Pendampingan Pengembangan Modul Ajar Diferensiasi Berbasis Deep Learning Pedagogis bagi Guru TK ABA Kota Mataram
Authors
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Abdul Sakban
Universitas Muhammadiyah Mataram
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Maemunah Maemunah
Universitas Muhammadiyah Mataram
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Citra Ayu Dewi
Universitas Pendidikan Mandalika
DOI:
https://doi.org/10.36312/linov.v11i3.6437Keywords:
deep learning pedagogis, flipbook, guru TK ABA, modul ajar, pembelajaran berdiferensiasiAbstract
Kegiatan pengabdian kepada masyarakat ini bertujuan memperkuat kompetensi guru TK Aisyiyah Bustanul Athfal (ABA) Kota Mataram dalam menyusun modul ajar berdiferensiasi berbasis deep learning pedagogis berbantuan flipbook. Program dilaksanakan melalui identifikasi kebutuhan, pre-test, penyampaian materi, demonstrasi, praktik penyusunan modul dan storyboard, pendampingan, post-test, serta refleksi. Data diperoleh melalui tes 25 butir, observasi, catatan pendampingan, dokumentasi, dan telaah produk. Pre-test melibatkan 23 responden dengan rata-rata 52, rentang 36-60, serta 18 orang (78%) kategori cukup dan 5 orang (22%) kategori kurang. Post-test pada 23 responden menghasilkan rata-rata jawaban benar 98,96%; aspek modul ajar dan deep learning pedagogis masing-masing 100%, pembelajaran berdiferensiasi 96,90%, dan flipbook 99,39%. Walaupun jumlah responden sama, skor individu tidak dapat dipasangkan karena kode responden tidak konsisten; karena itu, perbandingan hanya bersifat deskriptif. Temuan menunjukkan arah penguatan pemahaman konsep dan kesiapan awal guru, sedangkan kualitas produk dan keberlanjutan program masih perlu dikonfirmasi melalui rubrik dan uji implementasi kelas.
Mentoring the Development of Differentiated Teaching Modules Based on Pedagogical Deep Learning for ABA Kindergarten Teachers in Mataram
Abstract
This community service program aimed to strengthen the competence of Aisyiyah Bustanul Athfal (ABA) kindergarten teachers in Mataram in developing differentiated teaching modules based on pedagogical deep learning and flipbooks. The program combined training, guided practice, mentoring, pre/post-tests, and reflection. The pre-test involved 23 respondents (mean 52; range 36-60), with 18 participants (78%) classified as sufficient and 5 (22%) as low. The post-test involved 23 respondents and yielded 98.96% correct responses on average; teaching-module and pedagogical-deep-learning aspects reached 100%, differentiated learning 96.90%, and flipbook use 99.39%. Individual scores could not be paired because respondent codes were inconsistent; therefore, the comparison was descriptive only. The findings indicate strengthened conceptual understanding and initial teacher readiness, while product quality and sustainability still require rubric-based assessment and classroom trials.
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Copyright (c) 2026 Abdul Sakban, Maemunah Maemunah, Citra Ayu Dewi
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