Elis Teti Rusmiati, Nur Sucahyo, Widya Ismar, Putri Cholidhazia, Yuli Diah Saptorini, Yusrafiddin Yusrafiddin

Integrasi Animated Drawings dalam Pembelajaran Karakter PAUD/SD untuk Meningkatkan Empati, Disiplin, dan Spiritualitas

Introduction

Integrasi animated drawings dalam pembelajaran karakter paud/sd untuk meningkatkan empati, disiplin, dan spiritualitas. Tingkatkan empati, disiplin, & spiritualitas siswa PAUD/SD dengan Animated Drawings. Pelatihan guru di Pandeglang sukses integrasikan teknologi digital untuk pembelajaran karakter inovatif.

Abstract

Para guru PAUD dan SD di daerah khususnya di Desa Sukarame Carita Kabupaten Pandeglang banyak mengalami keterbatasan dalam mengakses dan memanfaatkan media digital interaktif untuk penguatan pendidikan karakter di kelas. Kurangnya keterampilan guru dalam mengintegrasikan teknologi sederhana dalam pembelajaran berdampak pada rendahnya variasi metode pengajaran nilai-nilai karakter, seperti empati, disiplin, dan kesadaran spiritual. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi guru PAUD dan SD dalam menggunakan aplikasi Animated Drawings sebagai media pembelajaran karakter yang inovatif dan interaktif. Jumlah peserta yang terlibat sebanyak 18 orang dari beberapa lembaga pendidikan anak usia dini dan sekolah dasar di wilayah sasaran. Metode pelaksanaan meliputi sosialisasi, pelatihan, praktik pembuatan media, implementasi di kelas, dan evaluasi. Tahapan pelaksanaan diawali dengan identifikasi kebutuhan, dilanjutkan dengan pelatihan berbasis praktik langsung, pendampingan implementasi, hingga evaluasi efektivitas penggunaan Animated Drawings dalam pembelajaran karakter. Hasil kegiatan menunjukkan adanya peningkatan kemampuan guru dalam memanfaatkan teknologi digital untuk mengajarkan nilai empati, disiplin, dan kesadaran spiritual kepada peserta didik. Selain itu, penggunaan Animated Drawings terbukti mampu meningkatkan minat belajar anak dan memperkuat internalisasi nilai-nilai karakter secara lebih kreatif dan menyenangkan.

Review

This community service report addresses a highly relevant and pressing issue: the limitations faced by PAUD and SD teachers, particularly in rural areas like Desa Sukarame, in effectively utilizing digital interactive media for character education. The identified problem of insufficient teacher skills in integrating simple technology directly impacts the variety and effectiveness of teaching empathy, discipline, and spiritual awareness. The initiative's objective to enhance teacher competency in using Animated Drawings as an innovative and interactive tool is commendable, presenting a practical solution to a well-defined educational challenge. The structured methodology, encompassing training, practical application, classroom implementation, and evaluation, appears well-suited for a capacity-building program. The reported outcomes are encouraging, demonstrating a clear increase in teacher capabilities to leverage digital technology for character education. Specifically, the abstract highlights that participating teachers are now better equipped to teach values such as empathy, discipline, and spiritual awareness. Furthermore, the use of Animated Drawings is reported to enhance student interest in learning and effectively strengthen the internalization of character values in a creative and enjoyable manner. These findings underscore the potential of accessible digital tools to revitalize character education and make it more engaging for young learners, successfully bridging the gap identified in the initial problem statement. While the increased teacher competence and student engagement are significant positive outcomes, the abstract could benefit from a more explicit discussion of direct evidence pertaining to the *actual enhancement* of student empathy, discipline, and spirituality, as indicated in the title. The current report primarily emphasizes teacher skill improvement and heightened student interest, which are crucial precursors but not direct measures of character development itself. Future reporting or research would be strengthened by detailing the specific observable indicators or pre- and post-assessments used to ascertain the direct impact on children's character traits. Additionally, while the intervention's success in a specific region is clear, a larger sample size and longitudinal studies could further validate the sustained impact and generalizability of using Animated Drawings for character education.

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