Citra Amelia

Penggunaan Padlet sebagai Media Pembelajaran Teks Cerpen di SMK Negeri 8 Semarang

Introduction

Penggunaan padlet sebagai media pembelajaran teks cerpen di smk negeri 8 semarang. Optimalisasi pembelajaran teks cerpen di SMK Negeri 8 Semarang menggunakan Padlet. Tingkatkan keterlibatan, berpikir kritis, kreativitas, dan kerja sama tim siswa dengan media inovatif ini.

Abstract

Guru dan siswa harus mampu menyesuaikan diri dengan lingkungan saat ini karenakurikulum yang berkembang pesat dan kecepatan perkembangan teknologi, terutama dalam halpenggunaan teknologi sebagai media pembelajaran. Untuk meningkatkan keterlibatan siswa,penggunaan teknologi di kelas harus diterapkan. Tujuan dari penelitian ini adalah untukmeningkatkan keterlibatan siswa, berpikir kritis, kreativitas, dan kerja sama tim untukmemfasilitasi dan memaksimalkan pembelajaran melalui media Padlet. Penelitian inimenggunakan metode deskriptif kualitatif dengan teknik obervasi, dokumentasi, danwawancara. Berdasarkan hasil penelitian, dalam membantu proses pembelajaran, guru dapatmemanfaatkan media Padlet untuk meningkatkan aktivitas belajar siswa.

Review

This study, titled "Penggunaan Padlet sebagai Media Pembelajaran Teks Cerpen di SMK Negeri 8 Semarang," addresses a highly pertinent area in contemporary education: the integration of technology to enhance learning outcomes. The abstract effectively highlights the pressing need for educators and students to adapt to evolving curricula and rapid technological advancements, particularly in leveraging digital tools for instructional purposes. The authors aim to explore how Padlet can facilitate and maximize learning in short story instruction by improving student engagement, critical thinking, creativity, and teamwork, which are all crucial skills in the 21st century. The research employs a descriptive qualitative methodology, utilizing observation, documentation, and interviews as data collection techniques. This approach is suitable for exploring the nuanced experiences and perceptions surrounding Padlet's implementation within a specific educational context. The abstract reports a key finding that Padlet can effectively assist the learning process and enhance student learning activities. However, the abstract provides limited detail on *how* these improvements in engagement, critical thinking, creativity, and teamwork were specifically observed or measured within the qualitative framework. A brief indication of the nature of the "aktivitas belajar" (learning activities) or examples of how Padlet specifically fostered these higher-order skills would strengthen this section. While the study presents a practical application of technology in language arts education, its generalizability might be constrained by its focus on a single vocational high school. For a more comprehensive understanding, the full paper would ideally elaborate on the specific instructional design involving Padlet, provide more concrete examples of its impact on the targeted skills, and potentially discuss theoretical underpinnings guiding the intervention. Despite these points, the abstract sets the stage for a study that offers valuable insights into the potential of digital tools like Padlet to invigorate classroom learning and promote active participation, particularly in the context of teaching literary texts. The findings, though broadly stated here, suggest a positive direction for integrating technology into teaching practices.

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