Pelatihan Guru SMPN 3 Bangkalan dalam Merancang Fun Learning

Authors

  • Sigit Dwi Saputro Universitas Trunojoyo Madura, Indonesia
  • Naelur Rohmah Universitas Trunojoyo Madura, Indonesia
  • Muhammad Afif Effindi Universitas Trunojoyo Madura, Indonesia
  • Ajeng Wulandari Universitas Trunojoyo Madura, Indonesia
  • Muhammad Rifky Syahputra Universitas Trunojoyo Madura, Indonesia
  • Alfia Nurlaili Universitas Trunojoyo Madura, Indonesia
  • Royhan Royhan Universitas Trunojoyo Madura, Indonesia
  • Mutmainnah Mutmainnah Universitas Trunojoyo Madura, Indonesia

DOI:

https://doi.org/10.61692/solutif.v3i2.429

Keywords:

Fun learning, Enjoyable learning, Junior high school, Educational innovation

Abstract

This study aims to describe the teacher training program at SMPN 3 Bangkalan in designing fun learning-based instruction as an effort to enhance pedagogical competence and teaching effectiveness. The research employed a participatory workshop method involving 11 teachers through three stages: pre-training, implementation, and evaluation. The pre-training phase included needs analysis and field observation to assess teachers’ understanding of fun learning. The implementation consisted of theoretical presentations, simulations, and the design of engaging learning activities, while the evaluation used pre- and post-training questionnaires. The results indicated a significant improvement in teachers’ ability to design learning objectives, select appropriate media, manage classrooms effectively, and motivate students to actively participate. Moreover, the training fostered collaboration and reflection among teachers in applying innovative, student-centered approaches. Overall, the program successfully enhanced teacher professionalism and promoted a more dynamic and enjoyable learning culture, serving as a potential model for developing effective learning practices in other junior high schools.

Author Biographies

Sigit Dwi Saputro, Universitas Trunojoyo Madura, Indonesia

This study aims to describe the teacher training program at SMPN 3 Bangkalan in designing fun learning-based instruction as an effort to enhance pedagogical competence and teaching effectiveness. The research employed a participatory workshop method involving 11 teachers through three stages: pre-training, implementation, and evaluation. The pre-training phase included needs analysis and field observation to assess teachers’ understanding of fun learning. The implementation consisted of theoretical presentations, simulations, and the design of engaging learning activities, while the evaluation used pre- and post-training questionnaires. The results indicated a significant improvement in teachers’ ability to design learning objectives, select appropriate media, manage classrooms effectively, and motivate students to actively participate. Moreover, the training fostered collaboration and reflection among teachers in applying innovative, student-centered approaches. Overall, the program successfully enhanced teacher professionalism and promoted a more dynamic and enjoyable learning culture, serving as a potential model for developing effective learning practices in other junior high schools.

Ajeng Wulandari, Universitas Trunojoyo Madura, Indonesia

This study aims to describe the teacher training program at SMPN 3 Bangkalan in designing fun learning-based instruction as an effort to enhance pedagogical competence and teaching effectiveness. The research employed a participatory workshop method involving 11 teachers through three stages: pre-training, implementation, and evaluation. The pre-training phase included needs analysis and field observation to assess teachers’ understanding of fun learning. The implementation consisted of theoretical presentations, simulations, and the design of engaging learning activities, while the evaluation used pre- and post-training questionnaires. The results indicated a significant improvement in teachers’ ability to design learning objectives, select appropriate media, manage classrooms effectively, and motivate students to actively participate. Moreover, the training fostered collaboration and reflection among teachers in applying innovative, student-centered approaches. Overall, the program successfully enhanced teacher professionalism and promoted a more dynamic and enjoyable learning culture, serving as a potential model for developing effective learning practices in other junior high schools.

