KEARAH PEMBELAJARAN TERINTEGRASI TIK DI PULAU MARORE, PERBATASAN INDONESIA DENGAN FILIPPINA

Abstract

Abstrak:Tulisan ini akan membahas upaya kearah pembelajaran terintegrasi TIK untuk pembelajaran di SDN Marore dan SMPN 3 Tabukan Utara, Pulau Marore, Kabupaten Sangihe, Sulawesi Utara. Kedua sekolah ini termasuk ke dalam kategori daerah 3T (terdepan, tertinggal, dan terpencil). Penentuan sekolah dan daerah dilakukan melalui studi kelayakan. Kedua sekolah ini tidak hanya dilengkapi Pusat Teknologi Informasi dan Komunikasi Pendidikan (Pustekkom) dengan fasilitas/perangkat TIK, berbagai sumber belajar digital, tetapi juga guru dan teknisinya dilatih di bidang pengoperasian dan pemeliharaan perangkat TIK, perancangan dan pengembangan bahan belajar. Tulisan ini bertujuan untuk mengkaji berbagai upaya kearah pembelajaran terintegrasi TIK. Untuk mencapai tujuan ini penulis menggunakan pedoman wawancara dan angket serta melaksanakan focus group discussion (FGD) dan hasilnya disajikan secara deskriptif.Responden menyatakan bahwa dengan diperkenalkannya pembelajaran terintegrasi TIK, sangat bermanfaat terhadap upaya peningkatan kualitas pembelajaran. Oleh karena itu, direkomendasikan agar dilakukan pelatihan secara berkelanjutan dan intensif, tidak hanya tentang merancang dan mengembangkan bahanbahan belajar digital tetapi juga mengenai penerapan strategi dalam pembelajaran terintegrasi TIK.Kata kunci:Teknologi Informasi dan Komunikasi (TIK), pembelajaran, daerah 3T (terdepan, tertinggal, dan terpencil).Abstract:This article discusses the efforts towards ICT-integrated learning in Public Primary and Junior Secondary Schools in Marore Island, Sangihe District, North Sulawesi. These two schools are chosen among the schools located in the foremost/borderline, disadvantaged/least developed, and remote/isolated areas based on a feasibility study. These schools are not only equipped with ICT and other supporting equipment and various digital learning resources, but their teachers and technicians have also been trained in utilizing and maintaining ICT equipment, as well as in designing and developing learning contents. The objective of this article is to review various efforts directed to ICT-integrated learning. To achieve this objective, the writers used interview guide and questionnaires, conducted a focus group discussion (FGD) and the results were descriptively presented. Respondents expressed that the penetration of ICT in learning beingpilotted by the ICT Center for Education (Pustekkom) are very fruitful and contributive to the efforts in improving educational quality. Therefore, it is recommended for the next action to conduct continuous and intensive training for teachers in designing and developing digital learning contents, as well as strategies in applying ICT-integrated learning.Keywords: Information and Communication Technology (ICT), learning, disadvantaged regions (remote/ isolated, least developed, and borderline).