Learning Design Using Discord and Jigsaw Strategies to Improve Listening Skills

Penulis

  • Iqbal Ramadhan Universitas Negeri Malang, Malang, Indonesia
  • Made Duanda Kartika Degeng Universitas Negeri Malang, Malang, Indonesia
  • Hendry Praherdhiono Universitas Negeri Malang, Malang, Indonesia
  • Saiful Bahri Universitas Muslim Nusantara Al Washliyah, Medan, Indonesia

DOI:

https://doi.org/10.35706/sjme.v8i2.10515

Abstrak

Memperluas tantangan yang dihadapi sistem pendidikan di Indonesia dalam beradaptasi terhadap perubahan yang dibawa oleh perkembangan teknologi dan komunikasi. Kemunculan Industri 5.0 menghadirkan tantangan yang cukup besar sehingga memaksa institusi pendidikan untuk menerapkan proses pembelajaran jarak jauh. Istilah-istilah seperti blended learning, hybrid learning, flip-classroom, dan lain-lain telah menjadi cara untuk mengintegrasikan kegiatan belajar mengajar online dan offline. Integrasi ini menghadirkan tantangan baru dalam hal efektivitas, efisiensi, dan keterlibatan dalam merancang pembelajaran yang menggabungkan berbagai media dan strategi.

Menurut Prof Punaji (2020) dalam bukunya tentang desain pembelajaran, desain pembelajaran adalah suatu proses yang meliputi perencanaan kebutuhan dan tujuan pembelajaran, pengembangan media pengajaran, dan penerapan sistem pembelajaran yang sistematis, efektif dan efisien untuk mencapai tujuan pembelajaran yang telah ditentukan. Berbagai faktor seperti bahan dan kegiatan, karakteristik siswa, kurikulum, eksperimen, metode dan media pengajaran, serta evaluasi pembelajaran perlu dipertimbangkan dalam mengembangkan desain pembelajaran. Penggabungan desain pembelajaran dengan teknologi diharapkan dapat menjadikan pembelajaran lebih efektif dan efisien sehingga menghasilkan hasil yang optimal.

Unduhan

Data unduhan belum tersedia.

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Diterbitkan

2024-07-31

Cara Mengutip

Ramadhan, I., Degeng, M. D. K., Praherdhiono, H. ., & Bahri, S. (2024). Learning Design Using Discord and Jigsaw Strategies to Improve Listening Skills. SJME (Supremum Journal of Mathematics Education), 8(2), 311–333. https://doi.org/10.35706/sjme.v8i2.10515