Muhammad Rifky Syahputra, Universitas Trunojoyo Madura, Indonesia

This study aims to describe the teacher training program at SMPN 3 Bangkalan in designing fun learning-based instruction as an effort to enhance pedagogical competence and teaching effectiveness. The research employed a participatory workshop method involving 11 teachers through three stages: pre-training, implementation, and evaluation. The pre-training phase included needs analysis and field observation to assess teachers’ understanding of fun learning. The implementation consisted of theoretical presentations, simulations, and the design of engaging learning activities, while the evaluation used pre- and post-training questionnaires. The results indicated a significant improvement in teachers’ ability to design learning objectives, select appropriate media, manage classrooms effectively, and motivate students to actively participate. Moreover, the training fostered collaboration and reflection among teachers in applying innovative, student-centered approaches. Overall, the program successfully enhanced teacher professionalism and promoted a more dynamic and enjoyable learning culture, serving as a potential model for developing effective learning practices in other junior high schools.

Alfia Nurlaili, Universitas Trunojoyo Madura, Indonesia

This study aims to describe the teacher training program at SMPN 3 Bangkalan in designing fun learning-based instruction as an effort to enhance pedagogical competence and teaching effectiveness. The research employed a participatory workshop method involving 11 teachers through three stages: pre-training, implementation, and evaluation. The pre-training phase included needs analysis and field observation to assess teachers’ understanding of fun learning. The implementation consisted of theoretical presentations, simulations, and the design of engaging learning activities, while the evaluation used pre- and post-training questionnaires. The results indicated a significant improvement in teachers’ ability to design learning objectives, select appropriate media, manage classrooms effectively, and motivate students to actively participate. Moreover, the training fostered collaboration and reflection among teachers in applying innovative, student-centered approaches. Overall, the program successfully enhanced teacher professionalism and promoted a more dynamic and enjoyable learning culture, serving as a potential model for developing effective learning practices in other junior high schools.

Royhan Royhan, Universitas Trunojoyo Madura, Indonesia

This study aims to describe the teacher training program at SMPN 3 Bangkalan in designing fun learning-based instruction as an effort to enhance pedagogical competence and teaching effectiveness. The research employed a participatory workshop method involving 11 teachers through three stages: pre-training, implementation, and evaluation. The pre-training phase included needs analysis and field observation to assess teachers’ understanding of fun learning. The implementation consisted of theoretical presentations, simulations, and the design of engaging learning activities, while the evaluation used pre- and post-training questionnaires. The results indicated a significant improvement in teachers’ ability to design learning objectives, select appropriate media, manage classrooms effectively, and motivate students to actively participate. Moreover, the training fostered collaboration and reflection among teachers in applying innovative, student-centered approaches. Overall, the program successfully enhanced teacher professionalism and promoted a more dynamic and enjoyable learning culture, serving as a potential model for developing effective learning practices in other junior high schools.

Mutmainnah Mutmainnah, Universitas Trunojoyo Madura, Indonesia

This study aims to describe the teacher training program at SMPN 3 Bangkalan in designing fun learning-based instruction as an effort to enhance pedagogical competence and teaching effectiveness. The research employed a participatory workshop method involving 11 teachers through three stages: pre-training, implementation, and evaluation. The pre-training phase included needs analysis and field observation to assess teachers’ understanding of fun learning. The implementation consisted of theoretical presentations, simulations, and the design of engaging learning activities, while the evaluation used pre- and post-training questionnaires. The results indicated a significant improvement in teachers’ ability to design learning objectives, select appropriate media, manage classrooms effectively, and motivate students to actively participate. Moreover, the training fostered collaboration and reflection among teachers in applying innovative, student-centered approaches. Overall, the program successfully enhanced teacher professionalism and promoted a more dynamic and enjoyable learning culture, serving as a potential model for developing effective learning practices in other junior high schools.

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Published

2025-12-31

How to Cite

Saputro, S. D., Rohmah, N., Effindi, M. A., Wulandari, A., Syahputra, M. R., Nurlaili, A., Royhan, R., & Mutmainnah, M. (2025). Pelatihan Guru SMPN 3 Bangkalan dalam Merancang Fun Learning. Jurnal Solutif: Jurnal Pengabdian Masyarakat, 3(2), 38–50. https://doi.org/10.61692/solutif.v3i2.429

Issue

Vol. 3 No. 2 (2025): Jurnal Solutif: Jurnal Pengabdian Masyarakat

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Artikel

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