Sosialisasi Pembelajaran Mendalam (Deep Learning) bagi Guru-Guru Yayasan Ponpes Birrul Walidain NWDI Rensing
DOI:
https://doi.org/10.36312/sasambo.v7i3.3224Keywords:
Pembelajaran Mendalam, Guru, Kurikulum Merdeka, Asesmen Diagnostik, Refleksi PembelajaranAbstract
Sosialisasi pembelajaran mendalam (PM) adalah tanggapan terhadap kebutuhan untuk meningkatkan pemahaman guru untuk menghadapi tantangan pembelajaran abad kedua puluh satu dan untuk mendukung penerapan Kurikulum Merdeka. Tujuan dari kegiatan ini adalah untuk memperbaiki kesalahpahaman tentang konsep pembelajaran mendalam dan meningkatkan kemampuan guru untuk menerapkan prinsip, dimensi, dan strategi pembelajaran mendalam. Sejumlah 66 orang guru dari MI, MTs, MA, dan SMA mengikuti sosialisasi di Ponpes Birrul Walidain NWDI Rensing pada 19 Juli 2025. Metode yang digunakan adalah pendekatan edukatif-reflektif berbasis asesmen diagnostik. Tes awal dilakukan dengan aplikasi Quizizz, dan materi didistribusikan, diskusi interaktif, dan refleksi dilakukan setelahnya. Hasil tes diagnostik menunjukkan bahwa sebagian besar guru memahami konsep dasar pembelajaran mendalam. Namun, para peserta masih kurang tepat tentang aspek aplikatif dan strategisnya. Soal no 8 paling tinggi peserta menjawab dengan persentase 88,9%, sedangkan soal no 7 memiliki tingkat kesalahan tertinggi 80,5%. Diskusi dan refleksi sangat penting untuk meningkatkan pemahaman konseptual dan membuat strategi implementasi berbasis konteks. Kegiatan ini menekankan pentingnya pelatihan berkelanjutan yang tidak hanya menyampaikan ide tetapi juga membantu guru menerapkan praktik pengajaran yang transformatif dan bermakna.
Socialization of Deep Learning for Teachers of the Birrul Walidain NWDI Rensing Islamic Boarding School Foundation
The deep learning socialization program is a response to the need to improve teachers' understanding of the challenges of twenty-first-century learning and to support the implementation of the Independent Curriculum (Kurikulum Merdeka). The objective of this activity is to correct misconceptions about the concept of immersive learning and improve teachers' ability to apply the principles, dimensions, and strategies of immersive learning. A total of 66 teachers from deep learning (Islamic elementary school), MTs (Islamic junior high school), MA (Islamic senior high school), and SMA (high school) participated in the socialization at the Birrul Walidain Islamic Boarding School (Ponpes NWDI) Rensing on July 19, 2025. The method used was an educative-reflective approach based on diagnostic assessment. The diagnostik test was conducted using the Quizizz application, followed by distribution of materials, interactive discussions, and reflections. The initial test results indicated that most teachers understood the basic concept of deep learning. However, they still had misunderstandings about its applicability and strategic aspects. Question number 8 had the highest number of participants answering with a percentage of 88.9%, while question number 7 had the highest error rate of 80.5%. Discussion and reflection are crucial for enhancing conceptual understanding and developing context-based implementation strategies. This activity emphasized the importance of ongoing training that not only conveys ideas but also helps teachers implement transformative and meaningful teaching practices.
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