Pelatihan Penyusunan Skenario Pembelajaran Literasi Terintegrasi bagi Guru Madrasah berdasarkan Hasil Asesmen Kompetensi Madrasah Indonesia

Abstract

The goal of the training on developing integrated literacy learning scenarios based on the results of the Indonesian Madrasah Competency Assessment (AKMI) is to enhance the competency of madrasah teachers in designing integrated literacy-based learning. The training method uses a participatory approach, including material presentations, group discussions, practical workshops, and evaluations. Participants consist of 91 teachers from Madrasah Ibtidaiyah (MI) and Madrasah Tsanawiyah (MTs) across various regions of Indonesia. The data was collected through post-tests (cognitive), assignments (psychomotor), and participation observations (affective). The results show that 83.3% of participants passed with an average cognitive score of 62.5, psychomotor score of 91.3, and affective score of 3.7 (on a scale of 4). Correlation analysis revealed that psychomotor skills had a stronger relationship with the final graduation score than cognitive skills. Participants showed significant improvements in their ability to construct learning scenarios, with psychomotor aspects being the most prominent. However, the relatively low cognitive scores indicate the need for a more intensive concept-based learning approach. In conclusion, this training was effective in enhancing teachers' practical skills in developing integrated literacy learning scenarios.