The Covid-19 pandemic has made fundamental changes to the implementation of learning, schools generally do not carry out face-to-face learning, schools carry out learning via the internet, called online. One good online learning platform for vocational teachers to understand is TPACK. A platform that integrates technology, pedagogy and Content – Knowledge (teaching materials) at every online learning
From observations, there are still many teachers who have not been able to make TPACK-Based Online Assignments, including teachers at SMKN 1 West Sumatra and BLPT Padang. In this regard, it is necessary to conduct structured training in making TPACK-Based Online Assignments to assess student learning outcomes, at the two schools. Through this structured training, it is hoped that teachers can make TPACK-Based Online Assignments and assess students objectively, even though this is the era of the Covid 19 pandemic. Improving the quality of education is expected to be the responsibility of stakeholders, especially school principals and teachers as decision makers. In building a higher quality education, through the development of TPACK-Based Online Assignment, it is hoped that there will be an increase in the quality of evaluation of learning outcomes as well as an increase in the quality of teachers and other education personnel.
This community service activity is carried out for 8 months, starting from March 2021, making proposals, implementation, and reporting in November 2021. The implementation process is by visiting schools and teachers at both schools, the first stage is face-to-face training for 4 days (32 hours), the second stage, the teacher is given the task of making a TPACK-Based Online Assignment, a set of prototypes consisting of 20 assignments for one semester from a variety of assignments.
During the making of the TPACK-Based Online Assignment by the teacher, the interaction continues by utilizing the online network (HP and the internet). Teachers are given the opportunity to ask questions that they do not understand. In the final stage, conducting the final check of the TPACK-Based Online Assignment made by the teacher, from the final result the teacher is expected to be able to make a set of tasks, each with 20 tasks. To motivate teachers’ work in making TPACK-Based Online Assignment, teachers are bought internet quota packages.
From this community service activity, it is expected to produce scientific works that will be published in the National Journal of the ISSN, video publications, publications of activities on electronic media, and chapters (sections) of a book on TPACK-Based Online Assignment for Vocational Student Learning Evaluation.
Figure 2. Conditions of Participants in Participating in Following Activities
This problem gave encouragement to the team and as the UNP academic community moved to provide a helping hand, training teachers to make TPACK-Based Online Assignments. There are several formulations of the problem:
- How to provide training on how to develop TPACK-Based Online Assignment to school teachers as one of the pedagogic competencies?
- How to provide training on how to assess TPACK-Based Online Assignment to school teachers as one of the pedagogic competencies?
From the implementation of ‘Community Service for Making TPACK-Based Online Assignments’ at the education unit of SMKN 1 West Sumatra and BLPT Padang, it can be concluded that the trainee teachers have increased competence in making TPACK-Based Online Assignments.
[News by : Prof. Wakhinuddin S, M.Pd – Head of the Implementation Team]
