Utilization of Technology in the Teaching and Learning Process to Improve Student Learning Outcomes
Keywords:
Learning Media, Learning Strategies, Learning Technology, Pedagogical CompetenceAbstract
The utilization of technology in education plays a crucial role in enhancing the quality of teaching in the digital era. This article discusses various strategies that can be applied to integrate technology into the learning process, such as the use of digital media (videos and e-books) and online learning platforms like learning management systems (LMS). Technology not only makes learning materials more engaging but also facilitates interaction between teachers and students through online discussions and interactive assessments. Additionally, adaptive learning applications available in LMS and data analytics can help tailor the learning experience to meet the individual needs of each student. Teacher professional development through online training and participation in educational communities is also essential for enhancing teaching skills. With the effective use of technology, more efficient and effective learning can be achieved, provided that it is supported by appropriate teaching strategies. Teachers need to have the ability to design and implement lessons effectively to meet the established goals. Therefore, it is crucial for teachers to understand various teaching strategies and to master the teaching media being used.
References
Mize, M., Bryant, D. P., & Bryant, B. R. (2020). Teaching reading to students with learning disabilities: Effects of combined iPad-assisted and peer-assisted instruction on oral reading fluency performance. Assistive Technology.
Azis, Taufik nur. (2019). Strategi pembelajaran era digital . Bogor: The Annual Conference on Islamic Education and Social Science.
Afandi, Junanto, T. & Afriani, R., 2016. Implementasi Digital-Age Literacy Dalam Abad21 di Indonesia. Surakarta, Universitas Negeri Surakarta, pp. 113-119.
Sumiarsi, N., 2015. Analisis Kompetensi Pedagogik dan Pengembangan Pembelajaran SD Negeri 041 Tarakan. Jurnal Kebijakan dan Pengembangan Pendidikan, 3(1), pp. 99-104.
Nur, A. A., 2014. Meningkatkan Kompetensi Pedagogik Guru di SD Yayasan Mutiara Gambut. Jurnal Bahana Manajemen Pendidikan, pp. 65-831.
Purnasari, P. D. & Sadewo, Y. D., 2019. Penerapan Model Pembelajaran PBL Dalam Meningkatkan Aktivitas, Minat, dan Hasil Belajar Ekonomi Pada Siswa Kelas X (Studi Kasus Pada SMA
Syamsuar & Refliantor, 2018. Pendidikan dan Tantangan Pembelajaran Berbasis Teknologi Informasi di Era Revolusi Industri 4.0. E-Tech, 6(2), pp. 1-13.A Negeri 1 Bengkayang). Sebatik, 23(2), pp. 489/497.
Purnasari, P. D. & Sadewo, Y. D., 2020. Perbaikan Kualitas Pembelajaran Melalui Pelatihan Pemilihan Model Pembelajaran dan Pemanfaatan Media Ajar di Sekolah Dasar Wilayah Perbatasan. Jurnal Publikasi Pendidikan, 10(2), pp. 125-132.
Rahmawati, H., Iskandar, S., Rosmana, P., Nabilah, A. P., Rahmawati, A., Herlina, P., & Agustiani, N. (2023). Peran Guru Penggerak Terhadap Penerapan Pembelajaran Kurikulum Merdeka Untuk Meningkatkan Motivasi Belajar Siswa. Innovative: Journal Of Social Science Research, 3(2), 4039-4050.
Harahap, Z. N., Azmi, N., Wariono, W., & Nasution, F. (2023). Motivasi, Pengajaran dan Pembelajaran. Journal on Education, 5(3), 9258-9269.
Febrianti, S., Nursafwa, H., Arifin, B., Hayati, I., & Zailani, Z. (2021). Analisis faktor-faktor yang mempengaruhi minat belajar mahasiswa di masa pandemi pada mata kuliah penulisan karya ilmiah di Universitas Muhammadiyah Sumatera Utara. Al-Ulum: Jurnal Pendidikan Islam, 2(1), 48-57.
Sasomo, B., & Rahmawati, A. D. (2023). Analisis asesmen diagnostik pada model pembelajaran project based learning di kurikulum merdeka SMPN 3 Sine. Pedagogy: Jurnal Pendidikan Matematika, 8(1), 250-263.
Yanti, M. T. (2020). Pemanfaatan portal rumah belajar kemendikbud sebagai model pembelajaran daring di sekolah dasar (Doctoral dissertation, UNIVERSITAS JAMBI).
Lestari, S. (2021). Peningkatan kompetensi pedagogik guru melalui pelatihan pemanfaatan media sosial dan penerapan flipped classroom dalam hybrid learning. Community Education Engagement Journal, 3(1), 39-50.
Rudini, M., & Saputra, A. (2022). Kompetensi pedagogik guru dalam memanfaatkan media pembelajaran berbasis tik masa pandemi covid-19. Aksara: Jurnal Ilmu Pendidikan Nonformal, 8(2), 841-852.
Anggraeni, D., & Prayogi, A. (2024). Kompetensi Kemampuan Pedagogi Guru PAI dan Dampaknya Terhadap Keaktifan Siswa: Studi Kasus pada SMPN 2 Kajen Pekalongan. PUSAKA: Journal of Educational Review, 2(1), 19-31.
Chee, J., Nor, M. M., Othman, A. J., & Rahman, M. N. A. (2018). Isu Pengetahuan kandungan, pedagogi dan teknologi dalam kalangan guru prasekolah. JuKu: Jurnal Kurikulum & Pengajaran Asia Pasifik, 6(1), 7-21.
Wulandari, R. S., & Hendriani, W. (2021). Kompetensi pedagogik guru sekolah inklusi di Indonesia (Suatu pendekatan systematic review). Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 7(1), 143-157.
Pigg, K. E., & Bradshaw, T. K., (2003). Catalytic community development: A theory of practice for changing rural society. In D. L. Brown & L. E. Swanson (Eds.), Challenges for rural America in the twenty-first century (pp. 385-396). University Park, PA: Pennsylvania State University Press.
Sumber Internet
U.S. Census Bureau. (2000). State and Country QuickFacts. Washington, D.C.: United States Bureau of the Census. Retrieved November 7, 2008, from http://quickfacts.census.gov/qfd/.
