Pendampingan guru sekolah dasar dalam merancang lesson design berbasis deep learning untuk mendukung pemerataan pendidikan berkualitas (SDGs 4) di Kota Metro

Abstract

Abstrak

Tuntutan pembelajaran abad ke-21 mengharuskan guru sekolah dasar (SD) merancang pembelajaran yang berorientasi pada pemahaman mendalam, bukan sekadar penguasaan materi secara prosedural. Namun, perencanaan pembelajaran guru SD di Kota Metro masih didominasi pendekatan permukaan (surface learning) dan belum mengintegrasikan prinsip deep learning secara sistematis ke dalam lesson design. Kegiatan pengabdian kepada masyarakat ini bertujuan mendampingi guru SD dalam merancang lesson design berbasis deep learning yang aplikatif dan sesuai dengan karakteristik peserta didik. Mitra sasaran kegiatan adalah 30–40 guru SD di Kota Metro yang aktif mengajar dan terlibat langsung dalam perencanaan pembelajaran. Metode pelaksanaan menggunakan pendekatan pendampingan partisipatif dan kolaboratif melalui empat tahap, yaitu sosialisasi program, penguatan konsep deep learning, workshop penyusunan lesson design, serta refleksi dan umpan balik. Hasil kegiatan menunjukkan peningkatan pemahaman guru terhadap konsep deep learning serta kemampuan guru dalam menyusun lesson design yang mengintegrasikan tujuan pembelajaran, aktivitas belajar, dan asesmen secara selaras. Guru juga menunjukkan antusiasme dan respons positif sepanjang pelaksanaan kegiatan. Kegiatan ini menghasilkan perangkat lesson design berbasis deep learning, modul pendampingan guru, serta peningkatan kompetensi profesional guru SD yang diharapkan berkontribusi pada pemerataan pendidikan berkualitas (SDGs 4) secara berkelanjutan.

Kata kunci: deep learning; lesson design; pendampingan guru; sekolah dasar; SDGs 4

Abstract

Twenty-first century learning requires primary school teachers to design instruction oriented toward deep understanding rather than mere procedural mastery of content. In practice, however, lesson planning by primary school teachers in Metro City is still dominated by a surface-learning approach and has not systematically integrated deep learning principles into lesson design. This community service activity aimed to mentor primary school teachers in designing applicable, learner-appropriate lesson designs based on deep learning. The target partners were 30–40 actively teaching primary school teachers in Metro City who are directly involved in instructional planning. The implementation method used a participatory and collaborative mentoring approach through four stages: program socialization, reinforcement of deep learning concepts, a lesson-design workshop, and reflection with feedback. The results showed an increase in teachers' understanding of deep learning and in their ability to develop lesson designs that coherently integrate learning objectives, learning activities, and assessment. Teachers also showed enthusiasm and positive responses throughout the activity. This activity produced deep-learning-based lesson design tools, a teacher mentoring module, and improved professional competence of primary school teachers, which is expected to contribute to equitable, quality education (SDGs 4) on an ongoing basis.

Keywords: deep learning; lesson design; teacher mentoring; primary school; SDGs 4