Article Sidebar

Submitted
21 August 2020
Accepted
5 September 2020
Published
30 October 2020
Download
PDF
Statistic
Read Counter : 494 Download : 469

Downloads

Download data is not yet available.

Main Article Content

Abstract

The problems experienced by partner schools are obtained through observation and interviews, among them partner teachers having difficulty in finding valid and reliable learning reference sources to use in learning materials during the online learning process. Partner teachers also often obtain links that contain untrustworthy information and are feared to be in the category of Hoax information. Based on these problems, the PKM Team conducted community partnership program activities with the aim of providing training and assistance in the implementation of Hoax information-learning system as an effort to implement anti-Hoax    education for teachers during the online-based distance learning process during the COVID-19 pandemic. The number of participants in this PKM activity is as many as 28 teachers. The external target of this PKM activity is (1) there is an increase and understanding of the teachers regarding the information of the hoax that are related to social media and other online news media; (2) There is an increase in teacher's skill in using the Hoax information scorer system application that has been planned by team PKM; (3) Improvement of teachers ' skills in the process of going through the Hoax information using the application and checking the information obtained through online search; and (4) Increased teacher motivation and spirit in implementing anti-hoax education in distance learning process during pandemic COVID-19 period


 

Keywords

Informasi Hoaks Sistem Penjaring Informasi Hoaks Website Pendidikan Anti Hoaks Informasi hoaks sistem penjaring informasi hoaks website pendidikan anti hoaks

Article Details

License

© 2022 Oleh authors. Lisensi Jurnal Solma, LPPM-Uhamka, Jakarta. Artikel ini bersifat open access yang didistribusikan di bawah syarat dan ketentuan Creative Commons Attribution (CC BY) license. (http://creativecommons.org/licenses/by/4.0/).

How to Cite
Ramadhani, R., Meizar, A., & Ardiyanti, D. (2020). Penggunaan Sistem Penjaring Informasi Hoaks dalam Menerapkan Pendidikan Anti-Hoaks bagi Guru di Masa Pandemi COVID-19. Jurnal SOLMA, 9(2), 278–289. https://doi.org/10.22236/solma.v9i2.5423
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Arikunto, S. (2013). Dasar-Dasar Evaluasi Pendidikan. Bumi Aksara.
  2. Juditha, C. (2018). Interaksi Komunikasi Hoax di Media Sosial serta Antisipasinya Hoax Communication Interactivity in Social Media and Anticipation. Jurnal Pekommas, 3(1), 31–44.
  3. Kementerian Pendidikan dan Kebudayaan. (2013). Kerangka Dasar dan Struktur Kurikulum 2013. Kemendikbud.
  4. Khusniyah, N. L., & Hakim, L. (2019). Efektifitas Pembelajaran Berbasis Daring: Sebuah Bukti pada Pembelajaran Bahasa Inggris. Jurnal Tatsqif, 17(1), 19–33. https://doi.org/10.20414/jtq.v17i1.667
  5. Latip, A. (2020). Peran Literasi Teknologi Informasi dan Komunikasi pada Pembelajaran Jarak Jauh di Masa Pandemi COVID-19. EduTeach : Jurnal Edukasi Dan Teknologi Pembelajaran, 1(2), 107–115.
  6. Nasution. (2010). Teknologi Pendidikan. Bumi Aksara.
  7. Nugraha, M. T. (2019). Hoax di Media Sosial Facebook: Antara Edukasi dan Propaganda Kepentingan. Jurnal Sosiologi Walisongo, 3(1), 97–108. https://doi.org/10.21580/jsw.2019.3.1.3359
  8. Pakpahan, R., & Fitriani, Y. (2020). Analisa Pemanfaatan Teknologi Informasi dalam Pembelajaran Jarak Jauh di Tengah Pandemi Virus Corona COVID-19. Journal of Information System, Applied, Management, Accounting and Research, 4(2), 30–36. http://journal.stmikjayakarta.ac.id/index.php/jisamar/article/view/181
  9. Pertiwi, W. K. (2019). Facebook Jadi Medsos Paling Digemari di Indonesia Halaman all - Kompas.com. https://tekno.kompas.com/read/2019/02/05/11080097/facebook-jadi-medsos-paling-digemari-di-indonesia?page=all
  10. Prawiyogi, A. G., Purwanugraha, A., Fakhry, G., & Firmansyah, M. (2020). Efektivitas Pembelajaran Jarak Jauh terhadap Pembelajaran Siswa di SDIT Cendekia Purwakarta. Jurnal Pendidikan Dasar, 11(1), 94–101. https://doi.org/10.21009/10.21009/JPD.081
  11. Ramadhani, R., Astuti, E., & Setiawati, T. (2019a). Implementasi LKS Berbasis Budaya Lokal Menggunakan LMS Google Classroom di Era Revolusi Industri 4,0. SINDIMAS, 1(1), 13–17. https://doi.org/10.30700/SM.V1I1.527
  12. Ramadhani, R., Astuti, E., & Setiawati, T. (2019b). The Implementation of LMS-Google Classroom to Improving Competence Skill of Senior High School Teachers' in Industrial Revolution 4.0. AMALIAH: JURNAL PENGABDIAN KEPADA MASYARAKAT, 3(2), 327–335. https://doi.org/10.32696/ajpkm.v3i2.286
  13. Sadikin, A., & Hamidah, A. (2020). Pembelajaran Daring di Tengah Wabah COVID-19. BIODIK: Jurnal Ilmiah Pendidikan Biologi, 6(2), 214–224. https://doi.org/10.22437/bio.v6i2.9759
  14. Sartono. (2016). Pemanfaatan Blog Sebagai Media Pembelajaran Alternatif di Sekolah. Transformatika, 12(1), 120–134.
  15. Soewarno, Hasmiana, & Faiza. (2016). Kendala-Kendala yang Dihadapi Guru dalam Memanfaatkan Media Berbasis Komputer di SD Negeri 10 Banda Aceh. Jurnal Pesona Dasar, 2(4), 28–39.
  16. Sulasmianti, N. S. (2019). Pemanfaatan Blog sebagai Media Pembelajaran. Jurnal Teknodik, 0(0), 143. https://doi.org/10.32550/teknodik.v0i0.365
  17. Utami, R. (2019). Analisis Respon Mahasiswa terhadap Penggunaan Google Classroom pada Mata Kuliah Psikologi Pembelajaran Matematika. PRISMA: Prosiding Seminar Nasional Matematika, 2, 498–502. https://journal.unnes.ac.id/sju/index.php/prisma/article/view/29040