Imelda Free Unita Manurung, Halimatussakdiah, Edizal Hatmi, Nurhairani, Salwa Nazira Maulida, Riti Humaya

PELATIHAN PENGEMBANGAN INSTRUMEN PENILAIAN METAKOGNITIF IPAS BERBASIS SMART TECHNOLOGY UNTUK MENINGKATKAN KOMPETENSI GURU SEKOLAH DASAR

Introduction

Pelatihan pengembangan instrumen penilaian metakognitif ipas berbasis smart technology untuk meningkatkan kompetensi guru sekolah dasar. Tingkatkan kompetensi guru SD! Pelatihan pengembangan instrumen penilaian metakognitif IPAS berbasis Smart Technology, memanfaatkan Google Forms, AI, dan Anates, untuk evaluasi valid & efisien.

Abstract

Abstract: This community service program was implemented at UPT SPF SD Negeri 101800, Deli Tua Subdistrict, Deli Serdang Regency, with the aim of enhancing teachers’ competence in developing metacognitive assessment instruments in IPAS learning based on Smart Technology. The main problems faced by the partner school included teachers’ difficulties in developing metacognitive instruments, the low quality of assessment instruments, limited skills in item analysis, and the lack of technology utilization in constructing valid and reliable assessment tools.The solutions offered consisted of technology-based training and mentoring, including the use of Google Forms, Magic School AI, Baamboozle, and Anates in the development and analysis of assessment instruments. The implementation method was carried out through four main stages: preparation, implementation, monitoring and evaluation, and follow-up. The training and workshops were conducted using a participatory approach with hands-on practice to enable teachers to develop assessment instruments that meet quality standards.The results of the program indicate an improvement in teachers’ understanding and skills in developing technology-based metacognitive assessment instruments, as well as their ability to analyze the validity and reliability of test items. In addition, teachers demonstrated increased competence in utilizing digital applications as innovative and efficient tools for learning evaluation. Keyword: Digital literacy, pedagogical competence, mentoring, primary school teachers, learning technology Abstrak: Program pengabdian kepada masyarakat ini dilaksanakan di UPT SPF SD Negeri 101800 Kecamatan Deli Tua, Kabupaten Deli Serdang dengan tujuan meningkatkan kompetensi guru dalam menyusun instrumen penilaian kemampuan metakognitif pada pembelajaran IPAS berbasis Smart Technology. Permasalahan utama yang dihadapi mitra meliputi kesulitan guru dalam mengembangkan instrumen metakognitif, rendahnya kualitas instrumen penilaian, keterbatasan kemampuan dalam analisis butir soal, serta minimnya pemanfaatan teknologi dalam penyusunan instrumen yang valid dan reliabel. Solusi yang ditawarkan berupa pelatihan dan pendampingan berbasis teknologi, meliputi penggunaan aplikasi Google Form, Magic School AI, Baamboozle, dan Anates dalam pengembangan dan analisis instrumen penilaian. Metode pelaksanaan kegiatan terdiri atas empat tahapan, yaitu persiapan, pelaksanaan, monitoring dan evaluasi, serta tindak lanjut. Kegiatan pelatihan dan workshop dilaksanakan secara partisipatif dengan pendekatan praktik langsung agar guru mampu menghasilkan instrumen penilaian yang sesuai dengan standar kualitas. Hasil kegiatan menunjukkan adanya peningkatan pemahaman dan keterampilan guru dalam menyusun instrumen penilaian metakognitif berbasis teknologi, serta kemampuan dalam melakukan analisis validitas dan reliabilitas butir soal. Selain itu, guru menunjukkan peningkatan dalam pemanfaatan aplikasi digital sebagai media evaluasi pembelajaran yang inovatif dan efisien. Kata Kunci: Literasi digital, kompetensi pedagogik, guru SD, teknologi pembelajaran.

Review

This community service program addresses a crucial need for enhancing primary school teachers' competence in developing metacognitive assessment instruments for IPAS (Science, Social Studies, Technology, and Arts) learning, particularly through the integration of Smart Technology. The paper clearly identifies several pertinent challenges faced by teachers, including difficulties in creating metacognitive instruments, low quality of existing assessments, limited skills in item analysis, and a significant lack of technology utilization for ensuring assessment validity and reliability. By directly tackling these issues, the initiative offers a highly relevant and practical solution aimed at improving the pedagogical and digital literacy of educators, thereby contributing to higher quality learning evaluation in schools. The methodology employed is well-structured and practical, consisting of four distinct stages: preparation, implementation, monitoring and evaluation, and follow-up. A key strength lies in the hands-on, participatory training approach, which utilized a suite of diverse digital tools such as Google Forms, Magic School AI, Baamboozle, and Anates. This selection of tools is particularly commendable as it covers various aspects of assessment, from creation and delivery to advanced item analysis, demonstrating a comprehensive approach to technology integration. The abstract effectively conveys that these technology-based interventions led to tangible improvements in teachers' understanding and skills, not only in crafting metacognitive instruments but also in conducting critical validity and reliability analyses of test items. The program's outcomes underscore its significant success in elevating teachers' capabilities in developing and utilizing innovative digital applications for learning evaluation. The reported increases in teachers' understanding, skills, and overall digital competence are highly encouraging and demonstrate the immediate positive impact of such targeted professional development initiatives. While the abstract presents strong qualitative evidence of improvement, a full journal submission would benefit from including more specific quantitative data to robustly support these claims, such as pre- and post-training scores or detailed metrics on instrument quality. Nevertheless, this initiative serves as an excellent model for future teacher training programs, highlighting the effectiveness of combining pedagogical expertise with modern technological tools to foster more innovative and efficient assessment practices in primary education.

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