrections: The HITEC 2 program. Applied Ergonomics, 53, 169–180. https://doi.org/10.1016/j.apergo.2015.09.011
Elpira, N., & Ghufron, A. (2015). PENGARUH PENGGUNAAN MEDIA POWERPOINT TERHADAP MINAT DAN HASIL BELAJAR IPA SISWA KELAS IV SD. Jurnal Inovasi Teknologi Pendidikan, 2(1), 94–104. https://doi.org/10.21831/tp.v2i1.5207
Fajarwati, S. K., Susilo, H., & Indriwati, S. E. (2017). Pengaruh Project Based Learning Berbantuan Multimedia terhadap Keterampilan Memecahkan Masalah dan Hasil Belajar Psikomotor Siswa Kelas XI SMA. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 2(3), 315–321.
Furbish, D. S., Bailey, R., & Trought, D. (2016). Using participatory action research to study the implementation of Career Development Benchmarks at a New Zealand university. International Journal for Educational and Vocational Guidance, 16(1), 153–167. https://doi.org/10.1007/s10775-015-9295-5
Graube, G., & Mammes, I. (2017). Industry Involvement in Technology Education. In M. J. de Vries (Ed.), Handbook of Technology Education (pp. 1–14). https://doi.org/10.1007/978-3-319-38889-2_60-1
Gudeva, L. K., Mitrev, S., Janevik, E. I., & Boev, B. (2012). Implementation of National Qualification Framework for Higher Education in Republic of Macedonia. Procedia - Social and Behavioral Sciences, 46, 2556–2560. https://doi.org/10.1016/j.sbspro.2012.05.521
Jhoni, M. (2017). Studi ketercapaian KKNI guru fisika dan refleksinya dalam pembelajaran berbasis creative skill. Jurnal Pendidikan Matematika dan Sains, 5(1). https://doi.org/10.21831/jpms.v5i1.13539
Jianping, Z., & Tongji, L. (2015). Subject Specific Didactical Competence of VTE Teachers from the Perspective of Studies on Teacher Thinking. Procedia - Social and Behavioral Sciences, 204, 247–253. https://doi.org/10.1016/j.sbspro.2015.08.147
Kabupaten Lahat. (2019). In Wikipedia bahasa Indonesia, ensiklopedia bebas. Retrieved from https://id.wikipedia.org/w/index.php?title=Kabupaten_Lahat&oldid=15194729
Kennedy, H. (2020). How adults change from facilitating youth participatory action research: Process and outcomes. Children and Youth Services Review, 94,298–305. https://doi.org/10.1016/j.childyouth.2020.10.010
Kumar, K., Zindani, D., & Davim, J. P. (2019). Requirements of Education and Qualification. In K.Kumar, D. Zindani, & J. P. Davim, Industry 4.0 (pp. 27–33). https://doi.org/10.1007/978-981-13-8165-2_3
Kuo, C.-C., Shyu, J. Z., & Ding, K. (2019). Industrial revitalization via industry 4.0 – A comparative policy analysis among China, Germany and the USA. Global Transitions, 1, 3–14. https://doi.org/10.1016/j.glt.2020.12.001
Liao, Y., Ramos, L. F. P., Saturno, M., Deschamps, F., de Freitas Rocha Loures, E., & Szejka, A. L. (2017). The Role of Interoperability in The Fourth Industrial Revolution Era. IFAC-PapersOnLine, 50(1), 12434–12439. https://doi.org/10.1016/j.ifacol.2017.08.1248
Mourtzis, D., Vlachou, E., Dimitrakopoulos, G., & Zogopoulos, V. (2020). Cyber- Physical Systems and Education 4.0 –The Teaching Factory 4.0 Concept. Procedia Manufacturing, 23, 129–134. https://doi.org/10.1016/j.promfg.2020.04.005
Plöger, W., Scholl, D., Schüle, C., & Seifert, A. (2019). Development of trainee teachers’ analytical competence in their induction phase – A longitudinal study comparing science and non-science teachers. Teaching and Teacher Education, 85, 215–225. https://doi.org/10.1016/j.tate.2019.06.018