Program Pengalaman Lapangan Mahasiswa Dalam Pengembangan Media Pembelajaran Kreatif Di SMA Negeri 4 Pematangsiantar

Octavia Selpi Sihotang; Rick Hunter Simanungkalit; Bahtera Rams Saputra Siahaan; Clara Theresia Lumbantoruan; Mediana Lorenza Br Tumorang; Deta Friska Amelia Marbun; Rosanti Samosir

doi:10.66867/as.v3i3.168

Authors

Octavia Selpi Sihotang Universitas HKBP Nommensen Pematangsiantar
Rick Hunter Simanungkalit Universitas HKBP Nommensen Pematangsiantar
Bahtera Rams Saputra Siahaan Universitas HKBP Nommensen Pematangsiantar
Clara Theresia Lumbantoruan Universitas HKBP Nommensen Pematangsiantar
Mediana Lorenza Br Tumorang Universitas HKBP Nommensen Pematangsiantar
Deta Friska Amelia Marbun Universitas HKBP Nommensen Pematangsiantar
Rosanti Samosir Universitas HKBP Nommensen Pematangsiantar

DOI:

https://doi.org/10.66867/as.v3i3.168

Keywords:

Student Teachers, Creative Instructional Media, Experiential Learning

Abstract

The Field Experience Program (PPL) serves as a strategic platform for pre-service education students to apply their pedagogical, professional, social, and personality competencies in real school settings. One of the important contributions of PPL students is the development of creative learning media that can support the teaching-learning process to make it more effective, engaging, and contextual. This study aims to describe the contributions of PPL students to the development of creative learning media at SMA Negeri 4 Pematangsiantar, as well as the implementation of the developed media and its impact on the teaching-learning process. This research employs a concrete experience approach with a qualitative method. The research subjects include PPL students, mentor teachers, and students. Data collection techniques were carried out through observation, interviews, and documentation. Data analysis was performed through stages of data reduction, data presentation, and conclusion drawing. The research findings indicate that PPL students actively contribute to developing various creative learning media, both digital and non-digital based, such as interactive presentation media, instructional videos, and creative worksheets. These media help increase student engagement, facilitate understanding of the material, and support the creation of more innovative learning. Thus, the presence of PPL students provides a positive contribution to the development of creative learning media at SMA Negeri 4 Pematangsiantar.

References

Arif Bima Fajar Wahyudi, & Darmawan, P. D. (2024). Pembelajaran Berdiferensiasi Pada Keragaman Karakteristik Peserta Didik Dalam Pemenuhan Target Kurikulum. Guruku: Jurnal Pendidikan Profesi Guru, 3(1), 1–11. https://doi.org/10.19109/f7tte469

Ayob, A., Hussain, A., Mustafa, M. M., & Shaarani, M. F. A. S. (2011). Nurturing Creativity and Innovative Thinking through Experiential Learning. Procedia - Social and Behavioral Sciences, 18, 247–254. https://doi.org/10.1016/j.sbspro.2011.05.035

Chavez Rojas, J., Faure Ñiñoles, J., & Barril Madrid, J. P. (2023). The construction of teachers’ professional identity: An analysis of subjective learning experiences. European Journal of Teacher Education, 46(2), 256–273. https://doi.org/10.1080/02619768.2021.1905627

Endedijk, M. D., & Vermunt, J. D. (2013). Relations between student teachers’ learning patterns and their concrete learning activities. Studies in Educational Evaluation, 39(1), 56–65. https://doi.org/10.1016/j.stueduc.2012.10.001

Gilardi, S., & Lozza, E. (2009). Inquiry-Based Learning and Undergraduates’ Professional Identity Development: Assessment of a Field Research-Based Course. Innovative Higher Education, 34(4), 245–256. https://doi.org/10.1007/s10755-009-9109-0

Haryana, M. R. A., Warsono, S., Achjari, D., & Nahartyo, E. (2022). Virtual reality learning media with innovative learning materials to enhance individual learning outcomes based on cognitive load theory. The International Journal of Management Education, 20(3), 100657. https://doi.org/10.1016/j.ijme.2022.100657

Hedin, N. (2010). Experiential Learning: Theory and Challenges. Christian Education Journal: Research on Educational Ministry, 7(1), 107–117. https://doi.org/10.1177/073989131000700108

Herawati, N., Rahmawati, N. A., Indudewi, D., Wardani, M. K., & Susanto, B. (2021). Females on the board of directors and corporate tax aggressiveness in Indonesia: an empirical analysis. International Journal of Governance and Financial Intermediation, 1(2), 105. https://doi.org/10.1504/IJGFI.2021.116831

Hill, A. M. (1998). Problem Solving in Real-Life Contexts: An Alternative for Design in Technology Education. International Journal of Technology and Design Education, 8(3), 203–220. https://doi.org/10.1023/A:1008854926028

Hogg, L., & Volman, M. (2020). A Synthesis of Funds of Identity Research: Purposes, Tools, Pedagogical Approaches, and Outcomes. Review of Educational Research, 90(6), 862–895. https://doi.org/10.3102/0034654320964205

Hsieh, B. (2015). The importance of orientation: implications of professional identity on classroom practice and for professional learning. Teachers and Teaching, 21(2), 178–190. https://doi.org/10.1080/13540602.2014.928133

Julianson Silitonga, Mungkap Mangampul Siahaan, Febri Crownika Tampubolon, Riris Amelia Sidauruk, Tias Bastian Saragih, Pika Marselli Simarmata, Yeni Desika Sinaga, & Olivia Damanik. (2025). Program Magang Berbasis Kearifan Lokal: Penguatan Literasi Numerasi Siswa SMP Swasta Cinta Rakyat 2 Pematangsiantar. As-Salam: Journal Islamic Social Sciences and Humanities, 3(4 SE-Articles), 133–144. https://ejournal.as-salam.org/index.php/assalam/article/view/163

Llopart, M., & Esteban-Guitart, M. (2018). Funds of knowledge in 21st century societies: inclusive educational practices for under-represented students. A literature review. Journal of Curriculum Studies, 50(2), 145–161. https://doi.org/10.1080/00220272.2016.1247913

Monteiro, A. R. (2015). Teaching as a Profession. In The Teaching Profession Present and Future (pp. 61–100). Springer Cham. https://doi.org/10.1007/978-3-319-12130-7_5

Murrell, P. H., & Claxton, C. S. (1987). Experiential Learning Theory as a Guide for Effective Teaching. Counselor Education and Supervision, 27(1), 4–14. https://doi.org/10.1002/j.1556-6978.1987.tb00735.x

Neo, T., & Neo, M. (2004). Classroom innovation: engaging students in interactive multimedia learning. Campus-Wide Information Systems, 21(3), 118–124. https://doi.org/10.1108/10650740410544018

Yardley, S., Teunissen, P. W., & Dornan, T. (2012). Experiential learning: Transforming theory into practice. Medical Teacher, 34(2), 161–164. https://doi.org/10.3109/0142159X.2012.643264

Laporan

Sihotang, O. S., Simanungkalit, R. H., Siahaan, B. R. S., Lumbantoruan, C. T., Tumorang, M. L. B., Marbun, D. F. A., & Samosir, R. (2025). Laporan Praktik PPL.