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All Journal Dedikasi: Jurnal Pengabdian Kepada Masyarakat Physikos: Journal of Physics and Physics Education
Lisa Sutami Suharlan
Universitas Pattimura, Indonesia
Religion Humanities Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Physics Social Sciences Other

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Pemanfaatan Deep Learning Dalam Pendidikan Melalui Sosialisasi Bagi Guru SMA Laboratorium: Utilization of Deep Learning in Education Through Socialization for Teachers at SMA Laboratorium Ivandra Immanuela Latumakulita; Lisa Sutami Suharlan
Bestari: Jurnal Pengabdian Kepada Masyarakat Vol 6 No 2 (2026): Mei 2026
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Melawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46368/dpkm.v6i2.5075

Abstract

Abstrak Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan pemahaman guru SMA Laboratorium mengenai pemanfaatan pendekatan Deep Learning dalam pembelajaran. Permasalahan yang dihadapi adalah masih terbatasnya pengetahuan dan keterampilan guru dalam mengimplementasikan pembelajaran yang berkesadaran, bermakna, dan menyenangkan berbasis teknologi. Metode yang digunakan berupa sosialisasi melalui pemaparan materi dan diskusi interaktif dengan pendekatan partisipatif. Hasil kegiatan menunjukkan adanya peningkatan pemahaman guru terhadap konsep Deep Learning serta siap menerapkan deep learning dalam proses pembelajaran sesuai lingkungan sekolah berbasis riset. Guru juga menunjukkan respons positif dan kesiapan untuk mengintegrasikan pendekatan tersebut dalam praktik mengajar. Dengan demikian, kegiatan ini berkontribusi dalam mendorong transformasi pembelajaran yang lebih inovatif dan berpusat pada peserta didik. Kata Kunci: Deep Learning, Sosialisasi, Pembelajaran. Abstract This community service activity aims to improve the understanding of Laboratory Senior High School teachers regarding the application of the Deep Learning approach in the learning process. The problem identified is the limited knowledge and skills of teachers in implementing technology-based learning that is conscious, meaningful, and engaging. The method used was a socialization program carried out through material presentations and interactive discussions using a participatory approach. The results indicate an increase in teachers’ understanding of the Deep Learning concept and their readiness to apply it in the teaching and learning process in accordance with a research-based school environment. Teachers also showed positive responses and a willingness to integrate this approach into their teaching practices. Therefore, this activity contributes to encouraging a more innovative and student-centered transformation of learning. Keywords: Deep Learning, Socialization, Learning.
Pendekatan CRT: Analisis Keterampilan Abad 21 dalam Pembelajaran IPA dan Fisika Terintegrasi Kearifan Lokal Maluku Anatasija Limba; Felisia Anggryany Aswaly; Cinta Amergebi Souisa; Yuliaty Aprilia; Lisa Sutami Suharlan; Mathia Frangky Boinsera
Physikos: Journal of Physics and Physics Education Vol 5 No 1 (2026): Physikos: Journal of Physics and Physics Education
Publisher : Pattimura University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/physikos.5.1.26078

Abstract

Culturally Responsive Teaching (CRT) is a learning approach adopted by the Indonesian government to improve the quality of education in the face of global challenges, so that students can apply their knowledge in daily life while developing 21st-century skills. This approach is particularly relevant in Maluku, which possesses a wealth of local culture that serves as a learning resource. This study aims to analyze 21st-century skills and teachers’ understanding of these skills in CRT-based Physics science lesson planning that is integrated with the local wisdom of Maluku. The study employed a content analysis design on 18 Physics science instructional documents (lesson plans/teaching modules) to identify the integration of 21st-century skills, which encompass the four Cs—Communication, Creativity, Critical Thinking, and Collaboration—based on 18 indicators using a 1–4 rating scale. In addition, interviews were conducted with two pre-service teachers and five teachers who received the highest scores for integrating 21st-century skills into their instructional planning documents. The research results show that all 21st-century skills analyzed are still in the “has not yet achieved competency” category with an average score of 1.01, consisting of Creativity (1.00), Critical Thinking (0.83), Communication (0.78), and Collaboration (1.44). Most teachers and prospective teachers share a relatively similar understanding of the importance of 21st-century skills and the need to integrate these skills into instruction. The main challenge they face is linking local wisdom to concepts in physics so that students can easily understand them, as well as teachers’ still limited understanding of the types of local wisdom that can be integrated into the learning process.
Co-Authors Anatasija Limba Cinta Amergebi Souisa Felisia Anggryany Aswaly Ivandra Immanuela Latumakulita Mathia Frangky Boinsera Yuliaty Aprilia