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All Journal Sinar Sang Surya: Jurnal Pusat Pengabdian kepada Masyarakat Jurnal Pengabdian Masyarakat (ABDIRA) Women, Education, and Social Welfare
Nana Liesdiana
Universitas Muhammadiyah Malang
Aerospace Engineering Agriculture, Biological Sciences & Forestry Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Nursing Physics Social Sciences Other

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Workshop Program Sekolah Tangguh: Penguatan Pendidikan Karakter Berbasis Kolaborasi Komunitas Belajar bagi Guru Kusnaini Kusnaini; Dwi Priyo Utomo; Nana Liesdiana
Jurnal Pengabdian Masyarakat (ABDIRA) Vol 6, No 3 (2026): Abdira
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/abdira.v6i3.2039

Abstract

Teachers need skills in understanding, designing, and implementing character-based learning that is aligned with the Merdeka Curriculum and the eight dimensions of the Pancasila Student Profile. This community service activity aimed to improve teachers’ competence in integrating character education through the Resilient School Program based on learning community collaboration. The activity was conducted offline for two weeks at SD Negeri Wonorejo 1, SD Negeri Wonorejo 2, and SD Negeri Wonorejo 4 in Malang City, involving 45 teachers as participants. The implementation method used a collaborative participatory approach through the stages of needs analysis, program planning, workshop implementation, evaluation, and follow-up. Data were collected through observation, pre-test and post-test, documentation, and reflective discussions, and were analyzed using descriptive quantitative and qualitative methods. The results showed an improvement in teachers’ competence across all indicators, including understanding the concept of character education, the ability to develop lesson plans or teaching modules integrated with character values, and the implementation of collaborative learning based on character education. The average increase in teachers’ competence reached 68.7%, which was categorized as high, with the highest improvement found in the collaborative learning implementation indicator at 76.1%. These findings indicate that teacher learning communities are effective as spaces for reflection, sharing best practices, and continuous professional development.
Penerapan Pembelajaran Deep Learning Berbasis STEAM Sebagai Penguatan Karakter Siswa Nana Liesdiana; Joko Widodo; Kusnaini Kusnaini
SINAR SANG SURYA Vol 10 No 2 (2026): Mei 2026
Publisher : UM Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/sss.v10i2.5045

Abstract

Kurikulum yang mengalami perkembangan menuntut perubahan paradigma dalam pendidikan di semua tingkat. Demikian juga di level sekolah dasar. Dengan semakin pesatnya teknologi maka pembelajaran dengan pendekatan deep learning yang berbasis STEAM (Science, Technology, Engineering, Art, and Mathematics) menjadi bagian yang sangat relevan.  Hal yang penting diterapkan kepada siswa sekolah dasar adalah pembelajaran yang sejalan dengan kehidupan nyata disertai penanaman karakter positif. Tujuan dari pengabdian ini adalah meningkatkan kompetensi guru dalam mengajar dengan mengintegrasikan  pendekatan pembelajaran deep learning, STEAM, dan penanaman karakter positif.  Untuk mencapainya maka dibuatlah alur kegiatan yaitu perencanaan, pelatihan, penugasan, refleksi, tindak lanjut, pendampingan, dan pemantauan. Hasil penelitian menunjukkan bahwa kompetensi guru meningkat dengan panduan modul ajar yang mengakomodasi kebutuhan gaya belajar siswa. Praktik mengajar di depan teman sejawat membantu memperkaya strategi mengajar. Disamping itu refleksi dan tindak lanjut yang dilakukan guru menjadikan perbaikan-perbaikan berkelanjutan dalam aktifitas mengajar. Pendampingan narasumber dan pemantauan dari kepala sekolah juga menjadi motivasi guru untuk meningkatkan keterampilan mengajar mereka
Pedagogical Deep Learning for Student Character Formation: A Systematic Literature Review and Conceptual Synthesis Nana Liesdiana; Mohammad Syaifuddin; Kusnaini
Women, Education, and Social Welfare Vol. 3 No. 1 (2026): March 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i1.475

Abstract

The growing emphasis on character-oriented education requires pedagogical approaches that move beyond knowledge transmission toward reflective, contextual, and value-laden learning experiences. This study aims to synthesize how deep learning approaches are conceptualized and implemented in education and how they contribute to student character formation. A Systematic Literature Review was conducted using PRISMA procedures. Articles were searched in the Scopus database on November 4, 2025, covering publications from 2016 to 2025 with the keywords “deep learning approach” and “character education.” After screening 4,244 initial records through title, abstract, document type, language, and eligibility criteria, 41 articles were included for thematic qualitative synthesis. The findings show that deep learning is implemented through diverse pedagogical models, including project-based learning, problem-based learning, contextual learning, flipped classroom, technology-supported media, reflective activities, and collaborative learning. Across the reviewed studies, deep learning supports character formation by promoting mindful engagement with content, meaningful connections to real-life contexts, and joyful learning experiences. These processes strengthen discipline, responsibility, independence, empathy, tolerance, collaboration, integrity, and critical thinking. This study contributes a conceptual synthesis that positions deep learning as an integrative pedagogical mechanism linking cognitive depth, reflective self-regulation, and character development, thereby offering a foundation for future empirical research and classroom-based innovation.
Co-Authors Dwi Priyo Utomo Joko Widodo Kusnaini Kusnaini Kusnaini Mohammad Syaifuddin