Joko Sukoyo Sukoyo, Endang Kurniati, Exwan Andriyan Verry Saputro

Pelatihan Model Pembelajaran Hipnoteaching bagi Guru Bahasa Jawa di Provinsi Jawa Tengah

Introduction

Pelatihan model pembelajaran hipnoteaching bagi guru bahasa jawa di provinsi jawa tengah. Tingkatkan antusiasme siswa belajar bahasa Jawa! Pelatihan model Hipnoteaching bagi guru bahasa Jawa di Jawa Tengah, solusi ciptakan pembelajaran inovatif dan menyenangkan.

Abstract

Berdasarkan kenyataan di lapangan, pembelajara bahasa Jawa belum berjalan secara efektif, indikatornya adalah siswa belum antusias mengikuti pembelajaran. Pembelajaran bahasa Jawa masih dianggap sebagai pelajaran yang sulit. Model pembelajaran yang digunakan masih menggunakan pendekatan teacher center. Selain itu, pemahaman guru terhadap penguasaan model-model pembelajaran inovatif masih lemah, sehingga belum mampu menciptakan suasana pembelajaran yang santai, inovatif dan menyenangkan Tim pengabdi mencoba mencari solusi dengan mengadakan pelatihan model pembelajaran hypnoteaching. Prinsip dalam hypnoteaching adalah pembelajaran yang memperhatikan aspek psikologi siswa, menyenangkan, santai dan menggunakan komunikasi yang hangat dan penuh simpati. Tujuan program pengabdian masyarakat ini adalah meningkatkan kompetensi guru tentang model pembelajaran hypnoteaching. Metode yang digunakan dalam program pengabdian masyarakat ini adalah metode ceramah, tanya jawab, demonstrasi dan penugasan. Mitra program pengabdian kepada masyarakat ini adalah guru -guru bahasa Jawa yang tergabung dalam MGMP Bahasa Jawa SMP Provinsi Jawa Tengah. Secara umum pelaksanaan program pengabdian kepada masyarakat berjalan dengan lancar dan sukses. Hal ini terbukti dari peningkatan pemahaman konsep model pembelajaran hipnoteaching sebesar 55%. Para peserta merasakan sangat senang dapat mengikuti program pelatihan model hipnoteaching. Peserta yang mengikuti program ini akan melakukan desiminasi di MGMP Bahasa Jawa di kabupaten masing-masing.

Review

This paper outlines a commendable initiative to enhance Javanese language education in Central Java through a specialized training program for teachers. The authors astutely identify critical challenges facing Javanese language instruction, notably student disengagement, the perception of the subject as difficult, a prevalence of teacher-centered approaches, and teachers' limited familiarity with innovative pedagogical models. This diagnostic precision provides a robust rationale for the intervention, underscoring the necessity to cultivate a more relaxed, innovative, and enjoyable learning environment for students. The core of the intervention involves a training program on the "Hypnoteaching" model, which is grounded in principles of student psychology, fostering a fun and relaxed atmosphere, and promoting warm, empathetic communication. The methodology employed for this community service initiative was practical and engaging, incorporating lectures, interactive question-and-answer sessions, practical demonstrations, and assignments. The program specifically targeted Javanese language teachers within the MGMP (Teacher Subject Deliberation Group) for Junior High Schools across Central Java, ensuring direct relevance and a focused approach to professional development. The reported outcomes suggest a successful execution of the program, evidenced by a notable 55% improvement in participants' conceptual understanding of the hypnoteaching model. Moreover, participant feedback highlighted high levels of satisfaction with the training, indicating its perceived value and relevance. The planned dissemination by participants within their respective MGMPs is a strong mechanism for broader knowledge transfer and impact. While the increase in conceptual understanding is a positive initial step, future work could further explore the practical implementation of hypnoteaching in actual classroom settings and assess its direct impact on student engagement, motivation, and learning outcomes, thereby providing a more comprehensive evaluation of its effectiveness.

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