Asistensi Mengajar, Adaptasi Teknologi, Dan Administrasi Dalam Program Kampus Mengajar

Santoso, Heri; Sari, Diana Puspita; Fadilla, Apriliana Dian; Utami, Faidah Fitri; Rahayu, Fitria Pangesti; Sari, Della Chamelia; Sya'bani, Niken Putri

doi:10.32493/j.pdl.v4i2.18220

Cited by 7 publications

(6 citation statements)

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“…The most predominant province in reporting the impact of their program is East Java (Anwar, 2021;Ashari et al, 2022;Bali et al, 2022;Rachman et al, 2021;Rosita & Damayanti, 2021;Salsabila et al, 2022;Setyadi et al, 2021;Tsamroh et al, 2021), closely followed by West Java (Khairunnisa & Kurniawan, 2021;Mulyati et al, 2021;Safaringga et al, 2022;Usral et al, 2022;Utami, 2021). Research also covers the program in Central Java (Prasandha & Utomo, 2022;Pristya et al, 2022;Santoso et al, 2022;Widiyono et al, 2021;Widjanarko et al, 2021), Jakarta (Anugrah, 2021;Fatonah et al, 2021;Lestari et al, 2023;Rahmadani et al, 2022), Bengkulu (Nurhasanah & Nopianti, 2021), West Nusa Tenggara (Hikmawati et al, 2022), West Sumatra (Rahim & Suryani, 2022), North Sumatra (Martina et al, 2022) and South Sumatra (Hendrowati & Sunanto, 2021;Khotimah et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

A Solution with Its Own Problems : Analysing the Problems Encountered by the “Kampus Mengajar” Program

Ramadansur,

Bastian,

Rizky

et al. 2024

j. kependidikan. has. penelit. kaji. kepustakaan. bid. pendidik

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This study aims to highlight and evaluate the issues at an in-depth level to provide different solutions that are expected to be a reflection for the government, especially the Ministry of Education and Culture, to be able to improve the implementation and monitoring of the Kampus Mengajar Program. A descriptive qualitative approach was used, and the data were collected from a focus group discussion with students of the English Education Study Program at Universitas Lancang Kuning, then the data was analyzed descriptively. The results highlight some problems in the implementation of the Kampus Merdeka Program. These included a lack of coordination and clear communication between stakeholders, which led to confusion among students and schools, uneven targeting of schools, inadequate support for the program, and credit conversion, resulting in frustration and challenges. Addressing these issues, the study recommended increased socialization of the program, transparency in credit equivalency, and more accurate school data collection. In conclusion, this research offers several solutions that are expected to reflect the Ministry of Education, Culture, Research and Technology (Kemendikbudristek) that the Kampus Mengajar Program faces various challenges in its implementation, which need to be addressed for the program to effectively meet its goal of improving education in the 3T areas.

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Section: Discussionmentioning

confidence: 99%

A Solution with Its Own Problems : Analysing the Problems Encountered by the “Kampus Mengajar” Program

Ramadansur,

Bastian,

Rizky

et al. 2024

j. kependidikan. has. penelit. kaji. kepustakaan. bid. pendidik

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“…Kegiatan ini berlangsung selama tiga bulan, dengan fokus tujuan dalam rangka memberi kesempatan terhadap mahasiswa untuk tumbuh dan berkembang, berperan serta ikut serta dalam membantu pihak sekolah dalam memberikan program layanan pendidikan kepada peserta didik di masing-masing satuan pendidikan (Santoso et al, 2022).…”

Section: Program Kampus Mengajar Adalah Program Tindak Lanjut Dari Pr...unclassified

Pemberdayaan Mahasiswa Universitas Sains Al-Qur’an dalam Program Kampus Mengajar 5 di SMP Negeri Satu Atap 4 Sukoharjo dan SMPN Satu Atap 3 Kejajar Kabupaten Wonosobo

Robingun Suyud El Syam,

Salis Irvan Fuadi,

Darul Muntaha

2023

ASPIRASI

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The Teaching Campus Program is a follow-up program to the Pioneer Teaching Campus Program organized by the Indonesian Ministry of Education and Culture in 2020 as a concrete manifestation of higher education through its students to take part in moving to make education successful nationally in a pandemic situation. The aim of this service is to understand the process of empowering Al-Qur'an Science University students in the Teaching Campus 5 Program at One Roof 4 State Middle School Sukoharjo and One Roof 3 State Middle School Kejajar, Wonosobo Regency. The empowerment strategy goes through four stages, namely: provision, deployment, monitoring and withdrawal. The results of this empowerment show that Al-Qur'an Science University students in the Teaching Campus Program have contributed to solving the problems of post-pandemic education, namely the lack of motivation to learn. This can be seen from the increase in school literacy and numeracy, as well as improved school adaptation to technology in the learning process, and the realization of a project to strengthen the profile of Pancasila students (P5). These results contribute to school recovery after the Covid-19 pandemic. The conclusion focuses on the importance of emotional ties between students and the school in realizing a goal to be achieved together and its implications for the sustainability of national education.

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“…Hasil dari penelitian lain oleh (Santoso et al, 2022) Memanfaatkan teknologi digital dalam pembelajaran online Kegiatan ini merupakan salah satu bentuk kegiatan belajar mengajar online yang membantu guru dan siswa mempelajari pendidikan online dengan menggunakan berbagai platform seperti Google Meet, Google Classroom, dan produk e-learning lainnya.…”

Section: Metode Penelitianunclassified

Studi Literatur Pemanfaatan Teknologi Pada Proses Pengajaran Kurikulum Merdeka

Siti Luthfiyah Mawaddah

2023

jmpb-widyakarya

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This research uses the literature study method to examine the use of technology in the Independent Curriculum teaching process. Where, data collection is carried out by reading and recording various literature relevant to the title of this article, the research is carried out in a non-interactive and sustainable manner. The Merdeka Curriculum requires teachers to be literate in technology and students can master numeracy and technological literacy. With various variations of technology, many innovations are generated in technology for teaching, one example is the use of digital comics as one of the learning media, which aims to prevent students from feeling bored with all the written texts explained by the teacher. Based on the results of previous research, the technology used as teaching in this independent curriculum has not been conveyed evenly enough to teachers, because there are still many teachers who are not proficient in utilizing technology, so that teachers must understand the independent curriculum themselves in order to achieve the competencies expected in the vision and mission of the independent curriculum.

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Asistensi Mengajar, Adaptasi Teknologi, Dan Administrasi Dalam Program Kampus Mengajar

Cited by 7 publications

References 1 publication

A Solution with Its Own Problems : Analysing the Problems Encountered by the “Kampus Mengajar” Program

A Solution with Its Own Problems : Analysing the Problems Encountered by the “Kampus Mengajar” Program

Pemberdayaan Mahasiswa Universitas Sains Al-Qur’an dalam Program Kampus Mengajar 5 di SMP Negeri Satu Atap 4 Sukoharjo dan SMPN Satu Atap 3 Kejajar Kabupaten Wonosobo

Studi Literatur Pemanfaatan Teknologi Pada Proses Pengajaran Kurikulum Merdeka

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