USING THE TECHNICAL TEACHER APPLICATION

Education has entered a new arena after exploring virtual activities in the

implementation of learning and is now starting to question the ideal of the transition period in

face-to-face, some say blended learning is based on a blend of online and offline and some

offer a total face-to-face and then rest the old digital internet facilities. , instead of being

consistent with the internet of everything with the argument that from era to era, humans will

develop their new organs, namely the internet. (Andira, 2021) .

internet access, so education must adapt to a new thing called the industrial revolution 4.0.

(Budianingsih & Kustiwi, 2022). The unpreparedness of all aspects of learning activities

becomes an obstacle in creating learning effectiveness, both offline and online. Especially at

the school level where online learning activities are new things that have been done since the

pandemic took place and this still tends to be incomplete in maximizing online learning. Of

course, the impact of the quality of education will decrease sharply along with limited

facilities and infrastructure. the lack of knowledge of teachers and students in understanding

the advantages of technology that is growing from day to day is increasingly felt and one of

them utilizes electronic books or digital books as a source of vehicle for student knowledge

and it is a part of offline learning (Prayetno, Jamaludin, & Pinem, 2022).

Research findings that discuss online learning readiness using web and android-based

that has been prepared by the teacher to teach and learning activities effectively and optimally

(Prayetno et al., 2022).

The online learning process carried out at home has an impact on the quality of the

learning process, the assessment process, and graduates. Although online learning has been

carried out, problems still occur, for example, an educator is required to be able to master

LMS technology and social media to be able to innovate in learning, but from the other side,

the facilities and infrastructure that support learning must also be available properly, so that

the learning process runs as expected. . Students also experience boredom and longing for

meetings with teachers and their peers because on the emotional development side of

students, which leads to affective and psychomotor aspects, it is necessary to present direct

materials (sources and materials), flexibility in learning time, the media used (synchronous

and asynchronous) (Pillai et al., 2021). Collaborative in the sense that to be able to carry out a

responsibility towards students, students are required to continue to interact and establish

communication with colleagues, teachers or tutors and other available learning resources. In

responding to these changes, educational institutions should have the determination and

motivation to build independence in seriousness and responsibility, integration and mutual

cooperation which ultimately can achieve the desired harmony towards mental readiness in

the aspects of knowledge, attitudes and skills that are needed. efficient, productive and

competitive at the level of basic education to higher education (Jamaludin, 2020).

aspects. So that the 3 aspects become a unified whole in shaping the character of the nation's

generation, it requires an ideal platform so that these important components are facilitated

through an educational platform that has meaning, value, and character (Prayetno et al.,

2022).

Offline and online learning or blended learning requires the readiness of authority and

collaboration from both parties involved, namely teachers and students. In addition, in the e-

learning-based learning process, students certainly need supporting facilities and

infrastructure so that learning can take place and have better learning quality (Rustiani,

2014). The most important thing in online learning activities is the use of online media in its

implementation. Based on the results of Sabran & Sabara's research, the use of new media is

Several schools in the city of Medan have implemented distance learning (PJJ) which

should compare offline and online during the unfinished pandemic period, then the continuity

of learning activities continues by utilizing existing technology as a blended learning facility.

For students at the high school (SMA) level, the learning method used is the WhatsApp group

social media, learning management system with the Google Classroom platform (Rustiani,

2014). Through the WhatsApp group , the teachers provide instructions regarding learning

materials and assignments ( offline and online ). Assignments that have been given by the

teacher are done in each student's workbook offline . Usually the teachers will set a time for

submitting assignments to school. While students work on online assignments and collect

them directly through the platform that has been provided (Prayetno et al., 2022).

student learning activities both online and offline ( blended learning ) (Zurika & Lainnya,

2021).

