PEMBERDAYAAN GURU SD DI KAWASAN PERTAMBANGAN MELALUI PELATIHAN STRATEGI DEEP LEARNING UNTUK PEMBELAJARAN YANG KONTEKSTUAL DAN BERKEADILAN EPISTEMIK
Abstract
Abstrak: Kegiatan pengabdian kepada masyarakat ini dilaksanakan di SD Negeri 1 Moramo, Sulawesi Tenggara, yang berada di kawasan pesisir dekat industri pertambangan, dengan melibatkan Sembilan guru dan satu kepala sekolah. Permasalahan utama mitra adalah rendahnya pemahaman guru terhadap strategi deep learning serta belum terintegrasinya konteks lokal dalam perangkat ajar. Program ini bertujuan memberdayakan guru dalam merancang pembelajaran yang kontekstual dan berkeadilan epistemik melalui pelatihan dan pendampingan. Evaluasi dilakukan menggunakan pendekatan kuantitatif melalui instrument pre-test dan post-test berbasis skala likert dan kualitatif melalui observasi, dan refleksi tertulis peserta. Hasil menunjukkan peningkatan kompetensi guru sebesar 53%, terutama dalam kemampuan mengintegrasikan nilai-nilai lokal dan merancang RPP berbasis deep learning. Temuan ini mengindikasikan pergeseran praktik pembelajaran menuju pendekatan yang lebih reflektif, kontekstual, dan bermakna.
Abstract: This community engagement program was implemented in SD Negeri 1 Moramo, Southeast Sulawesi, located in a coastal area near mining activities, involving nine teachers and one school principal. The partner school faced limited teacher understanding of deep learning strategies and insufficient integration of local context into instructional planning. The program aimed to empower teachers to design contextual and epistemically just learning through training and mentoring. The evaluation was conducted using a quantitative approach through Likert-scale–based pre-test and post-test instruments, and a qualitative approach through observations and participants’ written reflections. The results show a 53% improvement in teacher competence, particularly in integrating local values and developing lesson plans based on deep learning principles. These findings indicate a shift in instructional practices toward more reflective, contextual, and meaningful learning.
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DOI: https://doi.org/10.31764/jmm.v10i1.36386
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