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All Journal MALIH PEDDAS Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Inventa PINUS: Jurnal Penelitian Inovasi Pembelajaran JUPE : Jurnal Pendidikan Mandala Jurnal Review Pendidikan dan Pengajaran (JRPP) Jurnal Leverage, Engagement, Empowerment of Community (LeECOM) BERNAS: Jurnal Pengabdian Kepada Masyarakat Journal of Innovation in Educational and Cultural Research Pedagogika : Jurnal Pedagogik dan Dinamika Pendidikan Jurnal Disastri: Pendidikan Bahasa dan Sastra Indonesia ARZUSIN: Jurnal Manajemen dan Pendidikan Dasar Jurnal Ilmu Sosial, Pendidikan Dan Humaniora JGK (Jurnal Guru Kita) Inisiatif: Jurnal Dedikasi Pengabdian Masyarakat INDOPEDIA (Inovasi Pembelajaran dan Pendidikan) Kanigara Jurnal Inovasi dan Teknologi Pendidikan J-CEKI
Azmy, Bahauddin
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Neuroscience Nursing Physics Public Health Social Sciences Veterinary Other

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Journal : Kanigara

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TRAINING ON THE IMPLEMENTATION OF DEEP LEARNING IN INNOVATIVE LEARNING FOR ELEMENTARY SCHOOL TEACHERS IN TARIK DISTRICT Ira Eko Retnosari; Amelia Widya Hanindita; Bahauddin Azmy; Erlin Ladyawati
Kanigara Vol 5 No 2 (2025): Kanigara
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/vg483e17

Abstract

The purpose of the Community Service activity by the team of lecturers of Elementary School Teacher Education, Faculty of Education, Universitas PGRI Adi Buana Surabaya is to improve teacher competency in knowledge, designing tools, designing deep learning assessments. Teachers who participated in this workshop were able to understand the concept and practice of deep learning better, and were able to implement it in good practice in their respective classes. The results of the analytical discussion that has been described above, it can be concluded that all teachers who participated in the PPM activity by the team of lecturers of the Elementary School Teacher Education Study Program were able to improve their ability to understand the urgency of deep learning, design and use deep learning learning tools. good practice experience of deep learning, development of deep learning learning assessments, and improve the skills of compiling deep learning assessments in elementary schools.
Workshop dan Pendampingan Pengembangan Bahan Ajar Berbasis Deep Learning bagi Guru Sekolah Dasar Rosmiati; Wahyu Susiloningsih; Amelia Widya Hanindita; Bahauddin Azmy; Ismatus Sovia Nadila; Dionisius Ronaldino Fernanandes Dugis; Ronaldino, Ihda Safira
Kanigara Vol 6 No 1 (2026): Kanigara
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/dxavm205

Abstract

The transformation of 21st-century learning and the implementation of the Merdeka Curriculum require elementary school teachers to design learning experiences that are oriented toward deep, reflective, and meaningful understanding. However, many teachers still face limitations in developing instructional materials that systematically and contextually integrate Deep Learning principles. This community service program aimed to enhance elementary school teachers’ competencies in developing Deep Learning–based instructional materials through workshops and sustained mentoring. The program was conducted from November to December 2025 and involved 13 elementary school teachers from several public schools inKutorejo District, Mojokerto Regency.   reinforcement workshops, mentoring in instructional material development through small- group guidance and individual consultations, as well as formative feedback and iterative revisions. The results indicated improvements in teachers’ understanding and skills in developing Deep Learning–based instructional materials that incorporate clear learning objectives, meaningful learning activities, reflective prompts, and authentic assessments. In addition to producing feasible and classroom-ready instructional materials, the mentoring activities also contributed to increased teachers’ confidence, independence, and pedagogical awareness in designing learning experiences focused on students’ deep understanding. Therefore, this program demonstrates that a workshop model combined with sustained mentoring is effective in strengthening elementary school teachers’ capacity as innovative and sustainable designers of Deep Learning–based instruction.
Co-Authors Achmad Fanani Afrianti, Silfi Agung Pramujiono Ainy, Faradisha Nur Amelia Widya Hanindita Ana Fitriana Ardaningrum, Diah Putri Awwalin, Izzah Khusma Cholifah Tur Rosidah Dionisius Ronaldino Fernanandes Dugis Erlin Ladyawati Eronisa, Syahla Mutia Fanani , Achmad Fiantika, Feny Rita Hanifah, Annisa Ida Sulistyawati Imas Srinana Wardani, Imas Srinana Ira Eko Retnosari, Ira Eko Ismatus Sovia Nadila Juniarso, Triman Kholidah, Nur Dyana Kusmaharti, Dian Mauliddiniar, Tiara Shaqinah Maya Eva Rahayu Nia Putri Karimah Nidiana Cindra Puspita Sari Nur Rohmah Oktaviana, Nur Prasisilia, Huswindi Dwi Aprillia Prasisilia Prastyo, Danang Putri, Faradini Age Putri, Mei Lani Putri, Regita Arya Rachmadtullah, Reza Rahmah, Zhahirah Rahmawati, Dina Ayu Ramadhani, Nabila Putri Ronaldino, Ihda Safira Rosmiati Rosyada, Irfani Amrina Rusminati, Susi Hermin Salsabila, Ashari Kurnia Satianingsih, Rarasaning Via Yustitia Wahyu Susiloningsih, Wahyu