Based on these online and offline learning activities, it can be seen that the technology

used to support learning activities is still very limited. So we need a platform that will make it

easier for teachers and students in blended learning activities, in the era of digitalization,

teachers actually have the establishment of cyber pedagogy as knowledge and are able to

apply smart education that adheres to 4 cutting-edge technology references, then can be

tracked through the teacher's activities, because being a teacher in the digital era requires

competence in the field of pedagogical technology and learning content (Kemendikbud,

2020).

students so that their use can run effectively and efficiently so that learning outcomes run

interesting, the students of class X because in fact are students who are new to education at

the high school level, the new space for them requires readiness and maturity to be able to

follow the curriculum at that level of education. The GL 4.0 application is an LMS platform

that is equipped with features. The most significant difference is the presence of offline

feature loads that can be accessed anytime and anywhere, as well as a feature in measuring

the formation of character values for high school students, so that the role of the teacher

should be in shaping values. student character can only be done face-to-face total, through

this application can be facilitated. This study uses a qualitative research method with a case

study approach, so that the stages in conducting research are as follows: determining the

problem, design and research instruments, collecting data, analyzing data and presenting the

problems in the Gajah Mada private high school the use of online learning with LMS is a

routine learning activity that is adapting for its users , teachers and students. User

involvement is not only the main requirement in expertise and managerial teaching and

learning activities (KBM) but facilities and infrastructure in schools are tools that must be

facilitated so that online learning can run optimally. However, there is still a lack of

maximum achievement in student learning, seen from the maturity and skills of teachers in

preparing massive LMS media devices used either through Google Class or separate

interaction and communication media via WhatsApp. (Sabran & Sabara, 2019).

The analysis of these reasons for optimizing student learning achievement is due to

the use of LMS and WhatsApp that tend to be separate even though learning media with

management management which tends to have not been fully touched. Either by using

conventional platforms such as google met, zoom, webex, google classroom. This finding

concludes that human resources are one of the causes of inefficient online learning activities

for both teachers and students (Zurika & Lainnya, 2021).

The post-pandemic era of education 4.0 leads to how to design learning that involves

the attributes of the 21st century (digitalization) comprehensively. Teachers are forced to

have digital skills so that they can be applied to KBM, so that teacher skills in digital, data

and human literacy are important components that teachers must have in addition to

educating and teaching conventionally, but other components in the 4.0 education era are a

necessity that are the main requirements for teachers in technological advances and the era of

principles of learning shift to the conditions and situations that occur, but do not ignore the

theory of student learning outcomes.

Through the application of the GL 4.0 application with blended learning nuances

designed by researchers using Android and web-based internet digital media with simpler

principles and of course based on learning theory to be able to achieve achievements in

aspects of students' knowledge, attitudes and character. Of the 12 teachers who teach in class

X, several teachers quickly and easily become capable as users. With an average teacher age

of less than 50 years, this proves that the GL 4.0 application can be accessed with the

principle of simplicity and convenience. Starting from registration use, planning the

preparation of teaching and learning activities from learning resources (teaching materials

student learning competencies and assist teachers in carrying out these achievements both

online and offline. Although there are obstacles that are often encountered, for example, some

students do not have smartphones and laptops to be able to study online. The level of

to not support teacher skills in the use of digital pedagogy technology, schools and skilled

teachers are self-taught because there is no special training organized by the school.

in class). The android-based platform is presented with rigidity and regularity, meaning that

students cannot skip or skip views, or duplicate smartphone screens. This application was

created so that it cannot be duplicated or ignored by opening other applications when the

operation of the Gl 4.0 application is in progress but it is done by students so they have to

start from the beginning, in that situation the teacher can see the history of student learning

activities (teacher-centered online learning control).

students, while continuing to prioritize the principles of learning theory by building student

learning motivations, student interests and talents, student learning outcomes (knowledge,

attitudes and skills) and values. the value of meaningfulness so that the platform can be used

optimally in the process of teaching and learning activities. However, this is not only based

on the role of the teacher alone, the education delivery system must be able to respond by

supporting the implementation of policies, facilities and infrastructure, human resource

training based on pedagogy content learning technology, training in information-based

learning models and communication technology.

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