Memaksimalkan Fitur Breaking Rooms Zoom Meeting pada Pendidikan Anak Usia Dini di Masa Pandemi Covid-19

Authors

  • Nasir Nasir Administrasi Pendidikan, Universitas Muhammadiyah Kendari, Indonesia
  • Ishaq Bagea Administrasi Pendidikan, Universitas Puangrimaggalatung, Indonesia
  • Sumarni Sumarni Administrasi Publik, Universitas Puangrimaggalatung, Indonesia
  • Besse Herlina Universitas Puangrimaggalatung, Sengkang, Indonesia
  • Apriani Safitri Administrasi Pendidikan, Universitas Muhammadiyah Kendari, Indonesia

DOI:

https://doi.org/10.31004/obsesi.v5i1.662

Keywords:

breaking rooms covid-19 pembelajaran daring pendidikan anak usia dini

Abstract

Penelitian ini bertujuan untuk menyusun panduan setting Breakout Room untuk guru dalam memaksimalkan pemanfaatan aplikasi Zoom Meeting, dan melakukan uji kelayakannya. Penelitian ini didasari oleh merebaknya pandemi COVID-19, menjadikan transisi digitalisasi pendidikan berlaku lebih cepat. Oleh karenanya, sekolah, guru, orangtua, dan anak didik “dipaksa†untuk beradaptasi, menyelenggarakan pembelajaran yang adaptif dengan menggunakan media belajar daring. Dengan menerapkan prosedur penelitian R & D, peneliti mere-konstruksi konsep Sugiono menjadi semi R & D (tanpa diseminasi model). Penelitian ini menyimpulkan bahwa: panduan setting breakout rooms disusun untuk membantu guru memaksimalkan penggunaan aplikasi zoom meeting untuk mendukung pembelajaran di masa pandemi Covid-19. Berdasarkan uji kelayakan produk, ditemukan jika panduan tersebut, berkualifikasi baik sekali dengan keputusan sangat layak. Untuk memaksimalkan pemanfaatannya, guru harus pro-aktif secara mandiri mengembangkan keterampilan mereka. Di samping itu, administrator sekolah (kepala sekolah, manajer) juga perlu menginisiasi program-program dan mengikutsertakan guru-gurunya pada berbagai pelatihan-pelatihan pengembangan kecakapan diri guru, baik itu kecakapan pedagogis, sosial, kepribadian, profesional, dan pengetahuan terkini (teknologi).

Downloads

Download data is not yet available.

References

Aurélie, M., Fabre, A., Minodier, P., Boutin, A., Vanel, N., Bosdure, E., & Fournier, P.-E. (2020). COVID-19 virus and children: What do we know? Archives de Pédiatrie, 27, 117–118. https://doi.org/10.1016/j.arcped.2020.03.001

Ayuni, D., Marini, T., Fauziddin, M., & Pahrul, Y. (2021). Kesiapan Guru TK Menghadapi Pembelajaran Daring Masa Pandemi Covid-19. Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(1), 414–421. https://doi.org/10.31004/obsesi.v5i1.579

Berge, Z. L., & Giles, L. (2008). Implementing and Sustaining E-Learning in the Workplace. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 3(3), 44–53. https://doi.org/10.4018/jwltt.2008070104

Blagojevich, R. R. (2006). School Guidance During an Influenza Pandemic.

C.R Kothari. (2004). Research Methodology: methods and techniques (2nd ed.). https://doi.org/10.1017/CBO9781107415324.004

Cauchemez, S., Ferguson, N. M., Wachtel, C., Tegnell, A., Saour, G., Duncan, B., & Nicoll, A. (2009). Closure of schools during an infl uenza pandemic Simon. Journal of the Formosan Medical Association, 9(January), 473–481.

Chandler, K. (2016). Using Breakout Rooms in Synchronous Online Tutorials. Journal of Perspectives in Applied Academic Practice, 4(3). https://doi.org/10.14297/jpaap.v4i3.216

Cole, S., Haynes, M., Lown, J., Ulanowsky, C., & Salmon, G. (1999). Effective Group Work. Milton Keyne: The Open University.

Cress, U., & Kimmerle, J. (2008). A systemic and cognitive view on collaborative knowledge building with Wikis. Computer-Supported Collaborative Learning, 3, 105–122. https://doi.org/10.1007/s11412-007-9035-z

Dillenbourg, P., & Traum, D. (2006). Sharing solutions: Persistence and grounding in multimodal collaborative problem solving. Journal of the Learning Sciences, 15(1), 121–151. https://doi.org/10.1207/s15327809jls1501_9

Erduran, S. (2020). Science Education in the Era of a Pandemic. Science & Education, 29(2), 233–235. https://doi.org/10.1007/s11191-020-00122-w

Fauzi, I., & Srikantono. (2008). Kurikulum dan Bahan Ajar PAUD (Untuk Guru PAUD, Dosen, Mahasiswa, dan Para Praktisi Pendidikan). Retrieved from http://bahanajar.ut.ac.id/app/webroot/epub/pdf_files/995/pgtk2403 .pdf

Febrialismanto, F., & Nur, H. (2020). Kemampuan Guru Menggunakan TIK Untuk Pengembangan di Taman Kanak-Kanak. Kindergarten: Journal of Islamic Early Childhood Education, 2(2), 101. https://doi.org/10.24014/kjiece.v2i2.8296

Kelly, D. (2015). Overcoming barriers to classroom technology integration. Educational Technology, 55, 40–43.

