PELATIHAN PEMANFAATAN ARTIFICIAL INTELLIGENCE UNTUK PENDIDIK IPA DALAM MEMFASILITASI MICROLEARNING
DOI:
https://doi.org/10.31764/jmm.v8i1.19712Keywords:
Artificial Intelligence, Microlearning, Learning, Digital Era, Training Teacher.Abstract
Abstrak: Pendekatan microlearning memfasilitasi terbatasnya kemampuan kita dalam belajar dengan lebih baik. Berkembangnya kecerdasan buatan/artificial inttellingence (AI) Era digital perlu disikapi dengan bijak, terutama dalam pengembangan Pendidikan kedepannya. Sayangnya mitra pelatihan ini yakni MGMP Guru IPA yang berjumlah 41 orang guru masih belum pernah memanfaatkannggunakan AI dan juga microlearning dalam pembelajaran. Pelatihan dan pendampingan ini bertujuan untuk memberikan pengetahuan dan keterampilan penggunaan AI dalam mendesain pembelajaran berorientasi microlearning. Metode dalam pelaksanaan pelatihan ini di bagi dalam tiga tahap yakni, persiapan, pelatihan dan pendampingan, serta evaluasi. Instrument yang digunakan dalam pemetaan hasil kegiatan ini adalah instrumen pretest posttest, angket respon dan lembar penilaian video microlearning. Hasil pelatihan menunjukkan bahwa terjadi peningkatan hasil pada aspek pengetahuan dan juga keterampilan. Pada Aspek pengetahuan terlihat dari peningkatan rerasa skor pretest dan posttest sebesar 32%, sedangkan aspek keterampilan didapatkan dari skor video microlearning yang juga terdapat peningkatan 58,7%. Berdasarkan hasil respon data menunjukkan respon positif terhadap pelaksanaan pelatihan. Simpulan dari hasil pelatihan ini adalah,terdapat peningkatan rerata pengetahuan skor N-gain 0,6 dengan kategori sedang dan keterampilan skor 0,72 dengan kategori tinggi dari peserta setelah diberikan pelatihan pemanfaatan artificial intelligence untuk pendidik ipa dalam memfasilitasi microlearning.
Abstract: Our limited capacity to learn better is facilitated by the microlearning approach. It is important to respond to the rise of artificial intelligence in a thoughtful manner, particularly as it relates to the future of education. Unfortunately, this training partner, namely MGMP Science Teachers, totaling 41 teachers, still does not utilize AI and microlearning in learning. Giving partners knowledge and abilities in applying AI to develop microlearning-oriented learning is the goal of this training and mentorship. Implementing this training is divided into three stages, namely, preparation, training and mentoring, and evaluation. He instruments used in mapping the results of this activity were prepost-test instruments, response questionnaires and microlearning video assessment sheets. He knowledge component is demonstrated by a 32% rise in pre- and post-test scores, while the skills component is demonstrated by a 58.7% increase in the microlearning video score. The response data indicates that there was a favorable reaction to the training's execution. The conclusion from the results of this training is that there was an increase in the average knowledge score of N-gain of 0.6 in the medium category and skill score of 0.72 in the high category of participants after being given training on the use of artificial intelligence.
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