Ketut Sedana Arta, Desak Made Oka Purnawati, I Wayan Putra Yasa, Raden Ahmad Ginajar Purnawibawa

PELATIHAN DAN PENDAMPINGAN PENGGUNAAN MEDIA SCHOOLOGY UNTUK PEMBELAJARAN DARING DI ERA PASCA PANDEMI COVID 19 BAGI GURU – GURU DI SMP SATAP N 3 SUKASADA

Introduction

Pelatihan dan pendampingan penggunaan media schoology untuk pembelajaran daring di era pasca pandemi covid 19 bagi guru – guru di smp satap n 3 sukasada. Pelatihan Schoology bagi guru SMP SATAP N 3 Sukasada untuk optimalkan pembelajaran daring pasca pandemi COVID-19. Tingkatkan profesionalisme, penyusunan materi, dan hasil belajar siswa melalui LMS.

Abstract

The main objectives of this activity are: (1) Improving the professional development of teachers in the context of utilizing LMS (Schoology) media as online learning media (2) Improving the ability of teachers to compile and present learning materials and evaluations in LMS (Schoology) (3 ) Improving student learning outcomes by using the LMS (Schoology) application. The results of the activity showed that the teachers at SMP Negeri One Roof 3 Sukasada they did not have sources of information related to LMS (Learning Management System) media, especially schoology so that there was no attempt to update the online learning system, and only focused on using social media Whatshap; (2) teachers at SMP Negeri 3 Sukasada One Roof have done online learning but it has not been done optimally, this happens because most teachers use social media applications such as whatshaap and google classroom, and do not provide space for students to learn interactively; (3) most of the teachers complained about online learning because students had decreased interest in learning, this can be seen. Most of the students were late or did not submit their assignments for various reasons such as not having cellphones, damaged cellphones and network problems; (4) teachers at SMP SATAP Negeri 3 Sukasada have never received training on Learning Management Systems (LMS), such as Schoology, so they do not know the advantages or disadvantages of the schoology

Review

This paper presents a training and mentoring initiative focused on enhancing the use of Schoology, a Learning Management System (LMS), for online learning among teachers at SMP SATAP N 3 Sukasada in the post-COVID-19 pandemic era. The objectives are clearly articulated, aiming to improve teachers' professional development in utilizing LMS, enhance their ability to create and deliver interactive learning materials, and ultimately improve student learning outcomes. The initiative addresses a critical need, as highlighted by the baseline findings that teachers lacked exposure to and knowledge of sophisticated LMS platforms, predominantly relying on basic social media applications like WhatsApp for online instruction, which limited interactive learning opportunities. The intervention is highly relevant and timely, particularly for educational institutions in potentially less-resourced areas, which often face challenges in adopting advanced digital tools. The commitment to providing training and ongoing mentorship for teachers in Schoology demonstrates a practical approach to bridging the digital literacy gap identified. By equipping teachers with the skills to effectively use an LMS, the program has the potential to significantly elevate the quality of online learning, fostering a more engaging and structured educational environment for students. The focus on developing skills for compiling and presenting learning materials and evaluations within the LMS is particularly commendable, as it directly supports improved pedagogical practices in a digital context. However, the abstract primarily details the *pre-intervention* challenges and needs of the teachers, rather than the *outcomes* or *results* of the training and mentoring activity itself. While the initial assessment clearly justifies the intervention, the stated objectives of improving teacher abilities and student learning outcomes are not evidenced by data in the provided "results of the activity" section. This section describes issues like teachers' lack of LMS knowledge, suboptimal online learning practices, and student disengagement due to technological and network problems—all of which appear to be the rationale *for* the training, rather than the *impact* of it. For a comprehensive review, future iterations or the full paper should elaborate on how the training was conducted, and more importantly, present quantitative or qualitative data demonstrating the extent to which the stated objectives were achieved post-intervention. This would significantly strengthen the paper's contribution by showcasing the tangible benefits and effectiveness of the program.

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