PELATIHAN PENGEMBANGAN E-BOOK SAINS INTERAKTIF SEBAGAI UPAYA MENINGKATKAN KUALITAS SDM GURU SEKOLAH DASAR
DOI:
https://doi.org/10.2238/4pj4j359Keywords:
E-book Interaktif, Kompetensi Guru, Pembelajaran Sains, Literasi Digital, Interactive e-book, Teacher competence, Science learning, Digital literacyAbstract
Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi guru sekolah dasar dalam mengembangkan e-book sains interaktif sebagai upaya mendukung pembelajaran berbasis digital. Pemilihan topik ini didasarkan pada masih rendahnya kemampuan guru dalam memanfaatkan media digital serta belum optimalnya pemanfaatan potensi lokal sebagai sumber belajar. Metode yang digunakan adalah pelatihan partisipatif berbasis praktik (hands-on training) yang meliputi tahap persiapan, pelaksanaan, dan evaluasi. Pengumpulan data dilakukan melalui pretest-posttest, angket, observasi, serta penilaian produk menggunakan rubrik. Hasil kegiatan menunjukkan adanya peningkatan kompetensi guru yang signifikan, ditunjukkan dengan kenaikan nilai rata-rata dari pretest ke posttest dengan kategori sedang (N-Gain 0,61). Selain itu, sebanyak 84% peserta berhasil menghasilkan e-book interaktif, dan 88% peserta memberikan respon positif terhadap kegiatan pelatihan. Kegiatan ini juga menghasilkan produk e-book kontekstual yang dapat digunakan dalam pembelajaran. Dengan demikian, pelatihan ini efektif dalam meningkatkan kompetensi digital guru dan mendukung pembelajaran sains yang inovatif. This community service activity aims to improve elementary school teachers’ competence in developing interactive science e-books as an effort to support digital-based learning. The selection of this topic is based on the low level of teachers’ ability in utilizing digital media and the limited use of local potential as a learning resource. The method used is participatory training with a hands-on approach, consisting of preparation, implementation, and evaluation stages. Data were collected through pretest-posttest, questionnaires, observations, and product assessment rubrics. The results show a significant improvement in teachers’ competence, indicated by an increase in average scores from pretest to posttest with a moderate N-Gain (0.61). In addition, 84% of participants successfully developed interactive e-books, and 88% showed positive responses toward the training. The activity also produced contextual e-book products that can be directly applied in classroom learning. It can be concluded that this training is effective in enhancing teachers’ digital competence and supporting innovative science learningReferences
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