SOSIALISASI DAN IMPLEMENTASI DEEP LEARNING UNTUK MENINGKATKAN KOMPETENSI GURU DI SMA MUHAMMADIYAH 2 BANDAR LAMPUNG

https://doi.org/10.23960/ela.v4i2.1244
Published: Sep 23, 2025

Abstract:

This community service program aimed to improve teachers’ pedagogical competence through the socialization and implementation of Deep Learning approaches in classroom practice. Conducted at SMA Muhammadiyah 2 Bandar Lampung, the activity involved 57 teachers from various disciplines. Using a participatory and reflective training model, the program consisted of three main phases: conceptual socialization, collaborative workshops on learning module design, and mentoring for classroom implementation. Evaluation results showed that 90% of participants reported a clearer understanding of Deep Learning principles, 88% found the methods effective, and 90% felt more confident applying the approach in their teaching. Teachers also perceived increased student motivation and engagement after implementation. Overall, the activity succeeded in enhancing teachers’ readiness to design meaningful, reflective, and technology-integrated learning experiences aligned with 21st-century educational goals. This program underscores the importance of sustainable teacher development in fostering deep and transformative learning environments.

Program pengabdian masyarakat ini bertujuan untuk meningkatkan kompetensi pedagogik guru melalui sosialisasi dan implementasi pendekatan Pembelajaran Mendalam (Deep Learning) dalam praktik pembelajaran di kelas. Dilaksanakan di SMA Muhammadiyah 2 Bandar Lampung, kegiatan ini melibatkan 57 guru dari berbagai disiplin ilmu. Menggunakan model pelatihan partisipatif dan reflektif, program ini terdiri dari tiga fase utama: sosialisasi konseptual, lokakarya kolaboratif tentang perancangan modul pembelajaran, dan pendampingan untuk implementasi di kelas. Hasil evaluasi menunjukkan bahwa 90% peserta melaporkan pemahaman yang lebih jelas tentang prinsip-prinsip Pembelajaran Mendalam, 88% merasa metode ini efektif, dan 90% merasa lebih percaya diri dalam menerapkan pendekatan ini dalam pengajaran mereka. Guru juga merasakan peningkatan motivasi dan keterlibatan siswa setelah implementasi. Secara keseluruhan, kegiatan ini berhasil meningkatkan kesiapan guru untuk merancang pengalaman belajar yang bermakna, reflektif, dan terintegrasi dengan teknologi yang selaras dengan tujuan pendidikan abad ke-21. Program ini menggarisbawahi pentingnya pengembangan guru yang berkelanjutan dalam mendorong lingkungan belajar yang mendalam dan transformatif.

Keywords:
1. Deep Learning
2. Teacher
3. Socialization
Authors:
1 . Indah Khoerunnisa
Universitas Lampung
2 . Ismah Fatimah
Universitas Lampung
3 . Ulul Azmi Muhammad
Universitas Lampung
4 . Putut Aji Nalendro
Universitas Lampung
5 . Chika Rahayu
Universitas Lampung
6 . Muhammad Ubaidillah
Universitas Lampung
7 . Ardhi Yudisthira
Universitas Lampung
8 . Dian Permata Sari
Universitas Lampung
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How to Cite
Khoerunnisa, I., Fatimah, I., Muhammad, U. A., Nalendro, P. A., Rahayu, C., Ubaidillah, M., Yudisthira, A., & Sari, D. P. (2025). SOSIALISASI DAN IMPLEMENTASI DEEP LEARNING UNTUK MENINGKATKAN KOMPETENSI GURU DI SMA MUHAMMADIYAH 2 BANDAR LAMPUNG. Education, Language, and Arts: Jurnal Pengabdian Kepada Masyarakat, 4(2), 181–187. https://doi.org/10.23960/ela.v4i2.1244
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Vol. 4 No. 2 (2025): Education, Language, and Arts: Jurnal Pengabdian Kepada Masyarakat
Articles
References

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    Kemendikbud. (2022). Panduan Implementasi Kurikulum Merdeka. Jakarta: Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.

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  3. Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University: What the Student Does (4th ed.). Maidenhead: Open University Press.
  4. Brewer, E. W., & Burgess, D. N. (2005). Professor’s Role in Motivating Students to Attend Class. Journal of Industrial Teacher Education, 42(23), 23–47. http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ753151&site=ehost-live%5Cnhttp://scholar.lib.vt.edu/ejournals/JITE/v42n3/pdf/
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  11. Floress, M. T., Beaudoin, M. M., & Bernas, R. S. (2022). Exploring secondary teachers’ actual and perceived praise and reprimand use. Journal of Positive Behavior Interventions, 24(1). https://doi.org/10.1177/10983007211000381
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  13. Fullan, M. (2015). Coherence: The Right Drivers in Action for Student Success. Thousand Oaks, CA: Corwin.
  14. Fullan, M., & Langworthy, M. (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson.
  15. Gadaire, D. M., Senn, L., & others. (2021). Differential effects of token production and exchange on responding of children with developmental disabilities. Learning and Motivation, 73, 101694. https://doi.org/10.1016/j.lmot.2020.101694
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  31. Royer, D. J., & Ennis, R. P. (2024). Student-delivered behavior-specific praise: a systematic review and implementation considerations for school settings. Frontiers in Education. https://doi.org/10.3389/feduc.2024.1444394
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