Menjembatani Kesenjangan Digital: Pentingnya Pelatihan Guru dalam Mengembangkan Konten Pembelajaran Digital
Bridging the Digital Divide: The Importance of Teacher Training in Developing Microlearning Content
Abstract
Program pengabdian masyarakat ini dilaksanakan di SMK Bina Cendekia Cirebon dengan tujuan utama meningkatkan kompetensi guru dalam pengembangan konten digital microlearning sebagai solusi untuk menjembatani kesenjangan digital di sektor pendidikan. Program ini melibatkan 42 guru yang mengikuti serangkaian pelatihan, dimulai dengan identifikasi kebutuhan melalui Focus Group Discussion (FGD), diikuti dengan pelatihan teknis, dan diakhiri dengan evaluasi hasil. Hasil FGD menunjukkan bahwa banyak guru masih kesulitan dalam mengintegrasikan teknologi digital ke dalam pembelajaran. Oleh karena itu, pelatihan difokuskan pada pengembangan keterampilan teknis dan desain instruksional yang diperlukan untuk menciptakan materi digital berkualitas tinggi. Evaluasi pasca-pelatihan menunjukkan bahwa guru dengan pengalaman mengajar 0-5 tahun memiliki tingkat pemahaman tertinggi terhadap materi pelatihan. Sementara itu, guru dengan pengalaman lebih dari lima tahun menunjukkan tingkat pemahaman yang lebih bervariasi, dengan sebagian memperoleh pemahaman yang tinggi, tetapi sebagian lainnya mengalami kesulitan dalam menyerap materi secara optimal. Selain itu, Guru Produktif Tata Busana menunjukkan pemahaman tertinggi berdasarkan jabatan, yang mengindikasikan bahwa spesialisasi tertentu lebih responsif terhadap pelatihan ini. Meskipun hasilnya positif, tantangan seperti perbedaan tingkat literasi digital dan keterbatasan infrastruktur tetap menjadi kendala. Secara keseluruhan, program ini berhasil meningkatkan kompetensi guru dalam pengembangan konten microlearning dan memberikan kontribusi signifikan dalam mengurangi kesenjangan digital di bidang pendidikan.
This community service program is carried out at SMK Bina Cendekia Cirebon to improve teacher competence in developing digital micro-learning content, a solution to bridge the digital divide in the education sector. The program involved 42 teachers who participated in a series of trainings, starting with identifying needs through FGD, then technical training, and ending with evaluating the results. The results of the FGD show that many teachers still have difficulties integrating digital technology into learning. Therefore, the training is focused on developing the technical and instructional design skills necessary to create high-quality digital materials. ost- training evaluation revealed that teachers with 0-5 years of teaching experience demonstrated the highest level of comprehension of the training materials. Meanwhile, teachers with more than 5 years teaching experience exhibited more varied levels of understanding, with some achieving high comprehension while others faced challenges in fully grasping the material. In addition, Productive Teachers of Fashion showed the highest understanding based on position, which indicates that certain specialties are more responsive to this training. Despite the positive results, challenges such as differences in digital literacy levels and limited infrastructure remain obstacles. Overall, this program has succeeded in improving teachers' competence in microlearning content development and significantly contributing to reducing the digital divide in education.
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