PENGUATAN KOMPETENSI GURU MELALUI WORKSHOP PEMBELAJARAN LITERASI BERBASIS DEEP LEARNING DI YAYASAN ISLAM DAUD KHOLIFATULLOH TARAKAN

Abstract

ABSTRAK                                                                                     

Literasi merupakan kompetensi dasar dalam pengembangan keterampilan abad ke-21, sementara penerapan Deep Learning menjadi arah strategis untuk menciptakan pembelajaran yang bermakna, sadar, dan menyenangkan. Namun, masih banyak guru yang belum memahami secara optimal integrasi pendekatan Deep Learning dalam pembelajaran literasi. Program pengabdian kepada masyarakat ini bertujuan meningkatkan kompetensi guru dalam merancang dan melaksanakan pembelajaran literasi berbasis Deep Learning. Kegiatan dilaksanakan melalui pendekatan workshop partisipatif yang melibatkan guru RA Qurratu A’yun, MI, dan MTs di Yayasan Islam Daud Kholifatulloh Tarakan. Metode kegiatan meliputi ceramah, demonstrasi, praktik terbimbing, diskusi, dan refleksi kolaboratif. Hasil kegiatan menunjukkan adanya peningkatan pemahaman guru terhadap paradigma Deep Learning, kemampuan dalam menyusun perangkat pembelajaran dan RPP berbasis literasi, serta meningkatnya motivasi untuk menerapkan pembelajaran literasi yang berpusat pada peserta didik. Workshop ini juga memperkuat kesiapan guru dalam mengembangkan pembelajaran literasi yang bermakna sesuai transformasi pendidikan saat ini.

Kata Kunci: Deep Learning; Literasi; Workshop Guru; Kompetensi Guru; Pembelajaran.

ABSTRACT

Literacy is a fundamental competency for developing 21st-century skills, while Deep Learning represents a strategic approach to fostering meaningful, mindful, and joyful learning. However, many teachers still face challenges in optimally integrating the Deep Learning approach into literacy instruction. This community service program aimed to enhance teachers’ competencies in designing and implementing literacy instruction based on Deep Learning. The program employed a participatory workshop approach involving teachers from RA Qurratu A’yun, MI, and MTs within the Daud Kholifatulloh Islamic Foundation in Tarakan. The activities included lectures, demonstrations, guided practice, discussions, and collaborative reflection. The results indicated improved teachers’ understanding of the Deep Learning paradigm, enhanced skills in developing literacy-based instructional plans and teaching materials, and increased motivation to implement student-centered literacy learning. The workshop also strengthened teachers’ readiness to develop meaningful literacy instruction aligned with current educational transformation. These findings suggest that participatory workshops can serve as an effective strategy for strengthening teachers’ competencies and supporting the implementation of literacy learning based on Deep Learning.

Keywords: Deep Learning; Literacy; Teacher Workshop; Teacher Competence; Learning.