PELATIHAN ASESMEN KOMPETENSI MINIMUM DALAM PEMBUATAN E-MODUL MATEMATIKA PADA POLYSYNCHRONOUS LEARNING
DOI:
https://doi.org/10.31764/jmm.v6i1.6432Keywords:
Assistance, E-Module, Competency Based Assessment.Abstract
Abstrak: Usaha pemerintah dalam peningkatan pencapaian kompetensi kognitif dapat dilihat dari adanya perubahan kebijakan terkait penilaian kompetensi peserta didik. Dimana semula dari pelaksanaan Ujian Nasional (UN) menjadi Asesmen Kompetensi Minimum (AKM). AKM yang mulai diterapkan pada tahan 2019 ini diterapkan pada semua jenjang pendidikan. Beberapa keluhan dari mitra yaitu SMP Muhammadiyah 6 Dau dan SMA Negeri 1 Lawang terkait kebijakan AKM ini diantaranya adalah implementasi AKM pada proses pembelajaran. AKM yang merupakan kebijakan baru berdampak pada minimnya practical skill yang dimiliki oleh pendidik. Permintaan pelatihan pembuatan modul berbasis AKM ini juga muncul langsung dari sekolah mitra. Pelaksanaan pembelajaran pada masa pandemi mempengaruhi praktek pembelajaran sehingga penerapan AKM yang akan dilakukan di sekolah menggunakan pendekatan polysynchronous. Sehingga tujuan dari kegiatan pengabdian ini adalah memberikan pelatihan AKM dalam pembuatan e-modul pada pembelajaran polysynchronous difokuskan pada guru matematika sekolah. Metode pelaksanaan pengabdian adalah Pelatihan AKM dalam pembuatan e-modul, Pendampingan Pengembangan e-Modul Berbasis AKM, Implementasi e-Modul Berbasis AKM Pada Pembelajaran Polysynchronous, Refleksi dan Evaluasi.
Abstract: The government's efforts to increase the achievement of cognitive competence can be seen from the changes in policies related to the assessment of student competence. Where originally from the implementation of the National Examination to the Minimum Competency Assessment (MCA). MCA, which began to be implemented in 2019, is applied to all levels of education. Several complaints from partners, namely SMP Muhammadiyah 6 Dau and SMA Negeri 1 Lawang related to this MCA policy, including the implementation of MCA in the learning process. MCA which is a new policy has an impact on the lack of practical skills possessed by educators. Requests for training on making MCA-based modules also arise directly from partner schools.The implementation of learning during the pandemic affects learning practices so that the implementation of AKM that will be carried out in schools uses a polysynchronous approach. So the purpose of this service activity is to provide MCA training in making e-modules in polysynchronous learning focused on school mathematics teachers. The method of implementing the service is MCA Training in the manufacture of e-modules, Assistance in the Development of MCA-Based e-Modules, Implementation of MCA-Based e-Modules in Polysynchronous Learning, Reflection and Evaluation.
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