PELATIHAN PEMBUATAN MEDIA PEMBELAJARAN BERBASIS EDUTAIMENT PADA GURU GURU DI SMA MUHAMMADIYAH 1 PONOROGO
Keywords:
teacher training, learning media, edutainment, digital competence, instructional innovationAbstract
This study aims to improve teachers’ competence in designing and developing edutainment-based learning media through a training program conducted at SMA Muhammadiyah 1 Ponorogo. The research employed a qualitative descriptive approach with a participatory training-based design. The research subjects consisted of all teachers participating in the training program. The research stages included needs analysis, module design, training implementation through interactive lectures and hands-on practice, and evaluation using pre-test, post-test, observation, and product assessment of the developed learning media. The findings indicate a significant improvement in teachers’ understanding of edutainment concepts, digital application skills, creativity in media design, and self-confidence in implementing innovative learning media. Furthermore, the quality of the learning media produced was categorized as excellent based on indicators of content relevance, interactivity, visual creativity, and instructional attractiveness. The training program proved effective in supporting the transformation toward more interactive, creative, and student-centered learning practices. Therefore, similar professional development programs are recommended to be implemented continuously to enhance teacher professionalism and improve the overall quality of learning in schools.
Downloads
References
Al-Bakri, S. (2017). The impact of multimedia instruction on learning outcomes. Journal of Educational Technology Systems, 46(2), 123–139. https://doi.org/10.1177/0047239517697962
Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113–115. https://doi.org/10.1002/hbe2.191
Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. ASEE National Conference Proceedings. https://doi.org/10.18260/1-2--22585
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
Deci, E. L., & Ryan, R. M. (2016). Optimizing students’ motivation in the era of testing and pressure: A self-determination theory perspective. Theory and Research in Education, 14(2), 121–137. https://doi.org/10.1177/1477878516637398
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018
Giannakos, M. N., Chorianopoulos, K., & Jaccheri, L. (2016). Engagement in serious games: A systematic literature review. Computers & Education, 95, 130–145. https://doi.org/10.1016/j.compedu.2015.12.004
Hew, K. F., & Cheung, W. S. (2020). Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges. Educational Research Review, 12, 45–58. https://doi.org/10.1016/j.edurev.2014.05.001
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review. https://doi.org/10.13140/RG.2.2.31132.85120
Hrastinski, S. (2019). What do we mean by blended learning? TechTrends, 63, 564–569. https://doi.org/10.1007/s11528-019-00375-5
Kollöffel, B., & de Jong, T. (2016). Conceptual understanding of electrical circuits in secondary vocational engineering education: Combining traditional instruction with inquiry learning in a virtual lab. Journal of Engineering Education, 102(3), 375–393. https://doi.org/10.1002/jee.20022
Mayer, R. E. (2014). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369.005
OECD. (2019). PISA 2018 results (Volume I): What students know and can do. OECD Publishing. https://doi.org/10.1787/5f07c754-en
Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371–380. https://doi.org/10.1016/j.chb.2016.12.033
UNESCO. (2018). ICT competency framework for teachers (Version 3). UNESCO. https://doi.org/10.54675/QJGA5487
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Didik Tristianto, Yusvina Maya Aditiya
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
1. Copyright on any article is retained by the author(s).
2. The author grants the journal, right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work’s authorship and initial publication in this journal.
3. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
4. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
5. The article and any associated published material is distributed under the Creative Commons Attribution-ShareAlike 4.0 International License
