This study attempted to outline the benefits and drawbacks of using Google Form as an assessment tool for English classes at SMP N 5 Tarakan. The Google Form itself is a component of a Google features that may gather data from different responses to different purposes, like surveys and task media. This study examined how Google Form could be used as an evaluation, which should make teaching and learning more convenient. The descriptive qualitative method was employed in this investigation. Study of documentation, observation, and interviews were all used in collecting of data, which was then qualitatively assessed using a coding system and narratively recounted. The subjects of this study were English teachers and students who were represented based on the highest scores in English subjects from each class. The results of this study indicated there were both advantages and disadvantages to using Google Form as a tool for learning evaluation by English teachers and student from the planning, preparation, and readiness stages of facilities and infrastructure to the implementation stage, using Google Form had an impact and benefits in terms of effectiveness and efficiency. The Google Form substantially benefited teachers in terms of money, time, and effort. It aided students in completing practical assignments more succesfully and with greater statisfaction.
Semester Gasal 2021/2022 beberapa sekolah di Kota Tarakan sudah mulai melaksanakan pembelajaran dengan kondisi pertemuan tatap muka (PTM) terbatas. Oleh karena itu, penting untuk melakukan kegiatan terkait dengan pemantapan guru dalam melaksanakan PTM terbatas, khususnya penggunaan teknologi pembelajaran sehingga mendukung pelaksanaan blended learning. Kegiatan dilaksanakan dengan luring dan daring, di mana kegiatan luring dilakukan langsung dalam bentuk praktik sehingga guru dapat memahami langkah-langkah dalam penggunaan teknologi pembelajaran (pixton, seesaw, dan quizizz). Sedangkan kegiatan daring untuk memfasilitasi guru dalam melakukan simulasi praktik penggunaan pixton, seesaw, dan quizizz. Kegiatan pengabdian yang dilaksanaan dapat diikuti dengan baik oleh guru terbukti dengan kemampuan guru dalam melakukan praktik secara mandiri terhadap ketiga platform yang sudah disajikan meskipun belum mengeksplorasi fitur platform secara lebih mendalam.
ABSTRAKIbM Master Mendampingi Guru di Wilayah Terdepan, Terluar, dan Tertinggal Kalimantan Utara (2MG3TKaltara ini bertujuan untuk: 1) Melatih guru dalam merencanakan dan melaksanakan pembelajaran berbasiskontekstual; 2) Membantu keterbatasan siswa dalam hal sarana pembelajaran yaitu dengan membagikan alattulis, alat olahraga (bola Voli, Bola Kaki, Raket, Bola Bulutangkis); 3) Memperkaya wawasan guru tentangkebijakan pendidikan saat ini; dan 4) Menciptakan keakraban dan kesadaran guru dan menambah wawasansiswa kelas XII terhadap peluang melanjutkan di Perguruan Tinggi; dan 5) Memotivasi orang tua siswa untukmemberikan kesempatan dan dukungan bagi putra-putrinya untuk melanjutkan studi ke jenjang yang lebihtinggi. Mitra IbM ini adalah UPTD dan sekolah yang berada di Wilayah Terdepan, Terluar, dan Tertinggal yaituUPT Disdik Krayan. Pelaksanaan pengabdian ini diharapkan dapat membantu meningkatkan kualitas layananpendidikan di wilayah 3T, dikuasainya metode pembelajaran berbasis Lesson Study oleh guru, dan dihasilkanluaran berupa teknologi tepat guna berupa rubrik penskoran. Teknologi yang menjadi luaran dapat melatihkarakter siswa yaitu rasa bangga terhadap karya sendiri. Hal ini dibutuhkan mengingat Krayan merupakandaerah yang lebih mudah akses ke Malaysia daripada ke Ibukota Kaltara. Disamping itu, pembagian alatolahraga diharapkan dapat memotivasi siswa dan pemuda untuk melatih fisik dan jiwa sportif
During the corona pandemic, online learning is perceived as a way to continue teaching and learning activities. This technique, although agreed upon, is controversial. Teachers' readiness is required to teach with the ability to use effective and efficient learning technology. The facts in the field are that many teachers are still not yet proficient in using learning technology, particularly in North Kalimantan province. The purpose of this research is to support and engaging border area teachers in online learning. Survey research was conducted with 290 teachers in the districts of the province of North Kalimantan. Teacher questionnaire was given and analyzed qualitatively to reveal the problems faced by the teachers in online learning. The results show that almost all the teachers faced difficulty in online teaching; it was about their readiness in preparation, teaching, and learning process until the assessment. This result implies that the teachers must continue their professional development, especially in knowledge upgrading in online learning and technologysupported teaching.
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