Deep Learning: Kerangka Kerja Mendalam Untuk Membangun Pemecahan Masalah Secara Kolaboratif - Munali, Munali; Alifah, Siti (Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat, 2025)
Pengajaran dan pembelajaran harus bergeser dari pembelajaran surface learning ke deep learning. Deep learning memberikan kesempatan kepada siswa untuk mencapai hasil pembelajaran yang tinggi. Deep learning menuntut pendidik meningkatkan kemampuan pedagogik. Kemampuan pedagogik diharapkan dapat meningkatan keterampilan berpikir tingkat tinggi (HOTS). Selain ilmu pengetahuan, siswa belajar soft skills: komunikasi, kerja tim, motivasi, problem solving, berpikir kritis, antusiasme, dan kepercayaan. Kemampuan kognitif siswa Indonesia menyelesaikan butir soal HOTS dalam kategori rendah dibandingkan dengan negara lain. Hal ini dapat terlihat dari hasil PISA pada tahun 2022. Skor kemampuan Membaca sebesar 482 dengan kategori Lower Order Thinking Skills (LOTS), skor kemampuan Matematika sebesar 480 dengan kategori LOTS, dan skor kemampuan Sains sebesar 491 dengan kategori LOTS. Solusi yang dapat dilakukan adalah meningkatkan mutu pendidik melalui pendekatan deep learning. Tujuan Pengabdian kepada Masyarakat (PkM) adalah membantu pendidik SMP IT Al-Khairaat Jakarta Utara melalui tema penerapan pendekatan deep learning di kelas dengan framework: Deeper Framework for Scaffolding Collaborative Problem Solving (DFSCPS). Berdasarkan teori dan PkM sebelumnya, belum ada PkM framework DFSCPS yang menggambarkan proses pemecahan masalah secara kolaboratif dengan model Pembelajaran Berbasis Proyek melalui 6 tahapan pembelajaran. Metode pelatihan meliputi: pemaparan teori deep learning, penerapan deep learning di kelas, dan diskusi. Keberhasilan kegiatan PkM diukur melalui presentasi penulisan skenario pembelajaran pada kegiatan inti melalui 6 tahapan DFSCPS dengan skor total 100%. Hasil presentasi 2 pendidik dapat disimpulkan penerapan deep learning di kelas sebesar 50% mampu menyusun skenario pembelajaran DFSCPS dan 8 pendidik lainnya dapat memahami namun terbatas waktu. Implikasi hasil PkM, pendidik dapat menerapkan DFSCPS.Deep Learning: A Comprehensive Framework for Building Collaborative Problem SolvingAbstractTeaching and learning must shift from surface learning to deep learning. Deep learning provides opportunities for students to achieve high learning outcomes. Deep learning requires educators to improve pedagogical skills. Pedagogical skills are expected to increase higher order thinking skills (HOTS). In addition to knowledge, students learn soft skills: communication, teamwork, motivation, problem solving, critical thinking, enthusiasm, and trust. Indonesian students' cognitive ability to solve HOTS questions is low compared to other countries. This can be seen from the PISA results in 2022. The Reading score was 482 with Lower Order Thinking Skills (LOTS) category, Math score was 480 with LOTS category, and Science score was 491 with LOTS category. The solution that can be done is to improve the quality of educators through a deep learning approach. The purpose of the Community Service (PkM) is to help educators of Al-Khairaat IT Junior High School North Jakarta through the theme of implementing a deep learning approach in the classroom with the framework: Deeper Framework for Scaffolding Collaborative Problem Solving (DFSCPS). Based on the theory and previous PkM, there has been no PkM on the DFSCPS framework that describes the process of collaborative problem solving with the Project-Based Learning model through 6 stages of learning. The training methods include: presentation of deep learning theory, application of deep learning in class, and discussion. The success of PkM activities is measured through the presentation of writing learning scenarios in core activities through 6 stages of DFSCPS with a total score of 100%. The results of the presentation of 2 educators can be concluded that the application of deep learning in the classroom is 50% able to develop DFSCPS learning scenarios and 8 other educators can understand but are limited in time. The implication of the PkM results is that educators can implement DFSCPS.