Kemendikbud. (2020). Tentang Pencegahan Covid-19 pada satuan pendidikan.

Laurillard, D. (2009). The Pedagogical Challenges to Collaborative Technologies. International Journal of Computer-Supported Collaborative Learning, 4, 5–20. https://doi.org/10.1007/s11412-008-9056-2

Lave, J., & Wenger, E. (2009). Situated learning: legitimate peripheral participation (Vol. 92). https://doi.org/10.1016/j.aorn.2010.06.009

Nasir, Adam, M, R., Arfin, Mujiati, & Rahmiatin, T. (2020). Manajemen Sumber Daya Manusia : Pengadaan Dan Retensi Sdm Di Perguruan Tinggi Swasta ( Teori Dan Praktek ) (1st ed.). Retrieved from https://www.researchgate.net/publication/342522445_Manajemen_Sumber_Daya_Manusia_Pengadaan_Dan_Retensi_Sdm_Di_Perguruan_Tinggi_Swasta_Teori_Dan_Praktek

Roza, D., Nurhafizah, N., & Yaswinda, Y. (2019). Urgensi Profesionalisme Guru Pendidikan Anak Usia Dini dalam Penyelenggaraan Perlindungan Anak. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(1), 277. https://doi.org/10.31004/obsesi.v4i1.325

Sahu, P. (2020). Closure of Universities Due to Coronavirus Disease 2019 (COVID-19): Impact on Education and Mental Health of Students and Academic Staff. Cureus, 2019(April). https://doi.org/10.7759/cureus.7541

Sapitri, E. (2020). Paud Dikdasmen Sebut Ada 4 Kebijakan Pembelajaran Selama Pandemi COVID-19. Retrieved from Https://Www.Pikiran-Rakyat.Com/ website: https://www.pikiran-rakyat.com/nasional/pr-01375412/paud-dikdasmen-sebut-ada-4-kebijakan-pembelajaran-selama-pandemi-covid-19?page=all

Saurina, N. (2016). Pengembangan Media Pembelajaran Untuk Anak Usia Dini Menggunakan Augmented Reality. Jurnal IPTEK, 20(1), 95. https://doi.org/10.31284/j.iptek.2016.v20i1.27

Sugiyono. (2010). Metode Penelitian Kuantitatif, Kualitatif dan R & D. Bandung: Alfabeta.

Sugiyono. (2017). MetodePenelitian Kuantitatif, Kualitatif dan R & D. In Metode Penelitian Kuantitatif, Kualitatif dan R & D (Vol. 53). https://doi.org/10.1017/CBO9781107415324.004

Sum, T. A., & Taran, E. G. M. (2020). Kompetensi Pedagogik Guru PAUD dalam Perencanaan dan Pelaksanaan Pembelajaran. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(2), 543. https://doi.org/10.31004/obsesi.v4i2.287

UNICEF. (2020). COVID-19 dan Anak-Anak di Indonesia: Agenda Tindakan untuk Mengatasi Tantangan di Sosial Ekonomi. In COVID-19 dan Anak-Anak di Indonesia. Retrieved from www.unicef.org

United Nations (UN). (2020). The Impact of COVID-19 on children.

Wenger-Trayner, E., & Wenger-Trayner, B. (2018). Learning in a landscape of practice. Learning in Landscapes of Practice, (September), 13–29. https://doi.org/10.4324/9781315777122-3

World Bank. (2020). Guidance Note on Education Systems’ Response to COVID19 How does COVID19 impact education? Retrieved from https://www.cdc.gov/coronavirus/2019-ncov/downloads/considerations-for-school-closure.pdf

Zaman, B., & Eliyawati, C. (2017). Media Pembelajaran Anak Usia Dini. In Bahan Ajar Pendidikan Profesi Guru (PPG) (Vol. 3). Bandung: Pendidikan Guru Anak usia Dini, UPI.

Downloads

Published

29-07-2020

How to Cite

Nasir, N., Bagea, I., Sumarni, S., Herlina, B., & Safitri, A. (2020). Memaksimalkan Fitur Breaking Rooms Zoom Meeting pada Pendidikan Anak Usia Dini di Masa Pandemi Covid-19. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 611–624. https://doi.org/10.31004/obsesi.v5i1.662

Issue

Vol. 5 No. 1 (2021)

Section

Articles

License

Authors who publish with this journal agree to the following terms:
  • Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the works authorship and initial publication in this journal.
  • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journals published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).